DOCSLIB.ORG

Hawawini Multicampus Internationalization 10

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Hawawini Multicampus Internationalization 10 Working Paper Series 2016/77/FIN Multicampus Internationalization of Higher Education Institutions Gabriel Hawawini INSEAD, [email protected] Forthcoming in Univer-Cities Conference Volume III (2016) October 10, 2016 This chapter examines the process of internationalization through the opening of campuses abroad by higher education institutions. After defining this process and explaining how and why it takes place, the chapter identifies and examines three models of multicampus institutions (the branch model, the federal model and the global model), with a closer look at the global model adopted by INSEAD, the international business school with campuses in France, Singapore and Abu Dhabi. It then presents four host-country models (the educational model, the academic model, the business model and the internationalization model) and illustrates these models with the cases of Qatar, Singapore, Dubai and Abu Dhabi. Keywords: Internationalization of Higher Education Institutions; Multicampus Higher Education Institutions; Models of Multicampus Institutions; Host-country Models Electronic copy available at: http://ssrn.com/abstract=2860633 A Working Paper is the author’s intellectual property. It is intended as a means to promote research to interested readers. Its content should not be copied or hosted on any server without written permission from [email protected] Find more INSEAD papers at https://www.insead.edu/faculty-research/research Multicampus Internationalization of Higher Education Institutions Gabriel Hawawini INSEAD ([email protected] ) October 10, 2016 Forthcoming in Univer-Cities Conference Volume III (2016) This chapter examines the process of internationalization through the opening of campuses abroad by higher education institutions. After defining this process and explaining how and why it takes place, the chapter identifies and examines three models of multicampus institutions (the branch model, the federal model and the global model), with a closer look at the global model adopted by INSEAD, the international business school with campuses in France, Singapore and Abu Dhabi. It then presents four host-country models (the educational model, the academic model, the business model and the internationalization model) and illustrates these models with the cases of Qatar, Singapore, Dubai and Abu Dhabi. 1. Introduction Leaders of higher education institutions (HEIs) around the world rank the internationalization of their institutions among their highest priorities. 1 What does internationalization refer to in the context of higher education? How do HEIs internationalize their activities and why is it a priority for leaders of HEIs? We review the answers to these questions before turning to the examination of one particular channel through which HEIs internationalize: the establishment of campuses abroad. 2 We identify and describe three models of multicampus institutions we call the branch model, the federal model and the global model. We follow this with a closer look at the global model adopted by INSEAD, the international business school with campuses in France, Singapore and Abu Dhabi. We then present four host-country models we refer to as the educational model, the academic model, the business model and the internationalization model. These models are illustrated with the cases of Qatar for the educational model, Singapore for the academic model, Dubai for the business model and Abu Dhabi for the internationalization model. 1 See AACSB (2011), De Meyer et al (2004), Hawawini (2016), Spring (2009), Stearns (2008) and Wildavsky (2010). 2 See ACE (2009). 1.1 What is meant by the internationalization of higher education institutions? Internationalization has been defined as ‘the process of integrating an international and intercultural dimension into the teaching, research and service functions of the institution. ’3 This standard definition, however, emphasizes the inward dimension of the phenomenon. It calls for bringing the world into the institution instead of taking the institution out into the world. A more outward-looking perspective defines internationalization as ‘an ongoing process of change whose objective is to integrate the institution and its key stakeholders (its students and faculty) into the global knowledge economy .’ 4 Inward and outward internationalization are usually complementary. An HEI would typically start its internationalization process by introducing an international dimension into some of its teaching and research activities on its home campus. The process may stop at that stage or move to a second phase that calls for the adoption of outbound activities such as joint programs delivered abroad and the opening of foreign campuses. Outbound activities rarely take place without some prior internationalization at home. 1.2 How do higher education institutions internationalize? There is an array of initiatives an HEI can adopt to internationalize. They range from internationalizing the curriculum and the student body to establishing academic joint-ventures with foreign institutions and opening campuses abroad. 5 The focus of this chapter is on outward internationalization through the establishment of foreign campuses, a move that does not preclude the adoption of other international initiatives. As pointed out earlier, most institutions that have opened campuses abroad have also internationalized their home campuses by offering international courses and programs and attracting foreign students and faculty on their home premises. 1.3 Why do higher education institutions internationalize? What motivates an HEI to establish a campus outside its home territory? This type of internationalization initiative is clearly riskier to implement than, say, an international exchange 3 See Knight (2003). 4 See Hawawini (2016) for a critical review of alternative definitions of the process of internationalization by HEIs. 5 Academic joint ventures include student and faculty exchange programs as well as joint-degree or dual-degree programs. See Hawawini (2016) for a more extensive list of internationalization initiatives. Gabriel Hawawini 2 Multicampus Internationalization program or a dual-degree program with a foreign institution. The former requires a larger investment and mobilizes more institutional resources than the launch of the latter two programs. It is also more complex to manage because of the geographical distance, the scale and size of the operation and the differences in cultures and business practices between the home and the host countries. It also carries significantly more reputational risk because the closing of a foreign campus would be a more visible indicator of a failed internationalization strategy than the termination of an unsuccessful exchange program or a dual-degree program. There are several reasons for an HEI to venture abroad. They can be classified by at least three distinct categories: academic, economic and, for some state-controlled HEIs, political. 6 Academic motives. These are primarily driven by a desire to fulfill the institution’s mission to educate potential students not only at home but around the world, especially those students who could not come to the home campus. In addition there is a need for the institution to remain academically relevant in an interconnected world, an objective that is easier to achieve if the institution has a physical presence abroad where its faculty and students can study and learn. Finally, there is the need to attract qualified students and faculty from around the world, a goal that is facilitated by a foreign presence and a broader international visibility. Economic motives. These are mostly prompted by a desire to increase revenues by offering programs to foreign students unable to travel to the home campus for financial or cultural reasons. One example of the latter is when some parents in the Middle East do not wish to send their daughters to study abroad. Another reason is to reduce the institution’s operating risk via geographical diversification. This effect occurs when stronger demand for education in developing countries (where most foreign campuses are established) offsets weaker demand at home. 7 The stronger demand for education in developing countries stems from their faster economic growth rates and their large pool of younger students seeking a tertiary education. Another economic motive is the financial support from the host country that the guest institution could use to fund activities on its home campus. Finally, note that economic and academic 6 See Hawawini (2016) and Stier (2004). 7 We show later that most foreign campuses are established in developing countries by HEIs located in developed countries (see Exhibit 1 and Exhibit 4). Gabriel Hawawini 3 Multicampus Internationalization motives are not mutually exclusive: an institution may open a foreign campus to satisfy both motives. A political motive to go abroad is usually associated with state-controlled HEIs and dictated by national interests. This motive is well illustrated with the case of Russian HEIs which have established campuses in countries that are located in Russia’s sphere of influence such as Armenia, Azerbaijan, Belarus, Kazakhstan, Kyrgyzstan and Tajikistan. 1.4 Alternative models The next two sections identify alternative models of multicampus HEIs with a closer look at the model adopted by INSEAD, the international business school with campuses in France, Singapore and Abu Dhabi. The following section explores
Load more

Recommended publications
  • Strategic Leadership in the Business School
    Strategic Leadership in the Business School Business schools have come under fi re in recent years, with criticisms centring on their academic rigour and the relevance of business education to the ‘real’ world of management. Alongside this ongoing debate, increasing international competition and media rankings have led to a fi erce struggle between business schools for positioning and differentiation. These are among the challenges that are faced by the dean of the modern-day business school. In this book, Fernando Fragueiro and Howard Thomas show how deans of business schools can meet such challenges in terms of strategic direction setting and the execution of their leadership role. Drawing on their invaluable experience as deans of highly successful business schools, they present a series of case studies to show how leaders of fi ve major business schools (IMD, LBS, INSEAD, IAE and Warwick) have built effective strategies in the context of internal and external political pressures. fernando fragueiro is Professor of General Management and Director of ENOVA Thinking, a centre for developing corporate leadership in emerging markets, at IAE Business School in Buenos Aires. He served previously as Dean of IAE Business School (1995–2008) and as Vice-President of Austral University (1995–2007). howard thomas is Dean and LKCSB Chair in Strategic Management at the Lee Kong Chian School of Business, Singapore Management University. Until recently he was Dean of Warwick Business School (2000–2010), and, prior to this, he was Dean of the College of Commerce and Business Administration at the University of Illinois at Urbana–Champaign (1991–2000).
    [Show full text]
  • Bized, November/December 2011, Full Issue
    November/December 2011 Ed . W WHAt’s PAST. WHAt’s Biz WHAt’s No WHAt’s WHAt’s Next. WHAt’s YEARS BizEd • NOVEMBER/DECEMBER 2011 • VOLUME X, ISSUE 6 The University of Texas at Dallas Announces The Naveen Jindal connovember/decembertents 2011 • volume X, issue 6 School of Management Features Named to honor its distinguished alumnus, Naveen Jindal MBA’92, Delhi, India TEN ON TEN Ten longtime deans gaze back on the The University of Texas at Dallas is proud to celebrate the naming of 22 last decade of management educa- the Naveen Jindal School of Management, and to express the appreciation tion—and forward to the next one—as of its students and faculty for support aimed at enhancing the excellence they discuss how business schools have of one of the premier business schools in the U.S. changed, might change, and should change in the 21st century. Through Mr. Jindal’s generosity, the Naveen Jindal School of Management will continue to build on widening recognition of its excellence. TESTS OF TIME A sampling of some of the programs • Full-Time MBA, 40th overall and 17th among public university 44 and initiatives that were launched programs in the U.S., U.S. News & World Report a decade ago—what worked, what didn’t, and what these schools are th th • Professional (Part-Time) MBA, 36 overall and 20 among planning for the future. U.S. public university programs, U.S. News & World Report nd THEN AND NOW • Executive MBA, 22 among U.S.-based executive programs, Financial Times A “by the numbers” look at the way 52 business schools have evolved over • Faculty research productivity, 22nd worldwide, Financial Times the past ten years.
    [Show full text]
  • School of Business Annual Report 2015
    AUC AVENUE • P.O. BOX 74 NEW CAIRO 11835 • EGYPT TEL 20.2.2615.3290 [email protected] WWW.AUCEGYPT.EDU/BUSINESS AUC.BUSINESS AUC_BUSINESS Annual Report 2015 - 2016 TABLE OF CONTENTS 1 Letter from the Dean 6 Vision 2030 9 School Highlights 2015 - 2016 48 Statistics 50 Financials LETTER FROM THE DEAN Karim Seghir 1 The year 2019 marks the AUC centennial and the 10th anniversary of the restructuring of the AUC School of Business. Thus, making it an ideal time for reflection and envisioning a more ambitious roadmap for the future. With this in mind the school has undergone an inclusive and holistic process to develop its Vision 2030. For close to seven decades the AUC School of Business has upheld its position as the premium business education institute in Egypt and among the best in the MENA region. A position reaffirmed through the Triple Crown seal of excellence as well as notable ratings from prominent international ranking bodies. Through the years, the school withstood a variety of environmental changes that have shaped its philosophy to meet the needs and challenges of an ever-changing business context while maintaining its commitment to achieving excellence and creating tangible impact. The school’s strategic direction continues to center on its core strength, its distinct location, and its global reach. This direction is clearly communicated in its vision to be the leading knowledge hub with Arab region relevance and global influence, and its mission to develop entrepreneurial and responsible global leaders and professionals. The purpose of Vision 2030 is to direct the school’s programs, research and activities over the next 14 years as well as consolidate the efforts of its different programs and centers to achieve maximum impact.
    [Show full text]
  • Faculty-Booklet.Pdf
    I am pleased to introduce the 2017/2018 INSEAD Faculty Booklet, in which our faculty across our Asia, Europe and Middle East campuses. Enjoy learning more about our faculty’s research and teaching excellence as you peruse these pages. At INSEAD, we remain committed to fostering an open and collaborative intellectual environment where our culturally diverse academics creates rigorous and relevant research, contributing to our school’s vision to make business a force for good. Laurence Capron Dean of Faculty The Sauvage Family Chair for Academic Excellence The Paul Desmarais Chaired Professor of Partnership and Active Ownership INSEAD Table of Contents Index Accounting and Control At Large Decision Sciences Economics and Political Science Entrepreneurship and Family Enterprise Finance Marketing Organisational Behaviour Strategy Technology and Operations Management Chairs, Professorships and Fellowships Index Area Chair Index Academic Directors Index Index A D H Aggarwal Vikas A Davis Jason Harrison Spencer Albuquerque Paulo Deasy Derek Hasija Sameer Alvarez José-Luis Del Carpio Lucia Hawawini Gabriel Amiraslani Hami Dermine Jean Hibon Michele Anderson Philip Diecidue Enrico Hietala Pekka Angehrn Albert A. Doz Yves L. Hillion Pierre Angelmar Reinhard Dubois David Huang Li Askin Noah Dumas Bernard Huy Quy Ayres Robert: DS / TOM Dutt Pushan I Dyas Gareth B Ibarra Herminia E Bearden J. Neil J de Bettignies Henri-Claude Evans Paul A. L. Bennedsen Morten Evgeniou Theodoros: DS / TOM Jang Sujin Bens Daniel A. Jarrett Michael F Bensaou Ben M. Jones Neil Bissada Youssef F. Falcao Horacio Joos Peter Black Stewart Fang Lily Hua K Boulos Fares Fatás Antonio Bresman Henrik Fernald John Kaiser Kevin Brimm Linda Freeman Michael Karelaia Natalia Brimm Michael Furr Nathan Kets de Vries Manfred F.R.
    [Show full text]
  • Entrepreneurship Innovation Leadership
    SCHOOL OF BUSINESS Entrepreneurship Innovation Leadership About the School of Business The American University in Cairo A Leading Business School Ranking, Accreditation, Memberships and Partnerships Alumni Statistics Dean’s Strategic Advisory Board Members 56 Full-time faculty 141 Administrative staff Programs Academic Programs 9,661 School alumni Sponsored Programs 168,000 Executive education alumni Centers Executive Education Research Centers ONE LEADING BUSINESS SCHOOL Faculty 2 3 About the School of Business The American University in Cairo The School of belongs Business to The American University in Cairo The American University in Cairo (AUC) was founded in 1919 by Americans devoted to education and community service in the Middle East. Today, AUC is the region’s premier English-language University — an essential contributor to the social, political and cultural life of the Arab world. AUC’s academic programs are rooted in liberal education, and serve as a crossroads for the world’s cultures: a vital, vibrant forum for reasoned argument, spirited debate and understanding across cultures. Designed to accommodate 5,500 full-time students and 1,500 37,000 Alumni faculty and staff members, AUC’s $400 million, 260-acre campus is technologically advanced and environmentally sensitive. Offering state-of-the-art resources to students and faculty members from Alumni around the world, the campus weaves Egyptian urban and architectural 6,000 of graduate programs traditions into a modern campus and is designed to be accessible to people with disabilities. International alumni 2,000 of graduate programs (for the past 10 years) 4 5 About the School of Business A Leading Business School A Leading Business School Connecting the Region and the World The School of Business was launched in 2009 as part of a restructuring of the former School of Business, Economics and Communication, which was established in 1993.
    [Show full text]
  • 2015-16 University of the People Catalog FINAL
    CATALOG UNIVERSITY OF THE PEOPLE September 1, 2015 - August 31, 2016 225 S. Lake Ave., Suite 300 Pasadena, CA 91101 www.UoPeople.edu [email protected] Tel. +1 626 264 8880 Administration President Mr. Shai Reshef Provost Dr. David H. Cohen Chief Financial Officer Mr. Paul Affuso General Counsel Mr. Dvir Langer, Esq. Vice President for Strategy and Planning Mr. Yoav Ventura Board of Trustees Mr. Ashok J. Chandrasekhar, Goldfarb Seligman & Co., Chair Hon. Justice Christine M. Durham, Utah Supreme Court Mr. Daniel J.H. Greenwood, Hofstra University Dr. Gabriel Hawawini, INSEAD Mr. Tom Healy, Fulbright Scholarship Board Mr. Shai Reshef, President, University of the People President’s Council President John Sexton, New York University, Chair Chancellor Nicholas Dirks, UC Berkeley Rector Emerita Mrs. Michèle Gendreau-Massaloux, Academy of Paris Chancellor Emerita Martha J. Kanter, Former U.S. Under Secretary of Education Director Professor Devang Khakhar, Indian Institute of Technology Vice-Chancellor Emeritus Abdul Waheed Khan Vice Chancellor Emeritus Sir Colin Lucas, University of Oxford President Emeritus Roger Mandle, Rhode Island School of Design President Emerita Judith R. Shapiro, Barnard College President Emeritus Torsten N. Wiesel, Rockefeller University President Emeritus Stephen Joel Trachtenberg, George Washington University UoPeople Catalog | September 1, 2015 – August 31, 2016 2 Advisory Boards Business Administration Dr. Russell S. Winer, New York University, Chair Dr. Ogechi Adeola, Lagos Business School Mr. Stephan Chambers, University of Oxford Dr. Kriengsak Charoenwongsak, Harvard University Mr. John Gerzema, BAV Consulting Dr. Gabriel Hawawini, INSEAD Mr. Ken Marlin, Marlin & Associates Dr. Albert Wenger, Union Square Ventures Ms. Toby Winer, Financial Consultant Computer Science Dr.
    [Show full text]
  • September 1, 2021 - August 31, 2022
    GRADUATE CATALOG UNIVERSITY OF THE PEOPLE September 1, 2021 - August 31, 2022 595 E. Colorado Blvd., Suite 623 Pasadena, CA 91101 www.UoPeople.edu [email protected] Tel. +1 626 264 888 Administration President Mr. Shai Reshef Provost Dr. David H. Cohen Vice Provosts Dr. Roxie Smith and Dr. Shawn Moustafa Executive Vice President for Academic Operations Dr. David Shulman Dean of Student Affairs Dr. David Clinefelter General Counsel Mr. Jeffrey Fromm, Esq. Senior Vice President for Enrollment Mr. Asaf Wolff Senior Vice President for Operations Mr. Rami Ish-Hurvitz Senior Vice President for Information Systems and Technology Mr. Brent Altman Senior Vice President for India Operations Mr. Anand Natarajan Vice President for Strategic Planning Mr. Yoav Ventura Vice President for Organizational Development Mr. Mark Winston Vice President for Business Development Ms. Pascaline Servan-Schreiber UoPeople Catalog | September 2, 2021– August 31, 2022 2 Vice President for Human Resources Ms. Galit Tamir Vice President for Public Affairs Mr. Daniel Kalmanson Board of Trustees Adv. Ashok J. Chandrasekhar, Goldfarb Seligman & Co., Chair Mr. Hakeem Belo-Osagie, FSDH Holding Company Ltd. Hon. Justice Christine M. Durham, Utah Supreme Court Professor Daniel J.H. Greenwood, Hofstra University Dr. Gabriel Hawawini, INSEAD Mr. Shai Reshef, President, University of the People Ms. Pascaline Servan-Schreiber, Vice President for Business Development, University of the People Mr. Antoine Van Agtmael, Foreign Policy Group President’s Council President Emeritus John
    [Show full text]
  • Undergraduate Catalog
    UNDERGRADUATE CATALOG UNIVERSITY OF THE PEOPLE September 1, 2018 – August 31, 2019 225 S. Lake Ave., Suite 300 Pasadena, CA 91101 www.UoPeople.edu [email protected] Tel. +1 626 264 8880 Previous versions of the UoPeople Catalog can be found on the UoPeople website. Administration President Mr. Shai Reshef Provost Dr. David H. Cohen Chief Financial Officer Mr. Paul Affuso General Counsel Mr. Jeffrey Fromm, Esq. Senior Vice President for Enrollment Mr. Asaf Wolff Senior Vice President for Operations Mr. Rami Ish-Hurvitz Vice President for Strategic Planning Mr. Yoav Ventura Vice President for Business Development Ms. Pascaline Servan-Schreiber Board of Trustees Mr. Ashok J. Chandrasekhar, Goldfarb Seligman & Co., Chair Hon. Justice Christine M. Durham, Utah Supreme Court Mr. Daniel J.H. Greenwood, Hofstra University Dr. Gabriel Hawawini, INSEAD Mr. Shai Reshef, President, University of the People President’s Council President Emeritus John Sexton, New York University, Chair President Robert Brown, Boston University Chancellor Nicholas Dirks, UC Berkeley Rector Emerita Mrs. Michèle Gendreau-Massaloux, Academy of Paris UoPeople Catalog | September 1, 2018 – August 31, 2019 2 President Emerita Catharine Bond Hill, Vassar CollegeDirector Professor Devang Khakhar, Indian Institute of Technology Vice-Chancellor Emeritus Abdul Waheed Khan, Indira Gandhi National Open University Principal Timothy O'Shea, University of Edinburgh President Emerita Pamela T. Reid, University of Saint Joseph President Emeritus George Erik Rupp, Columbia University President Emerita Judith R. Shapiro, Barnard College President Emeritus Stephen Joel Trachtenberg, George Washington University President Emeritus Torsten N. Wiesel, Rockefeller University President Emerita Jane McAuliffe, Bryn Mawr College President’s Council Member Emeritus Sir Colin Lucas, University of Oxford Advisory Boards Business Administration Dr.
    [Show full text]
  • World Bank Document
    Public Disclosure Authorized Internationalization of Tertiary Education in the Middle East and North Africa Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized gx e INTERNATIONALIZATION OF TERTIARY EDUCATION IN THE MIDDLE EAST AND NORTH AFRICA 3 Internationalization of Tertiary Education in the Middle East and North Africa © 2020 International Bank for Reconstruction and Development / The World Bank 1818 H Street NW Washington DC 20433 Telephone: 202-473-1000 Internet: www.worldbank.org This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy, completeness, or currency of the data included in this work and does not assume responsibility for any errors, omissions, or discrepancies in the information, or liability with respect to the use of or failure to use the information, methods, processes, or conclusions set forth. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute, imply, or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved. Rights and Permissions The material in this work is subject to copyright. Because The World Bank encourages dissemination of its knowledge, this work may be reproduced, in whole or in part, for noncommercial purposes as long as full attribution to this work is given.
    [Show full text]
  • Conference Program Table of Contents
    CONFERENCE PROGRAM TABLE OF CONTENTS Welcome ...................................................................................................... 3 About the Strategic Management Society ................................................ 5 Past Conferences ......................................................................................... 6 2012 Special Conference Review Committee ............................................ 7 Conference Paper Award ............................................................................ 8 Conference at a Glance ............................................................................... 9 Hotel Diagram ............................................................................................. 10 Pre-Conference Sessions ............................................................................. 12 Friday Sessions ............................................................................................. 14 Saturday Sessions ........................................................................................ 27 Presenter Index ............................................................................................ 36 Ads from Sponsors ...................................................................................... 38 2 SMS Special Conference PROGRAM CHAIR WELCOME Dear colleagues, We wish you a very warm welcome to sunny Singapore and to the SMS’s Special Conference on “Globalization of Innovation Strategies: Novel Moves for a Global Game.” Our conference theme is motivated
    [Show full text]
  • EMBA Mr Hassan.Pdf 1 25-May-16 3:02:16 PM
    EMBA Mr Hassan.pdf 1 25-May-16 3:02:16 PM C M Y CM MY EMBA CY CMY K Reflect. Transform. Lead Executive Master of Business Administration AUC Avenue - P.O. Box 74 New Cairo 11835 - Egypt tel 20.2.2615.3364/3256 [email protected] 20 1 EMBA Mr Hassan.pdf 1 25-May-16 3:02:16 PM C M Y CM MY EMBA CY CMY K Reflect. Transform. Lead Executive Master of Business Administration AUC Avenue - P.O. Box 74 New Cairo 11835 - Egypt tel 20.2.2615.3364/3256 [email protected] 20 1 Partners EMBA faculty members come from universities rated by the Financial Times as the top 10 worldwide. 2 3 Partners EMBA faculty members come from universities rated by the Financial Times as the top 10 worldwide. 2 3 The American University in Cairo AUC Library The American University in Cairo (AUC) was founded in 1919 by Americans devoted to education and community AUC boasts the largest English-language research collection in Egypt. The University’s main library, designed with open service in the Middle East. Today, AUC is the region’s premier English-language University — an essential contributor to stacks and a fully automated catalog system, features more than 400,000 volumes, including thousands of e-books, the social, political and cultural life of the Arab world. It also serves as a crossroad for the world’s cultures: a vital, more than 1,700 current periodical subscriptions and more than 80 databases providing access to an additional 6,000 vibrant forum for reasoned argument, spirited debate and understanding across cultures.
    [Show full text]
  • School of Business: Annual Report 2009 - 2010
    ANNUAL REPORT 2009 2010 table of ThE year iN reviEw StatisticS.............................126 contents within the School............................18 The Launch New Initiatives Awards and Honors Student Scholarships ThE School Of Business........6 within the University......................54 Message from the Dean Collaboration within AUC Mission, Vision and Departments AUC Student Clubs with School of The School of Business in Brief Business Advisers Accreditation Student Internships Initiated by the School of Business Portal to the world..........................68 Agreements and Partnerships Faculty Participation in Local, Regional and International Events Student Exposure Visits by International Students Distinguished International Visitors and Events THE SCHOOL OF BUSINESS The School of Business: Annual Report 2009 - 2010 MESSAGE fROM ThE DEAN s many of you know, this past year has witnessed the launch of the One of the highlights of the year is the effort by the school to establish about our mission. I am proud of what we have achieved this year newly structured School of Business at AUC’s state-of-the-art New Cairo an interdisciplinary Entrepreneurship and Innovation Program (EIP). –– which builds on years of development, progress and continuous campus. The program involves working with relevant stakeholders within AUC improvement –– empowered by AUC visionary leadership, led by a A and the community. The program represents a commitment to our team of distinguished faculty, administered by a group of experienced mission “to create an environment that fosters the development of staff members and supported by dedicated constituencies including While AUC was settling in its new home, the School of Business was already principled and innovative business leaders and entrepreneurs who alumni, students, advisory board members and friends who believe busy working on a multitude of new initiatives.
    [Show full text]