HOW QUANTUM COMPUTING
WILL REVOLUTIONIZE OUR
TECHNOLOGICAL LANDSCAPE
December 2024
The Emerging
Necessity for
Quantum Literacy
FEATURING
VOLUME 2
Special Topics
UAE Students in the U.S.,
Dr. Wendy Kaaki, New
Mexico State University, U.S.
Leadership Spotlight
Professor Waqar Ahmad,
President of Nazarbayev
University, Kazakhstan
Regional Focus
Indigenous Students of a
Mexican Rural Normal
School, Dr. Ana Arán
Academic Perspectives
Research and Teaching
in the Humanities
Dr. Suchismitta Dutta,
University of Tampa, U.S.
Student Voice
Shahd Elbassiouni,
University of
Birmingham Dubai, UAE
Mohammed Almazrouei,
Orange Coast
Community College, U.S.
Trends
Dr. Stavros Christopoulos, Sorbonne University Abu Dhabi
Table Of Contents
Editorial
A Note from the Editor
in Chief
Laura Vasquez Bass
Special
Topics
International Experiences of
Adaptation, Communication, and
Development: The Experiences of
United Arab Emirates Students in
the United States
Dr. Wendy Kaaki, New Mexico
State University, U.S.
Leadership
Spotlight
From Humble Beginnings to
Global Impact: Professor
Waqar Ahmad’s Vision for
the Future of Nazarbayev
University
Professor Waqar Ahmad
Regional
Focus
Indigenous Students of a Mexican
Rural Normal School: An Affirma-
tive Action Policy Balance
Dr. Ana Arán, Rural Normal School
Ricardo Flores Magón, Mexico
Student
Voice
Digital Safety and Self-Discovery:
On Pursuing Cyber Security
Advocacy at the University of
Birmingham Dubai
Shahd Islam Elbassiouni,
Computer Science Major,
University of Birmingham Dubai,
United Arab Emirates (UAE)
Student
Voice
To Make a Meaningful Contribution to
My Country: A Reflection on Studying
Abroad in the U.S.
Mohammed Mohammed
Almazrouei, Orange Coast
Community College—University of
California, Irvine, U.S.
Academic
Perspectives
Bridging Borders, Bridging
Disciplines: On Research and
Teaching in the Humanities
04
08
14
20
26
36
Trends
The Emerging Necessity for
Quantum Literacy: How Quantum
Computing will Revolutionize our
Technological Landscape
Dr. Stavros Christopoulos,
Sorbonne University Abu Dhabi
40
30
Cover Story
Dr. Suchismitta Dutta, Assistant
Teaching Professor, English and
Writing, University of Tampa, U.S
Want to know
how to adapt to
life in the U.S.
as a student
from the UAE?
Let's dive in!
Page 06
Page 22
Page 28
Globalized
education models
are the new
normal, fueling
exciting
international
collaborations
It is evident to everyone in the higher education
sector that globalized education models are the new
normal, fueling some truly exciting international
collaborations in recent months. As I write this
welcome note in late October 2024, there have been
several noteworthy developments in the last few
days alone. The Third Annual Forum for Open
Research in the MENA region (FORM), held in Doha,
Qatar, took place this month. This partnership under-
scores a collective dedication in the MENA region
towards enhancing accessibility and inclusivity in
academic research, with the aim of cultivating
sustainable development in the Arab world. As part
of their “Going Global Partnerships Program,” the
British council held an education forum focused on
enhancing collaborations between UK and Romani-
an institutions. The initiative aims to foster interna-
tional academic exchanges, joint degrees and
research projects, specifically addressing climate
sustainability, medical research and artificial intelli-
gence. Additionally, last month during the 2024
Annual National Historically Black Colleges and
Universities (HBCUs) Week Conference in Philadel-
phia, United States (U.S.) hosted by the U.S. Depart-
ment of State’s International Visitor Leadership
Program (IVLP), a collaboration was facilitated
between African Universities and HBCUs. The gather-
ing, which was attended by higher education faculty,
administrators and governmental officials from 11
different African countries, emphasized long-term
academic
and
cultural
partnerships
between
African universities and HBCUs to promote shared
resources and practices.
Laura Vasquez Bass
A Note from the Editor in Chief
“
“
EDITORIAL
Welcome to
UniNewsletter
I share these examples to emphasize the promise for
groundbreaking educational innovations when global
institutions unite across borders in the name of mutual
progress. More so, these examples and the many more
like them, crystalize the importance of the goals of
UniNewsletter—to serve as a platform where these
kinds of magnetic connections between diverse global
education collectives can meet, inspiring new genera-
tive partnerships of tomorrow. Subsequently, this issue
of UniNewsletter assembles a broad range of voices in
higher education from the U.S., the United Arab Emir-
ates (UAE), Mexico, Kazakhstan and more, each of
whom discuss topics of both intrigue and gravity to our
educational community.
Our cover story, which lends its title to this issue, comes
from the Trends article of Dr. Stavros Christopoulos,
Associate Professor of Physics at Sorbonne University
Abu Dhabi. Delving into the transformative potential of
quantum computing, Dr. Christopoulos traces its
origins to the famed physicist Richard Feynman’s
visionary ideas, exploring its reliance on quantum
phenomena like superposition and entanglement. He
argues for the importance of achieving “quantum
literacy”
through
education,
emphasizing
how
programs like Sorbonne University Abu Dhabi's new
Physics curriculum is preparing students to lead in this
rapidly advancing field.
Opening the issue in our Special Topics section is Dr.
Wendy Kaaki, who offers us a panoramic perspective
on the experiences of students from the UAE studying
abroad in the U.S. She covers domestic considerations
for adaptation, such as housing and different customs
surrounding communication and personal space, as
well as professional development. Dr. Kaaki character-
izes the U.S. university system as nuturing of the quali-
ties necessary to grow an entrepreneurial mindset,
which is beneficial exposure for UAE students hoping to
launch business careers when they return home from
their studies.
Our Leadership Spotlight for this issue is the esteemed
Professor Waqar Ahmad, President of Nazarbayev
University (NU), Kazakhstan. In this interview, Professor
Waqar Ahmad discusses his unconventional journey
into an academic career and his leadership philoso-
phy at NU. He emphasizes NU’s focus on world-class
research, fostering diversity and enhancing student
experience while driving innovation in critical areas like
renewable energy and AI. As Professor Waqar relates,
NU’s efforts aim to position the institution as a leader in
education and regional development.
This issue’s Regional Focus is provided to us by Dr. Ana
Arán. Her article highlights the critical role of Rural
Normal Schools in addressing inequities in higher
education for Indigenous students. She discusses
affirmative action policies and culturally inclusive
initiatives at Rural Normal School Ricardo Flores Magón
(ENRRFM), showing how they support Indigenous
students in preserving their languages and traditions
while preparing them for impactful careers in education.
Despite significant progress, Dr. Arán concludes the need
for ongoing efforts to promote inclusivity and equity
remains vital.
We are privileged to feature two students from the UAE in
this issue’s Student Voice section, their diverging paths
proving instructive reading for UAE students considering
the prospect of studying abroad. First, we hear from
Shahd Elbassiouni, a Computer Science major who chose
to embark on her studies at the University of Birmingham
Dubai. From developing a women’s safety app to becom-
ing a student ambassador, Shahd Elbassiouni’s journey
showcases her commitment to cyber security and com-
munity impact. She relays that her university experience
has sharpened her leadership and technical expertise,
fueling her mission to educate youth on staying safe in an
evolving digital landscape. Meanwhile, Mohammed
Almazrouei chose to pursue his studies in the U.S., aiming
to attend the University of California, Irvine. He details the
unexpected ways that he was required to adapt to life in
the U.S., but ultimately concluding that his journey thus
far has fostered entrepreneurial ambition and resilience.
As a prospective Business Education major, he reflects on
how his multilingualism and expanded knowledge of
different cultures will aid him in the future when he returns
to the UAE to contribute to its rapidly changing business
landscape.
Before closing the issue with our Trends article, we are
delighted to feature the inspiring journey of Dr. Suchismit-
ta Dutta, Assistant Teaching Professor of English and
Writing at the University of Tampa, U.S. in our Academic
Perspectives section. Dr. Dutta’s academic trajectory is
one that bridges disciplines and redefines the humani-
ties’ role in addressing social challenges. From pursuing
English literature in India to interdisciplinary doctoral and
post-doctoral research in the U.S., this scholar’s work
exemplifies education’s transformative power and its
potential to drive equity and innovation.
As ever, we truly hope you enjoy reading this issue of
UniNewsletter as much as we have enjoyed working with
each of these talented individuals. Please use their
insightful words as inspiration to ask questions, connect
and find opportunities for collaborations.
SPECIAL TOPICS
The U.S. school
system is
recognized for its
focus on
invention,
creativity and
critical thinking-
attributes
essential for
entrepreneurship
When students come to
study in the United States
(U.S.) from the United Arab
Emirates (UAE) they will be
exposed to unique experi-
ences that will profoundly
shape
their
perspectives
and personal development.
These experiences involve
academic
achievements,
cultural adaptation, unique
social interactions and the
development of an entre-
preneurial
mindset.
Students from the UAE will
need to adapt to living in the
USA. Some struggles include
managing where they will
live, like with a host family or
sharing a home with room-
mates, learning how people
speak or what they mean,
following rules of personal
space and applying their
cultural heritage to engage
in entrepreneurial pursuits.
This article will examine the
fundamental
expectations
of UAE students studying in
the U.S., focusing on their
interactions with host fami-
lies, getting along with their
peers, adapting to cultural
norms and the importance
of entrepreneurship in their
personal growth.
Housing
A significant part of the living
abroad experience for UAE
International Experiences of
Adaptation, Communication,
and Development
The Experiences of United Arab
Emirates Students in the United States
Dr. Wendy Kaaki
New Mexico State University, U.S.
“
“
Research has
shown that
international
students that
live with host
families
experience
stronger
cultural
immersion than
those living
independently
or with
roommates
from the same
culture
students begins at home or in their new living
environment. Many students choose to reside
with host families, because living with a host
family is an opportunity to learn about Ameri-
can culture, and it allows them to practice
speaking with native English speakers. Host
families should offer a supportive environ-
ment for UAE students to practice English and
acquire an understanding of American tradi-
tions, while also receiving the support needed
to adapt. Research has shown that interna-
tional students that live with host families
experience stronger cultural immersion than
those living independently or with roommates
from the same culture. Living in family-type
setting helps build trust and safety to connect
with those from the different culture and this
allows students when they are guided by their
host families.
However, living with host families may provide
difficulties for students from the UAE. Family
dynamics in the U.S. may significantly con-
trast with those in the UAE, where collectivist
cultural values are dominant in family rela-
tionships and closeness with parents is very
common. Conversely, American families
demonstrate a heightened level of individu-
alism, prioritizing personal freedom and
autonomy-independence. Parents are the
highest priority and hugely valued in Muslim
culture. Mohammed Mohammed Alamaz-
rouie is an exchange student studying Busi-
ness Entrepreneurship in the U.S., and this
issue’s Student Spotlight feature. He stated,
“Study abroad was difficult for the first
weeks. I was not used to the environment
here because everyone does things inde-
pendently and depends on themselves.
They also do not judge what you are wear-
ing or how you look, even if you are wearing
PJs. This changed my behaviors here; now
and I no longer judge or care about what
people wear. I also do not care about what
people think about me and my confidence
in myself is stronger.”
“
“
Additionally, living with roommates or sharing
a unit or rental gives UAE students more
chances to learn about the culture and
day-to-day life in the U.S. Sharing housing
requires that roommates have clear commu-
nication, mutual respect for personal bounda-
ries and space and all learn to value their
differences. UAE students are accustomed to a
shared lifestyle with close family connections,
whereas Americans are used to privacy and
set boundaries. This may result in initial mis-
conceptions among roommates, especially
around communal areas, noise levels and
social engagements.
Effective communication is essential for navi-
gating these discrepancies. Initiating discus-
sions regarding expectations and boundaries
at the outset can avert potential issues and
cultivate positive relationships between UAE
students and their American housemates.
Through engaging in cross-cultural interac-
tions students acquire essential abilities in
negotiation and compromise, vital for both
personal relationships and professional envi-
ronments.
Communication and Personal Space
Cultural differences between the UAE and the
U.S. are especially evident in communication
styles and attitudes about personal space. In
the UAE, communication is generally more
indirect, prioritizing respect and conflict avoid-
ance. Conversely, American communication
tends to be more straightforward and asser-
tive. Researchers from Miami University, U.S.
concluded that this disparity may result in
misunderstandings in both academic and
social contexts, as UAE students may view
American directness as brusque or excessively
pushy, whereas American counterparts might
regard UAE students as elusive or ambiguous.
Perceptions of personal space vary between
the two cultures. In the UAE, personal space is
typically more flexible, where there is more
tolerance for closeness, particularly among
family and friends. In the United States,
personal space is appreciated, and physi-
cal distance during interactions is more
common. This disparity may initially induce
discomfort for UAE students, especially in
social contexts where Americans may
appear distant or uncaring. As students
gain familiarity with these cultural nuances,
they learn to negotiate the disparities and
better understand how much to approach
or not approach someone.
Adapting
For many UAE students, getting used to the
American lifestyle means that their way of
thinking will also require some changing or
adjusting. The diversity and openness in the
U.S. conflicts with the traditional and con-
servative traditions of the UAE. For example,
socializing with women and engaging in
open activities with them is not the norm for
men in the UAE. Also, public affection, like
kissing is not encouraged. As outlined, in the
U.S., pupils experience a more casual com-
munication style that prioritizes directness
and assertiveness. This poses challenges
for UAE students, who may originate from a
context that emphasizes indirect communi-
cation and the preservation of societal har-
mony. In addition, Emirati students often do
not have as many responsibilities back
home, as many families in the UAE have
domestic helpers, chefs and often live-in
nannies. The luxuries there are not afforded
to most of the working class in the U.S. There
is a steep learning curve for new students,
who must develop basic skills of living like
shopping, cooking, tidying the home, com-
municating in the newly acquired language,
time management, discipline and following
basic rules and even local laws. Under-
standing the value of spending and living
on a budget is a major take-away for
students from the UAE.
Furthermore, students may require adapta-
tion to the pace of life in the U.S. Life in the
UAE is frequently fast-paced, particularly in
the case of cafes and late-night outings.
Conversely, in the U.S. people usually go to
sleep early because they begin work early in
the morning. Students in major cities like
New York or Los Angeles may encounter a
sense of familiarity, but those in smaller
towns or rural regions may feel that differ-
ence.
Comprehending
these
regional
disparities is essential for UAE students as
they get used to their surroundings.
Lastly, acclimating to American customs
entails understanding festivals, rituals and
social practices. Holidays like Thanksgiving
and the Fourth of July may be unusual to
students from the UAE, although involvement
in these festivities provides a significant
opportunity to connect with local culture.
Practices like tipping at restaurants, greeting
strangers with a smile, or engaging in small
talk during casual encounters may initially
seem unfamiliar but become essential com-
ponents of daily life as students adapt.
Entrepreneurial Mindset and Personal
Development
A significant part of studying in the U.S. for UAE
students is the ability to cultivate an entre-
preneurial attitude. The U.S. school system is
recognized for its focus on invention, creativi-
ty and critical thinking—attributes essential
for entrepreneurship. Students in the UAE,
especially those pursuing careers in business
or technology, are situated in an atmosphere
that fosters experimentation and incentivizes
initiative.
A 2020 research study indicates that numer-
ous UAE students in the U.S. are motivated by
Dr. Wendy Kaaki
New Mexico State University, U.S.
10
the entrepreneurial culture they experi-
ence, which differs from the more hierar-
chical and risk-averse corporate prac-
tices typically observed in the UAE. In the
U.S., students are urged to engage in
innovative thinking, undertake calculated
risks and follow their passions, all of
which are essential elements of entre-
preneurial achievement. This mentality
exposure enables UAE students to return
to their homeland with novel insights,
aligning with the nation’s growing appre-
ciation for entrepreneurship as integral
to its ambition for economic diversifica-
tion and innovation.
The entrepreneurial attitude promotes
personal
development.
Through
engagement
with
diverse
concepts,
collaboration with peers from various
cultural backgrounds and direct con-
frontation of problems, students cultivate
resilience and adaptability. These attrib-
utes are crucial for maneuvering through
the ambiguities of academic pursuits
and prospective career undertakings.
Conclusion
The experiences of UAE students studying
in the U.S. differs on a case-by-case
basis, but it certainly involves the devel-
opment of communication skills and
personal skills. Whether a student lives in
homestay or with a roommate, each
student experiences changes and adap-
tations that will be beneficial for their
personal growth. U.S. culture does not
resemble the lifestyles of Muslims or their
families, where mothers, fathers and
family or tribe are the center of their lives.
Becoming a future entrepreneur involves
By engaging with the
challenges and
opportunities of
cross-cultural encounters,
UAE students will acquire
essential skills that equip
them for success in an
increasingly connected
world
“
“
transforming and understanding other view-
points, which can enhance the educational
journey. By engaging with the challenges and
opportunities of cross-cultural encounters,
UAE students will acquire essential skills that
equip them for success in an increasingly con-
nected world. The integration of their lived
experiences, together with exposure to many
cultural norms, cultivates a comprehensive
understanding that aids students in their aca-
demic pursuits and future careers when they
go back home and share their knowledge and
experiences with others. Thus they are emerg-
ing as global leaders capable of transforming
the business landscape.
11
• 25 undergraduate and postgraduate
programmes
• Programmes taught in French and English
• International student exchange programme
• Multidisciplinary research led institution
• Excellence scholarships
• Diverse student population of 60+ nationalities
• In Abu Dhabi, named safest city in the world
Nobel Prizes
since 2004
41st
Shanghai Ranking
(Globally)
93k
sqm state-of-the-art campus
with onsite sports facilities,
dorms and library
sorbonne.ae
3k
Alumni
WORLD CLASS
EDUCATION IN
THE UAE
Globally recognised French degrees
accredited by the UAE
SCHOOL
OF ARTS &
HUMANITIES
st Humanities Education
University
Forbes Awards 2019
st Communications School
in France
Le Figaro Etudiant 2024
SCHOOL OF
DATA, SCIENCE &
ENGINEERING
th Shanghai Ranking for
Mathematics
Shanghai Ranking for
Physics
17th
SCHOOL OFLAW,
ECONOMICS &
BUSINESS
st
Université Paris Cité
holds France stop ranking
for publication impact
Leiden Rankings
19
th Internationally
THE Young University
Rankings
From Humble Beginnings
to Global Impact:
LEADERSHIP SPOTLIGHT
Professor Waqar Ahmad’s Vision
for the Future of Nazarbayev University
Professor Waqar, it is our immense pleasure
to interview you for our Leadership Spotlight
section in this issue of UniNewsletter. Please
begin by outlining your professional and
research background for our readers, includ-
ing your path to your current position of Presi-
dent of Nazarbayev University (NU).
Thank you for this privilege.
I’m an accidental academic and university leader.
Having left school at 16 in the U.K., I worked in cater-
ing, insurance, warehouses and grocery stores for
nine years before completing my BA while simulta-
neously working full time in a restaurant in Scotland.
I joined the University of Bradford as a doctoral
student in 1986. My publications during the doctor-
ate impressed my supervisors and fortunately,
therefore, I was offered a research-led assistant
professorship. Four years later, I was appointed an
associate professor in University of York's remarka-
ble Social Policy Research Unit (SPRU), directed by
the late Professor Sally Baldwin. In 1998, I was
appointed to a research professorship at the
University of Leeds, where I led the multidisciplinary
Center for Research in Primary Care.
Before joining the Executive of Middlesex University, I
worked as the Chief Social Scientist at the Office of
the Deputy Prime Minister. During these years, I also
served on the boards and committees of research
councils, the Higher Education Funding Council Eng-
land, National Health Service R&D, the Joseph Rown-
tree Foundation and others.
14
Professor Waqar Ahmad
Nazarbayev University
15
After Middlesex, I was Chancellor (President) of
Abu Dhabi University (ADU) for just under six
years; I’m proud of what faculty, students and
staff collectively achieved at ADU.
I retired from ADU, to take up visiting professor-
ships at the London School of Economics and
the University of York. Then came the opportu-
nity to lead NU. It is a university with amazing
potential. I couldn’t resist the temptation and
feel lucky to be trusted with the task of elevat-
ing NU to the world stage for research, teaching,
knowledge exchange and student life. We have
the people and resources to do exactly that
and we will do it as a community.
I also owe gratitude to individuals like Professor
Mark Baker and the late Professor Sally Baldwin,
who appointed me based on potential. They
taught me the importance of identifying and
nurturing talent.
With your extensive background in aca-
demic leadership across diverse institu-
tions, such as ADU, as you mentioned,
how have your past experiences influ-
enced your goals and strategies for NU?
There are great similarities between ADU and
NU. NU is the age ADU was when I joined ADU.
Like ADU, NU is an ambitious, precocious institu-
tion, which has achieved much in its short life.
NU has enjoyed generous funding from the
state, attracts outstanding students, has built
research
infrastructure
that
matches
research-intensive institutions in the US and UK,
is deeply committed to supporting the devel-
opment of Kazakhstan and the region and is
world-leading in student life. We have world
class faculty from over 60 countries, which
gives us enviable opportunities for collabora-
tion. We are a founding member of the Asian
Universities Alliance, a group of 15 regional
powerhouses in research and teaching.
My goal is to build on the University’s successes
and make NU world-class in research, teaching
and student experience, catalyzing improve-
ments in higher education and innovation. We
aim to enhance our research, interdisciplinary
programs and partnerships while elevating
student experience. While we currently rank
501-600 in Times Higher Education rankings, I’m
confident of significant improvements that
reflect the exceptional strength of the institu-
tion.
In recent years, NU has invested in
research programs focusing on areas like
renewable energy and biotechnology.
What specific innovations or projects
from these areas are you particularly
excited about, and what impact do you
envision for Kazakhstan and the wider
region?
We are a relatively small institution with
around 7500 students and around 530 faculty
(excluding research-only staff), so we are
selective in our research foci. Our undergradu-
ates are given the opportunity to participate in
research projects; around a quarter of our
published research is with student co-authors.
We have a growing number of postgraduate
students, and in addition to the traditional
doctorates (a growing cohort), we are intro-
ducing professional doctorates in key areas
such as education, business and public policy.
Our research is focused on carefully selected
themes, critical to the development of the
region—intelligent systems and human-ma-
chine interface; energy, sustainability and
environment;
advanced
materials
and
emerging technologies; social transformation
and human capital development; health and
16
wellbeing; and mining and geosciences. We
support innovations, start-ups and develop-
ments of national significance. For example,
with the support of Kazakhstan government,
our Institute of Smart Systems and Artificial
Intelligence (ISSAI) is developing a Kazakh
language LLM, ready to be launched in Decem-
ber.
We
have
internationally
significant
research groups working on renewable energy,
especially batteries and novel solar cells. Med-
ical robotics is supporting paralyzed patients
with mobility. We are a key partner and con-
tributor in Kazakhstan’s drive towards digitali-
zation and automation. Our Life Sciences
Center is engaged in drug discovery as well as
fundamental research. And we have one of the
largest concentrations of researchers in the
interdisciplinary field of Eurasian studies. These
are some, among many examples I can cite.
NU is renowned for placing a strong em-
phasis on STEM fields, with research
centers dedicated to robotics, energy
and artificial intelligence. What role do
you believe technical education will play
in the global future, and how does NU
support this vision?
“Then came the
opportunity to
lead NU. It is a
university with
amazing
potential. I
couldn’t resist the
temptation and
feel lucky to be
trusted with the
task of elevating
NU”
With over 120 vibrant clubs and societies and 5000 students living on campus, student life at Nazarbayev University is world class
17
We don’t only enjoy a reputation for STEM. We
have the best business school in the region and
our school of public policy is making a strong
contribution in developing leaders in public
services. In addition, alumni from our school of
education are now to be seen in leadership
positions in higher education in Kazakhstan,
including four appointed as rectors, and our
research in Eurasian studies is attracting global
attention. Our students, irrespective of the
major, take mathematics and English in their
first year, so all of them are literate and numer-
ate at a high level. They gain problem solving
and transferable skills, irrespective of the major,
which makes them highly adaptable. This is
important as solutions to challenges that we
will face will increasingly require talents from a
range of disciplines to work together. Having
said that, we are responsive to national and
regional needs, so we are launching a model
undergraduate medical degree to assist with
efforts to modernize the healthcare system,
new
undergraduate
programs
in
digital
sciences and artificial intelligence and pro-
grams in diplomacy and in Eurasian studies.
How does NU support diversity in fields
where certain demographics, particularly
women, are underrepresented? Are there
any notable initiatives aimed at promot-
ing women in STEM disciplines?
We have roughly equal numbers of women and
men students overall, including in STEM sub-
jects. I’m proud that women have such strong
representation in STEM at the University, at
higher rates than you’ll find in the UK and North
America. Entry to the University is competitive,
equating roughly to the standards expected of
students entering mid-ranking Russel Group
institutions in the UK. This can exclude appli-
cants from the regions where school perfor-
mance may not be great. We therefore take
students with potential into year zero. Our
experience is that they can then perform on par
with students who enter NU with impressive
school qualifications. We will be investing in
faculty and staff development. To ensure that
NU is the leader in equality and diversity, we
have created a dedicated unit in this area.
Thank you very sincerely for taking the
time to answer our questions, Professor
Waqar. Lastly, looking ahead to the
future, are there any forthcoming pro-
jects or initiatives at NU that you are par-
ticularly eager to see take shape? And
how do these align with NU’s ambition to
be a leader in international higher educa-
tion?
The key focus is to build on our successes and
realize the great potential that NU possesses.
We will be investing to further strengthen the
quality of our teaching, enhance faculty devel-
opment and also develop joint degrees with
selective, outstanding universities.
We are committed to making student experi-
ence among the best globally. Our student
government is outstanding, led by the remark-
able Student Government President, Ayana
Batyrbayeva, and will be organizing regional
events to show case their work, including
The
Student
Government,
under
President
Ayana
Batyrbayeva, works with the University leadership to sustain
a vibrant student life on campus
18
undergraduate research competitions and the
continuation of the student-led annual confer-
ence on academic integrity. We are in the
middle of a major drive to secure additional
institutional (QAA), school (AACSB) and subject
accreditations (ABET for seven programs). Over
98 percent of our graduates are in jobs or
further study. We will be strengthening employ-
ability and career development support for our
alumni.
With an institutional field-weighted citation
impact of 1.94, our research is internationally
competitive. We are working to ensure uniform-
ity of excellence across all areas of our
research portfolio, and we will strengthen
research collaborations across the world. Our
new engagement strategy will have a sharp
focus on knowledge exchange and support to
our stakeholder communities, and we are now
also starting a campaign to attract interna-
tional students to our campus.
I want to take a moment in closing to pay
tribute to our esteemed Provost, Professor
Ilesanmi Adesida, for our success over the past
eight years. As he retires from his role, we are
committed to finding someone of the appropri-
ate stature to replace him.
Finally, while we cherish our institutional auton-
omy enshrined in a specific university law, we
will continue to reflect the country’s and the
region’s
needs
in
our
taught
programs,
research and knowledge exchange. Through
our
graduates,
research
and
knowledge
exchange, NU will remain an engine for national
development.
“
I’m proud that
women have
such strong
representation
in STEM at the
University, at
higher rates
than you’ll find
in the UK and
North America
“
Provost Ilesanmi Adesida, retiring in December, developed internationally competitive research infrastructure at NU and attracted
outstanding faculty to the University. NU has appointed Odgers Berndston to search for Prof. Adesida's replacement
19
Lorem ipsum
According to Maider Elortegui, Rural Normal
Schools were created after the Mexican
Revolution under the influence of political
ideas
aimed
at
eradicating
poverty
through education. In fact, they were the
first higher education institutions of this
type established in Latin America. From the
beginning, they functioned as boarding
schools to reduce the inequity faced by the
most vulnerable populations, as these
institutions provide students with meals,
school supplies, uniforms, welfare services
and tutoring scholarships.
Rural Normal School Ricardo Flores Magón
(ENRRFM) is located in the municipality of
Saucillo, in the state of Chihuahua, in
northern Mexico. Founded in 1931, it offers a
bachelor’s degree in elementary education
and preschool education for low-income
REGIONAL FOCUS
Indigenous Students of a
Mexican Rural Normal School:
An Affirmative Action Policy Balance
Rural Normal School Ricardo
Flores Magón, Mexico
Dr. Ana Arán
20