To answer the question, one needs to use frameworks of comparison. Olson and Diab suggest first looking at the areas of knowledge precepts. They claim, for example, that western liberal arts has a distinct bias for "learning for learning's sake". [4] Whereas, Gulf Arab culture is influenced by either Islamic or tribal traditions with the focus upon learning is clearly considered only from a utilitarian standpoint. That is, in the Arab world, the parameter for determining what sort knowledge is considered acceptable is likely narrower than in the West.
Olson and Diab cite the notes concerning an Islamic Hadith as source for the popular conception in the Islamic world that "knowledge without any real use in human life is useless." That such a view is contrary to humanitarian traditions in a western Liberal Arts campus is symbolic of one core learning value difference between the Islamic world and the West developing over a long period of history. However, Olson and Diab are also quick to add that a body growing research indicates, in fact, the Koran does not necessarily pose this restricted utilitarian view of learning.
On the one hand, this is likely because the idea of what is specifically utilitarian can be quite broad in encompassing different individual and societal needs. Olson and Diab cite a 2006 study which advocates the interpretation that it is the Arab culture, not the religion, that is defining what is considered of utility in modern Gulf countries.
In any case, Olson and Diab note that modernization of any land, such as Kuwait or Qatar, is a process that is likely raising generations of youth who hold important dual western and Arab traditional frames of reference for determining what they consider to be the most important things for them to acquire educationally.[5]
A second framework for viewing the Western Liberal Arts vs. Gulf Arab tradition in terms of educational acquisition is to look at the dichotomy between individual and collective identity. According to Olson and Diab, "It is supposed that individual identity is encouraged with critical thinking in western intellectual life. In contrast, the literature suggests that traditional Islamic education is largely teacher and text-oriented and by extension emphasizes collective identity and rote learning skills over individual identity and critical analysis skills." Most importantly, Olson and Diab continue this line of interpretation by indicating that the typical rote learning and repetition approach "emphasizes acquired content while critical analysis incorporating the learner's life of experience is minimized."[6]
WASTA AND CAREER PLACEMENT IN KUWAIT
This emphasis on acquired content may, when applied to Kuwaiti society, provide explanation for the peculiarity of placing new graduates of political science or economics into positions well outsider the fields of their training in the Ministry of Health or Ministry of Islamic Affairs, i.e. outside their respective disciplines.
In short, the Kuwaiti socio-cultural system doesn't really appreciate that individuals might desire to develop special areas of interest and expertise over their lives. The focus in making job placement is often simply to find a jobs for new graduates as a part of continuing the societal maintenance function of "wasta". The purpose of the placement is not necessarily to help young graduates get the appropriate opportunity to better cultivate their individual careers or expertise. Only through, intervention of someone with great personal intermediary or intercessory "wasta" can a many new graduates even eventually get a job in line with what they actually studied and prepared for in university. This, in turn, certainly is a disincentive for young people learning appropriate study skills in their university years from the Kuwait public ministries and from publicly owned companies, like the government's energy and water processing corporations.
This emphasis on being part of a group, i.e. becoming fully recognized as part of the greater Kuwait family, is certainly reflective of the collective-oriented cultures of traditional societies. "Wasta" is also often involved in the promotion of a student during his university career. Therefore, this cross-training across disciplines in government ministries and in public corporations in the Kuwait society is meant as means of further embedding a Kuwaiti individual identity within the parameters of the collective experience of society, i.e. with one of the semi-intentional effects being that the young graduate will learn to put his own focus on achievement aside in order to promote national or collective harmony in his country's future.
The alternative of fighting one's way upstream without "wasta' in Kuwaiti society is difficult, even for Kuwait University graduates these days. There is bullying that goes on at levels of public schools and universities for students who desire not to place the "wasta" game and focus on their own interests during exam time. A good Kuwaiti is considered to be one who reaches out to drag his peer's with him during their university time together. Similar a good professor is one who bows to the pressures of Kuwaiti needs and desires. This pressure is often manifested by the registration department at the university demanding that departments and individual instructors give many make-up exams until a student has finally passed. If this doesn't work, then some other more powerful figures, i.e. with more "wasta", will be able to override the grades assigned by many university professors.
Another example of the aforementioned "wasta" matter in job placement in Kuwait is represented by a young female petroleum engineer who had been placed, after graduating from Kuwait University four or five years ago, in a Kuwaiti government ministry and asked to do secretarial work for over the course of the next three years.
This female engineer said that she had spent three straight years trying to get a job in the oil sector instead. Since she had no "wasta" at any of the 11 Kuwaiti national oil firms, she retook many exams and interviews. Only after the third year did this engineer finally get a job in the Kuwait National Oil Company. However, initially that same national oil company placed her in a department of data analysis, instead of her field of expertise: petroleum engineering. (Luckily, she has since been able to work this out with the human resources office and is now finally placed in the engineering department of the company.)
COLLECIVE ACTION PROBLEM
According to Olson and Diab, "'Intercessorary wasta exemplifies the collective action problem,' where action 'furthering individual interest harms the collective interest.'"[7] This may be true from a western Liberal Arts perspective. However, from the average Kuwaiti's perspective this is irrelevant because "wasta" is considered as necessary as the air one breaths, and fighting our environment because we'd rather breath different air appears to be a lost cause from the start.
Moreover, "wasta" is so pervasive in the society that it is certainly likely that going against it with too much anger or frustration is likely lead to attacks one's self, one's own family, or cultural identity. As a matter of fact, even though almost everyone in Kuwait does voice concern and complain about and against "wasta", any member of any particular student- or work group found attacking the collective that enforces the culture of "wasta" is often certainly considered likely to receive ostracism from more than one source in Kuwaiti society.
As an example, there was one American educator who taught in a Gulf Arab university for nearly three years who was known for writing e-mails to different officials at the university tying to promote stranger standards in achievement, teaching, and a series of course offerings that more closely reflected the variety of courses offered at similar sized western universities of liberal arts. This same professor was well-liked by the students taking his classes because he respected them and yet enabled and promoted levels of learning practices and achievement from them that far-too many other staff members, in the growingly "wasta" infested institution, did not enforce nor carry out. The register of that particular new liberal arts university eventually created enough "wasta" for herself that she was appointed to the board of directors of that university. Immediately, she sought and received the non-renewal of that professor's contract for the following semester.
