English October 2024

October 2024

FEATURING

Special Edition

Special Topics

Dr. Wendy Kaaki on UAE

Students in U.S. Business

Programs

Leadership Spotlight

Interview with Dr. Karim

Seghir, Chancellor of Ajman

University

Interview with Professor Barry

O'Mahony, Dean of Business,

Abu Dhabi University

Regional Focus

Dr. Bilal Ahmad Pandow on

Saudi Arabia and Bahrain

Student Voice

Larisa Bukharina,

Sorbonne University Abu

Dhabi

Zainab Ahmed Abdi,

Abu Dhabi University

Dani George Albadine,

Ajman University

Ahmed AlAmeeri,

Sorbonne University Abu

Dhabi

Trends

The University of

Westminster on AI and

Business Education

Local Contexts

in a Global

Curriculum

Contents

Editorial

A Note from the Editor in

Chief

by Laura Vasquez Bass

Special Topics

Adapting Global

Standards for UAE

Students in Business

Programs in the U.S.

by Dr. Wendy Kaaki

Leadership

Spotlight

Leadership

Spotlight

Making Excellence in

Business Education

Happen at Ajman

University: An Interview

with AU’s Chancellor,

Dr. Karim Seghir

Balancing the Vision of

the UAE and an

International Approach

to Business at ADU: An

Interview with Professor

Barry O’Mahony, Dean

of ADU’s School of

Business

| Special Edition

Student Voice

Language Mastery to

Business Strategy: How

My Approach to

Business Aptitude

Foregrounds Linguistic

Diversity

by Ahmed AlAmeeri

Regional Focus

Advancing Education: Saudi

Arabia and Bahrain's Strategies for

Meeting 21st-Century Challenges

by Dr. Bilal Ahmad Pandow

Transforming Business Aspirations into

Reality: Insights from the Marketing,

Management, Communication and

Media (MMCM) Program at Sorbonne

University Abu Dhabi, UAE

by Larisa Bukharina

Student Voice

“Local context shapes

business education”: How

ADU’s MBA Program is

Preparing Me to Take on

Business in the UAE and

the World

by Zainab Ahmed Abdi

Student

Voice

From Wall Street

Dreams to UAE Reality:

Pursuing Finance and

Islamic Banking at

Ajman University

by Dani George

Albadine

Trends

With huge industry

transformation in

recent years, how is AI

impacting pedagogies

in Business Education?

by University of

Westminster

Special Edition | 03

This issue focuses

on innovative

pedagogical

strategies

developed by

business

educators

After reading the spread of articles included in

this first special edition of UniNewsletter, it is

hard not to feel excited about the future of busi-

ness education. As globalized education models

become the norm in Higher Education Institu-

tions (HEIs), there has been a growing focus on

blending global and local approaches in busi-

ness education, which is a territory well

traversed by existing literature on the topic.

Subsequently, in this special issue of UniNews-

letter, titled “Customizing Business Education:

Local Contexts in a Global Curriculum,” we

wanted to specifically focus on the innovative

pedagogical strategies developed by educators

within business programs to deliver nuanced,

impactful learning experiences. To deliver these

insights to you, our readers, we assembled a

diverse international cohort of distinguished

leaders, educators and students currently

enrolled in business programs to speak various-

ly from region-wide, country-wide, institu-

tion-wide and classroom-wide perspectives on

the topic.

Opening the issue in our Special Topics section

is Dr. Wendy Kaaki with a unique take on how

business programs in the United States (U.S.)

are adapting global standards to specifically

cater to international students from the United

Arab Emirates (UAE). Dr. Kaaki highlights exam-

Laura Vasquez Bass

A Note from the Editor in Chief

“

| Special Edition

Editorial

Special Edition |

ples such the University of Georgia and Ameri-

can University’s course offerings in Islamic

Finance,

Harvard’s

university’s

Islamic

Finance Project, as well as universities’ efforts to

establish mentors for UAE students who under-

stand their religion, language and culture.

In our Leadership Spotlight section, we had the

great privilege of interviewing two renowned

leaders from Ajman University (AU) and Abu

Dhabi University (ADU), respectively. First, we

feature Dr. Karim Seghir, Chancellor of AU who

spoke with us about AU’s comprehensive strate-

gies for supporting their students to actualize

their “Make It Happen” motto. His numerous

examples include launching the AU Innovation

Center, the Masar Excellence Center as well as

fostering interaction between private and public

sectors in the classroom through guest speak-

ers, company visits and real-life problem-solv-

ing. Our second featured leader is Professor

Barry O’Mahony, Dean of the School of Business

at ADU. Professor O’Mahony guides us through

the institutional history of ADU, showing how

from its inception ADU molded its university and

curriculum vision from its immediate context in

the UAE, with an emphasis on Islamic and Arabic

culture

and

traditions.

Simultaneously,

narrates how ADU has prioritized international

accreditations, being the only Business School in

the UAE that has been accredited with EQUIS by

the European Foundation for Management

Development, for example.

Covering our Regional Focus for this issue is Dr.

Bilal Ahmad Pandow, who discusses Saudi

Arabia and Bahrain’s approaches to customiz-

ing business education, such as tailoring it to

better align with local economic goals. He relays

that both countries are focusing on diversifying

away from oil, instead fostering fields like tech-

nology, entrepreneurship and sustainability.

Highlighting individual student stories, he shows

that by adapting global business principles to fit

local cultural and economic needs, both coun-

tries are ensuring their students are prepared for

the global job market.

It is our pleasure in this special issue to debut our

eagerly anticipated new Student Voice section,

in which we profile some of the top student

talent from around the world. On this occasion,

we present four brilliant students from the UAE

who each offer you their unique perspectives on

various aspects of business education today.

Writing as useful companion pieces to our

distinguished leadership interviews and the

institutions from which they come are Zainab

Ahmed Abdi, a Master of Business Administra-

tion Student at ADU, and Dani George Albadine,

an Undergraduate in Finance and Islamic

Banking at AU. Additionally, we are delighted to

insights

from

two

students

from

Sorbonne University, Abu Dhabi; Larisa Bukhari-

na is a Master’s student in Marketing, Manage-

ment, Communication and Media (MMCM),

and Ahmed AlAmeeri is an Undergraduate in

Applied Foreign Languages.

Lastly, with an eye toward the future, we close

this special issue with an article in our Trends

section, written by three educators from the

School of Management and Marketing within

The Business School at University of Westmin-

ster, London, United Kingdom (U.K.) Within the

context of both the University of Westminster’s

institutional history as a pioneer in marketing

communications

course

development—the

school was the first in the region to develop an

MA Marketing Communications course—and

the global context of the advent of AI technolo-

gies in education, the authors ask, “With huge

industry transformation in recent years, how is

AI impacting pedagogies in Business Educa-

tion?” Using the redesign of their BA Marketing

Communications course as a case study, the

team shows how the University’s pedagogies

for teaching traditional marketing principles

have adapted to align with the industry trend

of rapid AI-integration, with the goal of prepar-

ing their students for roles where AI-driven

tools are essential. The team writes that this

overhaul ensures that graduates remain com-

petitive in an evolving industry while balancing

technical expertise with human creativity.

We sincerely hope you enjoy this special Busi-

ness Education issue of UniNewsletter as much

as we have enjoyed working with all of these

authors. As always, we hope that the revela-

tions and questions prompted by this talented

collection of individuals will prompt further

discussion and will sow the seeds for interna-

tional collaboration across institutions.

| Special Edition

Adapting Global

Standards for UAE

Students in Business

Programs in the U.S.

Special Topics

Dr. Wendy Kaaki, Ph.D, MA. MBA

College of Business, New Mexico State University, U.S.

| Special Edition

s globalization continues to reshape the

world

economy,

the

demand

for

education that transcends borders is

on the rise. In the United States, univer-

sities are seeing an increasing number of interna-

tional students, particularly from the United Arab

Emirates (UAE), who seek business degrees with

the intent of returning home post-graduation. For

these students, it’s not just about acquiring an

education; it’s about preparing for the unique

challenges and opportunities that await them in

the Middle Eastern market as many are already

awaiting jobs immediately after graduation. To

meet this need, business education programs in

the U.S. are adapting global standards while

remaining sensitive to the evolving local market

needs of the UAE.

Global Business Standards in a Local Context

The core curriculum of most business schools in

the U.S. follows global standards, such as those

set by the Association to Advance Collegiate

Schools of Business (AACSB), which emphasizes a

rigorous understanding of finance, management,

marketing, strategic leadership, information tech-

nology, human resources and entrepreneurship.

However, UAE students face a distinct set of

expectations and opportunities when they return

home, where the business landscape is influ-

enced by a mix of traditional cultural values and a

rapidly modernizing economy. This necessitates

an education that balances global business

acumen with an understanding of the local mar-

ket's social, economic and regulatory environ-

ment.

One of the key pedagogical adaptations made by

educators is incorporating case studies and

examples from the Middle East, particularly the

Gulf Cooperation Council (GCC) countries. U.S.

higher education institutions recognize that their

international students, particularly from areas

such as the UAE, seek an education that is not

standardized but provides skills that are globally

transferable and useful. For example, NYU Stern

School of Business will initiate a one-year

program for UAE students in Abu Dhabi in January

2025.

This has led some programs to offer courses

specifically tailored to international business

practices in the Middle East, focusing on areas like

Islamic finance, which is offered at the University

of Georgia and American University, and Harvard

Worldwide website hosts the Islamic Finance

Project (IFP), which has the goal of “acting as a

point of convergence for information about

“U.S. higher education institutions

recognize that their international

students…seek an education that

is not standardized but provides

skills that are globally transfera-

ble and useful”

Special Edition | 09

Islamic finance and economics for academics,

researchers, and industry professionals.” In addi-

tion,

cross-cultural

management,

human

resources and the energy sector courses are part

of the curriculum. These courses help students

apply the global business theories they learn in a

local context, ensuring they are better prepared

for the specific challenges they will face upon

returning to the UAE.

Cross-Cultural Competence and Leadership

Cross-cultural competence is another area

where business programs are evolving to meet

the needs of UAE students. The UAE, with its large

expatriate population and role as a global busi-

ness hub, requires leaders who are adept at navi-

gating diverse cultural landscapes. U.S. business

programs are placing increased emphasis on

intercultural

communication

and

leadership

training, understanding that their graduates will

often be working in multicultural teams and envi-

ronments.

Gaining knowledge, emotional intelligence, work-

ing with people from diverse backgrounds and

teams will differ from the classroom models and

experiences in the U.S., so learning soft skills and

applying leadership theories in the workplace will

be an advantage in the roles they are in.

Many universities are also leveraging their alumni

networks and connections with businesses in the

UAE to provide mentorship opportunities and

internships that offer real-world experience in the

region. NYU Stern School of Business offers a

54-credit MBA curriculum that encompasses

internships and projects with local enterprises,

thereby facilitating the acquisition of practical

skills within their home country. While other schol-

arship programs in Abu Dhabi like ADEK (Depart-

ment of Education and Knowledge - Khotwa

RizeUp) offer mentorship in the U.S. for their under-

graduates.

Speaking as an academic advisor and mentor for

over 140 students in Abu Dhabi, I can attest that

first-year college students from the UAE require

business savvy mentors that understand the

religion, language, culture and needs of newly

arriving students as they acclimate to a new

learning environment and cultural/social land-

scape. Building trust and rapport is vital with these

students and ultimately creates lifelong relation-

ships. Mentoring involves more than merely

advising students about what courses to take, but

rather seeking out and providing specific activi-

ties to benefit the future graduate/s, such as CV

writing, and ensuring learners are becoming

fluent in the language of business. It is important,

thus, that business major students are paired with

those who are actively practicing business, know

some Arabic and understand the Middle East

business market to offer this type of rigorous

support. These practical experiences help UAE

students bridge the gap between theory and

practice, making their transition back home to

their new jobs smoother and more effective.

Focus on Entrepreneurship and Innovation

Entrepreneurship is a critical focus for many UAE

students,

the

UAE

government

actively

promotes innovation and entrepreneurship as

part of its long-term economic vision. Business

programs in the U.S. are adapting to this demand

by offering specialized courses and incubator

programs that support students in developing

entrepreneurial skills. These programs encourage

UAE students to think creatively and innovatively,

equipping them with the tools needed to start

businesses or bring new ideas to existing indus-

tries back home. It is essential for business

“Business programs in

the U.S. are…offering

specialized courses

and incubator

programs that support

students in developing

entrepreneurial skills”

| Special Edition

Dr. Wendy Kaaki

students to acquire exceptional abilities and

entrepreneurial tools, while also ensuring that

these tools are agile to the local market.

Islamic Finance and Ethical Business Practices

One of the most significant areas where U.S. busi-

ness programs are adapting to the needs of UAE

students is in the field of Islamic finance. As one of

the largest global markets for Islamic banking, the

UAE requires professionals who are well-versed in

Sharia-compliant financial practices. Recogniz-

ing this, many U.S. universities have introduced

courses on Islamic finance, which blend tradition-

al Western financial theories with the ethical

guidelines required by Islamic law.

Additionally, U.S. business programs are focusing

more on ethical business practices, aligning their

teachings with the values that are important in

the UAE. Topics like corporate social responsibility

(CSR), sustainability and ethical governance are

gaining more prominence in business curricula,

as these are areas that are increasingly prioritized

in the UAE’s evolving economy.

Digital Transformation and Technological Profi-

ciency

The UAE’s rapid adoption of technology and its

status as a hub for digital transformation mean

that students need to be technologically profi-

cient. U.S. business programs are integrating

advanced technology courses into their curricula,

covering everything from digital marketing to

data analytics and artificial intelligence (AI). This

technological focus ensures that UAE students are

not only up to date with global digital trends but

also equipped to lead the UAE’s digital initiatives

when they return home. For example, with the UAE

government’s focus on initiatives like Smart Dubai

and Vision 2021, which aim to make the UAE a

leader in digital innovation, students equipped

with these skills are in high demand.

Conclusion

The changing landscape of the UAE’s economy

and the country’s commitment to becoming a

global business hub are driving the need for

educational

programs

that

balance

global

standards with local relevance. U.S. business

schools are responding by adapting their curricu-

la to prepare UAE students for the complexities of

the Middle Eastern market while equipping them

with the global skills necessary for leadership in a

competitive world. From cross-cultural compe-

tence to entrepreneurship and Islamic finance,

these programs are ensuring that UAE students

can thrive both globally and locally, contributing

to their home country’s ambitious goals.

As more UAE students look to the U.S. for educa-

tion, the symbiotic relationship between global

standards and local market needs will only

deepen, creating a new generation of future busi-

ness leaders who are ready to shape the future of

the UAE.

U.S. business

programs are placing

increased emphasis

on intercultural

communication and

leadership training

Special Edition |

“

Leadership Spotlight

Making Excellence in

Business Education

Happen at Ajman

University

Dr. Seghir, we are so delighted

that you’re joining us for this

issue

UniNewsletter

discuss the customization of

business education. Could you

introduce yourself to our read-

ers, including your background

in business education and how

you came to your current role as

Chancellor of Ajman University

(AU)?

Thank you for inviting me to

participate in this issue of UniN-

ewsletter. I was born in France

and raised in Tunisia. I earned a

BSc in Mathematics from the

University of Tunis, followed by an

MSc in Mathematical Methods in

Economics and Finance, as well

PhD

Mathematical

Economics and Finance from

Paris

Panthéon-Sorbonne

University.

Before coming to AU, I served as

Dean of the School of Business at

the American University in Cairo

(AUC), where I also was Associ-

ate Dean for Undergraduate

Studies and Administration, in

charge of international accredi-

tations such as the Association

to Advance Collegiate Schools of

Business (AACSB), the European

Foundation

for

Management

Development's (EFMD) Quality

Improvement

System

(EQUIS)

and Association of MBAs (AMBA).

Prior to joining AUC, I was an

Assistant Professor of Economics

at the American University of

Beirut.

I also worked as a visiting profes-

sor at Pontificia Universidade

Catolica in Rio de Janeiro and at

Universidad de Chile and I was a

visiting researcher at Universi-

dade NOVA in Lisbon.

I have been the Chancellor of AU

since Jan. 1, 2017. Right when I

heard about the university, the

position and the location I was

intensely excited. The United

“

AU has been

named a

high-confidence

institution by the

Commission for

Academic

Accreditation in

the UAE

| Special Edition

An Interview with AU’s Chancellor,

Dr. Karim Seghir

Special Edition | 13

Arab Emirates (UAE) was gaining

significant attention as a global

East-meets-West hub for indus-

try and entrepreneurship. Addi-

tionally, the country’s higher

education landscape was grow-

ing exponentially with steady

and strong leadership from the

Ministry of Education.

The Emirate of Ajman, just a short

drive from Dubai, is bustling and

beautiful—with a lot of economic

activity and lovely beaches. On

my first visit, I was impressed by

the stunning AU campus and the

commitment of the entire com-

munity to excellence and soci-

etal impact.

I knew immediately that the

possibilities were limitless, as

they have indeed proven to

be—thanks to the vision and

leadership of the Board of Trus-

tees, the entire team of dedicat-

AU is ranked by

QS as the #477

institution of

higher education

in the world, #22

in the Arab

Region and #5 in

the UAE

| Special Edition

“

ed stakeholders and the unique

blend of social compassion and

technical innovation shown by

our vibrant community. Every

day at Ajman University, we are

living proof of our “Make It

Happen” motto!

We want to offer you our warm-

est congratulations on your

recent appointment as Chair of

the Association to Advance

Collegiate Schools of Business

(AACSB) Middle East and North

Africa

Advisory

Council

(MENAAC). Could you explain

what this role will entail and its

importance to the MENA region?

It is an honor to be appointed

Chair of the AACSB MENA Adviso-

ry Council. This appointment

underscores both my personal

and professional commitment to

excellence in business educa-

tion. As Chair of MENAAC, my

goal is to contribute to the

advancement

business

education in the region by taking

an active role in shaping its

future. I will focus on introducing

region-specific

services

and

programs,

enhancing

the

employability of business gradu-

ates

and

fostering

stronger

connections between academia

and

industry.

Through

this

proactive approach, I aim to

ensure that business schools

across the MENA region are not

only well-represented but also

fully engaged within AACSB’s

global network, enhancing their

impact

the

international

stage.

What specific challenges does

the MENA region face in the

successful teaching of business

education, and relatedly, what

region-specific

opportunities

are there for the growth of the

discipline? And how does AU’s

curriculum

approach

reflect

these

challenges/opportuni-

ties?

The MENA region is growing

fast. More businesses. More

universities.

students.

More startups. A larger and

more interconnected entre-

preneurship ecosystem. The

region is also characterized by

a young population with more

than 55 percent of the popula-

tion below the age of 30, com-

pared with 36 percent of the

population across Organiza-

tion for Economic Cooperation

and

Development

(OECD)

countries. However, the MENA

region faces a significant chal-

lenge with youth unemploy-

ment,

particularly

among

university graduates. In some

countries, the unemployment

rate

for

young

graduates

reaches

approximately

percent. A primary contributing

factor

the

mismatch

between the skills acquired

through education and those

demanded by the labor market.

Addressing this issue requires

aligning educational curricula

with market needs, promoting

vocational training and fostering

private sector development to

create employment opportuni-

ties. Solving this challenge is AU’s

“center of gravity” and we’re

building our curriculum around

it. Some of what we’ve already

implemented includes:

• Launched the Masar Career

Excellence Center to help

students build relationship

capital and achieve career

goals, while also positioning

them as future global leaders

to our partners.

• Emphasize a hands-on,

student-centered teaching

approach, and a

student-centric development

journey.

• Foster interaction between

private and public sectors in

the classroom through guest

speakers, company visits, and

real-life problem-solving,

encouraging students to think

of regional solutions to global

issues.

Our

emphasis

student

employability helped us earn the

ranking of #1 in the UAE and #221

worldwide for Employer Reputa-

tion. We are deeply committed

to making futures happen now!

Approximately 29 percent of

MENA's total employment is in

the public sector, nearly twice

the global average (excluding

China). However, an increasing

number of students and alumni

are

seeking

entrepreneurial

paths. In response to this shift, AU

launched

the

Innovation

Center

(AUIC)

2016.

The

center's mission is to transform

ideas

and

technologies

into

commercially viable ventures,

driving economic development,

job creation and youth empow-

erment.

AU is the first

private,

non-profit

university in

the UAE and

the entire

Arab region to

have been

awarded

accreditation

from WASC

Senior College

and University

Commission

in the US

“

Special Edition | 15

AUIC provides start-ups with

access to essential resources

such as faculty, computer labs,

business training and mentor-

ship. It also connects entrepre-

neurs with venture capitalists

and angel investors in the UAE

and the region. To date, AUIC has

completed 7 incubation cycles,

mentored over 130 startups, and

earned international and nation-

al accreditations, including from

Global Innovation Institute (GINI),

Institute

Innovation

and

Knowledge Exchange (IKE) and

Dubai SME. I am proud to share

that our incubated startups have

generated approximately AED17

million in revenue, AED 5M in

investment and created more

than 100 jobs.

How do you think business

education in the MENA region

has adapted to this age of

increasingly globalized educa-

tion, and what more can institu-

tions do to ensure that their

curricula reflect diverse global

voices and perspectives?

To offer a truly global education

and learning experience, we

must have diverse global voices

and perspectives on campus.

AU is ranked by

QS as #3 in the

world and #1 in

the Arab Region

for international

students—and

#6 in the world

for international

faculty!

| Special Edition

“

There’s no shortcut for inclusion!

An institution must reflect the

world at large. A world in need of

big ideas from students with a

variety

backgrounds

and

diverse ways of thinking. At AU,

we welcome students from vast

socio-economic

backgrounds

and from 102 countries of origin.

And we offer dozens of interna-

tional exchange programs as

well as social impact opportuni-

ties within the UAE and beyond.

The experience at AU provides

students with the chance to see

the world on campus, which

readies them to be part of the

larger world after graduation.

They are both comfortable and

collaborative

with

people

anywhere. This is more than a

soft skill, it’s a way to reduce

workplace conflict and increase

productivity.

I believe this is connected to the

central tenant of academia—the

exchange of ideas in pursuit of a

more inclusive and resilient soci-

ety. In other words: excellence,

compassion

and

innovation

working together for the greater

good. And that is exactly what

we seek to do at AU—open a

world of ideas and possibilities to

everyone who comes through

these doors. So that they, in turn,

can navigate their own unchart-

ed seas and, thereby, arrive on

new shores of thoughts and

solutions with others.

Unfortunately, higher education

has often been seen as an ivory

tower for the privileged. A place

out of reach to many because of

their socioeconomic status. Or

their place of birth. Or their

gender. Or a disability. Neglect-

ing to ensure inclusivity in higher

education

risks

perpetuating

inequality

and

stifling

both

individual potential and societal

progress.

Special Edition | 17

At AU, our non-profit status

means we stand for access. Our

global ranking and accredita-

tions mean we stand for excel-

lence. There is no more powerful

combination

Earth

than

access and excellence. It is life

changing. Mind expanding. Heart

opening.

Game

changing.

Career making.

In what kind of roles, beyond the

traditional, do you think that

business

education

can

prepare new students who are

just entering the discipline to

excel? And in what ways can

universities

prepare

their

students to pursue a variety of

roles post-degree?

Business

education

about

creative thinking and innovative

problem-solving.

These

are

valuable skills for every graduate

and meaningful to any career.

Business schools should equip

students for evolving roles in

fields like Business Analytics and

AI, Sustainability and Corporate

Social Responsibility (CSR), Con-

sulting and Advisory, Technology

and

Project

Management—to

name some. Business schools

must adopt an interdisciplinary,

interconnected,

outward-fo-

cused, hands-on and tech-sup-

ported approach to learning and

teaching.

They

should

also

collaborate with other schools

such as engineering, IT, and

Medicine as most global chal-

lenges are complex and require

interdisciplinary approaches. In

addition, business schools in the

MENA

region

should

provide

relevant, high-impact executive

education and middle manage-

ment programs that align with

the needs of economic develop-

ment. These programs must be

tailored to equip leaders and

managers with the skills to navi-

gate evolving market dynamics

and drive innovation. By foster-

ing strategic thinking and lead-

ership excellence, such initiatives

can

play

crucial

role

enhancing

organizational

performance and supporting

sustainable economic growth.

Thank you so much for your

insights, Dr. Seghir. Lastly, we’d

like to ask what kind of qualities

and practices you think are

important to ethical business

leadership? And how do you try

to model these qualities and

practices within your own role

as Chancellor of Ajman Univer-

sity?

Ethics and integrity are essential

in every workplace and profes-

sion, and ethical leadership is

grounded in specific traits. First,

integrity—acting with honesty,

authenticity,

and

transparen-

cy—builds trust both within the

organization and with external

stakeholders. As Chancellor, I

prioritize transparency in deci-

sion-making,

ensuring

open

communication

with

faculty,

staff, students, alumni and part-

ners. This fosters an environment

where people feel heard and

take ownership of their roles in

advancing

the

University’s

mission.

Empathy is another instrumental

trait. Effective leaders connect

with others' perspectives,

| Special Edition

AU has 17

faculty

members in

Stanford

University's

list of the top

2% of global

scientists

regardless of their background.

At AU, we take pride in our

diverse

community,

and

engage actively with all mem-

bers, understanding their chal-

lenges

and

aspirations.

This

inclusivity ensures better deci-

sion-making.

Accountability is equally impor-

tant. Ethical leadership means

taking responsibility for one’s

actions. I lead by example,

openly discussing our strategic

goals and challenges, encour-

aging a shared sense of respon-

sibility across the institution. This

culture of ownership helps drive

our mission forward.

Lastly, continuous learning and

growth are key. Leaders must

adapt and evolve. At AU, I

promote a culture of learning for

myself and the entire community

to stay responsive to the evolv-

ing demands of higher educa-

tion.

By embodying these values—in-

tegrity, empathy, accountability,

and a commitment to growth—I

aim to lead AU ethically, prepar-

ing our graduates to be ethical

leaders themselves.

“

Special Edition | 19

Leadership Spotlight

Balancing the Vision of the

UAE and an International

Approach to Business at ADU

Interview with Professor Barry O’Mahony,

Dean of ADU’s School of Business

| Special Edition

Professor O’Mahony, we’re delighted you

could join us for this Special Issue of UniNews-

letter to discuss the customization of busi-

ness education in light of local contexts. We

always ask our esteemed leaders to begin by

introducing themselves to our readership,

and explaining—in your case—your teach-

ing/research background and how you came

to your current position as Dean of the College

of Business at Abu Dhabi University (ADU)?

I’m delighted with the opportunity to introduce

myself to UniNewsletter readers and to share

my background and insights. My academic

journey was nontraditional in that before

joining academia, I had a career in the hospi-

tality industry which involved working interna-

tionally—including in Australia—where I was a

member of a leadership team that established

three new luxury hotels. I built on this experi-

ence at university, embracing services man-

agement as my specialization and later my

area of research focus. My first role as Dean

was in the UAE in 2016 followed by two years as

Chief Academic Officer, at École Hôtelière de

Lausanne in Switzerland. Coming back to the

UAE in 2020 as Dean of the College of Business

at Abu Dhabi University was a pleasure for me

because I understood the culture, the vibrancy

and the welcoming environment of the UAE.

As someone with global business experience

who is keenly attuned to the local context of

the UAE, how does ADU balance global busi-

ness principles with the unique needs of the

local market and broader MENA region?

ADU was launched in 2003 by a group of

eminent UAE business professionals, so the

local market perspective was well understood.

There was also a strong understanding of the

UAE vision, and this was embedded within the

University. Today ADU and our College of Busi-

Today ADU and our

College of Business

continue to reflect

the needs of the

local market in our

key strategic

priorities

Special Edition | 01

ness continue to reflect the needs of the local

market in our key strategic priorities. Our Advi-

sory Board is also comprised of local, regional

and international business professionals. In the

classroom, we use Harvard style case studies

that are adapted to local business challenges.

Many of these emanate from our students’

masters and doctoral dissertations and are

published internationally. At the same time, the

University was an early adopter of international

accreditations. For example, the College of

Business was among the first in the UAE to gain

AACSB accreditation, and is still the only Busi-

ness School in the country that has been

accredited with EQUIS by the European Foun-

dation for Management Development. This

places us among the top 1% of business

schools globally but also provides us with

access to global benchmarking and best

practices in teaching, learning and assess-

ment.

And what role do partnerships with local

businesses play in shaping aspects of the

business curriculum at ADU, and how do

these partnerships help students gain a

global perspective?

We have strong relationships with reputable

local businesses that provide us with excep-

tional support that ranges from the provision of

industry data for our research, to laboratories,

sponsorship for college initiatives and scholar-

ships for our students. Thanks to industry

support, for example, one of our students is

currently studying in a partner program at

University College Dublin fully funded by a local

business.

Special Edition |

“