UN- ENGLISH-OCT 2024

FEATURING 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

Special Edition October 2024

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 04

Editorial A Note from the Editor in Chief

by Laura Vasquez Bass

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Special Topics

Adapting Global Standards for UAE Students in Business Programs in the U.S.

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by Dr. Wendy Kaaki

12 Leadership Spotlight

Making Excellence in Business Education Happen at Ajman University: An Interview with AU’s Chancellor, Dr. Karim Seghir

20 Leadership Spotlight 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

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26 Regional Focus Advancing Education: Saudi Arabia and Bahrain's Strategies for Meeting 21st-Century Challenges

by Dr. Bilal Ahmad Pandow

30 Student Voice Transforming Business Aspirations into Reality: Insights from the Marketing, Management, Communication and Media (MMCM) Program at Sorbonne University Abu Dhabi, UAE

by Larisa Bukharina

36 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

40 Student Voice From Wall Street Dreams to UAE Reality: Pursuing Finance and Islamic Banking at Ajman University

by Dani George Albadine

44 Student Voice Language Mastery to Business Strategy: How My Approach to Business Aptitude Foregrounds Linguistic Diversity

by Ahmed AlAmeeri

50 Trends

With huge industry transformation in recent years, how is AI impacting pedagogies in Business Education?

by University of Westminster

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A Note from the Editor in Chief

Laura Vasquez Bass

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This issue focuses on innovative pedagogical strategies developed by business educators

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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 business education. As globalized education models become the norm in Higher Education Institutions (HEIs), there has been a growing focus on blending global and local approaches in business education, which is a territory well traversed by existing literature on the topic.

Subsequently, in this special issue of UniNewsletter, 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 variously from region-wide, country-wide, institution-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-

Editorial

ples such the University of Georgia and American University’s course offerings in Islamic Finance, or Harvard’s university’s Islamic Finance Project, as well as universities’ efforts to establish mentors for UAE students who understand 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 strategies 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 speakers, company visits and real-life problem-solving. 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, he 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 customizing 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 technology, entrepreneurship and sustainability.

Highlighting individual student stories, he shows that by adapting global business principles to fit local cultural and economic needs, both countries 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 Administration Student at ADU, and Dani George Albadine,

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an Undergraduate in Finance and Islamic Banking at AU. Additionally, we are delighted to share insights from two students from Sorbonne University, Abu Dhabi; Larisa Bukharina is a Master’s student in Marketing, Management, 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 Westminster, 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 technologies in education, the authors ask, “With huge

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industry transformation in recent years, how is AI impacting pedagogies in Business Education?” 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 preparing their students for roles where AI-driven tools are essential. The team writes that this overhaul ensures that graduates remain competitive in an evolving industry while balancing technical expertise with human creativity.

We sincerely hope you enjoy this special Business Education issue of UniNewsletter as much as we have enjoyed working with all of these authors. As always, we hope that the revelations and questions prompted by this talented collection of individuals will prompt further discussion and will sow the seeds for international collaboration across institutions.

Special Topics

Adapting Global Standards for UAE Students in Business Programs in the U.S.

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

College of Business, New Mexico State University, U.S. 08 | Special Edition

“U.S. higher education institutions recognize that their international students…seek an education that is not standardized but provides skills that are globally transferable and useful”

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s globalization continues to reshape the world economy, the demand for education that transcends borders is on the rise. In the United States, universities are seeing an increasing number of international 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 technology, human resources and entrepreneurship.

However, UAE students face a distinct set of expectations and opportunities when they return home, where the business landscape is influenced 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 market's social, economic and regulatory environment.

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

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“Business programs in the U.S. are…offering specialized courses and incubator programs that support students in developing entrepreneurial skills”

Dr. Wendy Kaaki Islamic finance and economics for academics, researchers, and industry professionals.” In addition, 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 business hub, requires leaders who are adept at navigating 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 environments.

Gaining knowledge, emotional intelligence, working 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 10 | Special Edition

internships and projects with local enterprises, thereby facilitating the acquisition of practical skills within their home country. While other scholarship programs in Abu Dhabi like ADEK (Department of Education and Knowledge - Khotwa RizeUp) offer mentorship in the U.S. for their undergraduates.

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 landscape. Building trust and rapport is vital with these students and ultimately creates lifelong relationships. Mentoring involves more than merely advising students about what courses to take, but rather seeking out and providing specific activities 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, as 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 industries back home. It is essential for business

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U.S. business programs are placing increased emphasis on intercultural communication and leadership training

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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. business 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. Recognizing this, many U.S. universities have introduced courses on Islamic finance, which blend traditional 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 Proficiency The UAE’s rapid adoption of technology and its status as a hub for digital transformation mean that students need to be technologically proficient. 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 curricula 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 competence 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 education, the symbiotic relationship between global standards and local market needs will only deepen, creating a new generation of future business leaders who are ready to shape the future of the UAE. Special Edition | 11

Leadership Spotlight

Making Excellence in Business Education Happen at Ajman University An Interview with AU’s Chancellor, Dr. Karim Seghir

Thank you for inviting me to participate in this issue of UniNewsletter. 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 as a PhD in Mathematical Economics and Finance from Paris 1 Panthéon-Sorbonne University.

Before coming to AU, I served as Dean of the School of Business at the American University in Cairo

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(AUC), where I also was Associate Dean for Undergraduate Studies and Administration, in charge of international accreditations 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 professor at Pontificia Universidade Catolica in Rio de Janeiro and at Universidad de Chile and I was a visiting researcher at Universidade 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

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AU has been named a high-confidence institution by the Commission for Academic Accreditation in the UAE

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Dr. Seghir, we are so delighted that you’re joining us for this issue of UniNewsletter to discuss the customization of business education. Could you introduce yourself to our readers, including your background in business education and how you came to your current role as Chancellor of Ajman University (AU)?

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The Emirate of Ajman, just a short drive from Dubai, is bustling and beautiful—with a lot of economic

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activity and lovely beaches. On my first visit, I was impressed by the stunning AU campus and the commitment of the entire community to excellence and societal 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 Trustees, the entire team of dedicat-

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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

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Arab Emirates (UAE) was gaining significant attention as a global East-meets-West hub for industry and entrepreneurship. Additionally, the country’s higher education landscape was growing exponentially with steady and strong leadership from the Ministry of Education.

We want to offer you our warmest 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 Advisory Council. This appointment underscores both my personal and professional commitment to excellence in business education. As Chair of MENAAC, my goal is to contribute to the advancement of 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 graduates 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 on 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/opportunities?

The MENA region is growing fast. More businesses. More universities. More students.

More startups. A larger and more interconnected entrepreneurship ecosystem. The region is also characterized by a young population with more than 55 percent of the population below the age of 30, compared with 36 percent of the population across Organization for Economic Cooperation

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 opportunities. 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:

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

• 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.

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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!

and Development (OECD) countries. However, the MENA region faces a significant challenge with youth unemployment, particularly among university graduates. In some countries, the unemployment rate for young graduates reaches approximately 40 percent. A primary contributing factor is the mismatch between the skills acquired

Our emphasis on student employability helped us earn the ranking of #1 in the UAE and #221 worldwide for Employer Reputation. 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 AU Innovation Center (AUIC) in 2016. The center's mission is to transform ideas and technologies into commercially viable ventures, driving economic development, job creation and youth empowerment.

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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!

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AUIC provides start-ups with access to essential resources such as faculty, computer labs, business training and mentorship. It also connects entrepreneurs 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 national accreditations, including from Global Innovation Institute (GINI), Institute of 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 education, and what more can institutions 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.

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 of 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 international exchange programs as well as social impact opportunities 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 society. 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 uncharted 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. Neglecting to ensure inclusivity in higher education risks perpetuating inequality and stifling both individual potential and societal progress.

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At AU, our non-profit status means we stand for access. Our global ranking and accreditations mean we stand for excellence. There is no more powerful combination on 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 is 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), Consulting and Advisory, Technology and Project Management—to name some. Business schools must adopt an interdisciplinary, interconnected, outward-focused, hands-on and tech-supported approach to learning and teaching. They should also collaborate with other schools such as engineering, IT, and Medicine as most global challenges are complex and require interdisciplinary approaches. In addition, business schools in the MENA region should provide relevant, high-impact executive education and middle management programs that align with the needs of economic development. These programs must be tailored to equip leaders and managers with the skills to navigate evolving market dynamics and drive innovation. By fostering strategic thinking and leadership excellence, such initiatives can play a crucial role in enhancing organizational performance and supporting 18 | Special Edition

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 University?

Ethics and integrity are essential in every workplace and profession, and ethical leadership is grounded in specific traits. First, integrity—acting with honesty,

authenticity, and transparency—builds trust both within the organization and with external stakeholders. As Chancellor, I prioritize transparency in decision-making, ensuring open communication with faculty, staff, students, alumni and partners. 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,

Accountability is equally important. Ethical leadership means taking responsibility for one’s actions. I lead by example, openly discussing our strategic goals and challenges, encouraging a shared sense of responsibility 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 evolving demands of higher education.

By embodying these values—integrity, empathy, accountability, and a commitment to growth—I aim to lead AU ethically, preparing our graduates to be ethical leaders themselves.

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AU has 17 faculty members in Stanford University's list of the top 2% of global scientists

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regardless of their background.

At AU, we take pride in our diverse community, and I engage actively with all members, understanding their challenges and aspirations. This inclusivity ensures better decision-making.

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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

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Professor O’Mahony, we’re delighted you could join us for this Special Issue of UniNewsletter to discuss the customization of business 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 teaching/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 hospitality industry which involved working internationally—including in Australia—where I was a member of a leadership team that established three new luxury hotels. I built on this experience at university, embracing services management 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 business 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-

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Today ADU and our College of Business continue to reflect the needs of the local market in our key strategic priorities

ness continue to reflect the needs of the local market in our key strategic priorities. Our Advisory 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 Business School in the country that has been accredited with EQUIS by the European Foundation 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 assessment.

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 exceptional support that ranges from the provision of industry data for our research, to laboratories, sponsorship for college initiatives and scholarships 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.

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With the increasing push for sustainability and social responsibility in global business, how are these principles taught in a way that resonates with local market needs and policies?

In terms of technology, what particular strategies or tools have you found to be most effective in customizing global business education to meet the evolving demands of the local market?

Firstly, we have embedded sustainability and social responsibility principles into all our business programs. This involves ensuring that each program has sustainability related program learning outcomes and students’ knowledge and understanding of these outcomes is assessed. In research more than 60% of our publications focus on sustainability challenges. The outcomes of this research are reflected in our teaching, and faculty regularly update their courses based on their research findings. ADU was also deeply involved in COP28 in 2023, where we hosted several high-level panel discussions on both local and global sustainability challenges. The College of Business is also a member of UNPRME, which is a global body, and we are committed to their mission “…to transform management education and develop the responsible decision-makers of tomorrow to advance sustainable development.”

We use technology extensively to enhance learning by developing content and support materials to induct students and to aid transition to the university. We have a raft of “how to” support videos, for example, that explain university processes and steer students towards our support services. We constantly monitor local and global skills requirements not only for the major changes brought on by the exploding artificial intelligence environment, but also in terms of international standards in business practices and future job growth. The World Economic Forum, for example, annually reports on what is predicted in terms of future jobs. Over the last few years this has moved from a technology focus, especially on data science and artificial intelligence, to a stronger emphasis on human factors and related areas such as the caring economy, which I think was brought to the fore during the COVID pandemic.

We are now seeing more focus on green transition, which is a key element in the UAE vision as one of the few regional signatories to achieving Net Zero emissions by 2050. So, it would be fair to say that this global phenomenon has led to local leadership where the UAE is at the forefront of this technological revolution. Thus, on this issue, the demands of the global and local markets coincide.

How does ADU approach teaching global business practices in a way that respects and incorporates local cultural values?

In addition to the tailored curriculum content we develop, we are mindful of local traditions and laws as well as the religious context. Using the American style curriculum allows us to teach our students about Islamic and Arabic culture and traditions so that all are aware of the cultural environment regardless of their high school curriculum. Our approach to learning also recognizes that different cultures have distinct learning styles and preferences, and it is important to adapt our teaching and assessment approaches to ensure they are respectful in content and fair for everyone. For example, we moderate all assessments to reflect a local understanding while also recognizing that many students’ first language is not English.

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We have embedded sustainability and social responsibility principles into all our business programs

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Thank you, Professor O’Mahony, for your valuable insights. Lastly, what are your hopes for graduates of the school of Business at ADU? How do you hope their training at ADU will have prepared them to take on the global business world, while also retaining the nuances of practicing business in the UAE? Our hopes for our graduates are that they will leave us as globally competent, responsible leaders with an entrepreneurial mindset that can adapt to an ever-changing world and a dynamic employment market. This will be achieved by providing contextualized learning, built on cutting edge pedagogic scholarship that melds theoretical concepts with industry insights, enriched by participation in one or more of our student exchange opportunities, joint programs or study tours at leading international partner universities. Their confidence will be reinforced by our global reputation where our College of Business is now ranked 101-125 in the world in the subject ranking in Business and Economics by Times Higher Education.

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Our approach to learning recognizes that different cultures have distinct learning styles and preferences

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Regional Focus

Advancing Education:

Saudi Arabia and Bahrain's Strategies for Meeting 21st-Century Challenges Dr. Bilal Ahmad Pandow Assistant Professor of Finance, Bahrain Polytechnic

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n today's internationally interconnected economy, the growth of entrepreneurs and executives is dependent on high-quality business education. A onesize-fits-all approach clearly fails at times, particularly in locations with varied cultural and economic dynamics, even though global standards in business education offer an essential foundation. In order to bring regional market circumstances up to par with worldwide norms, business schools in the MENA region are developing creative solutions.

Economic Shifts Driving Educational Reforms in the MENA Region The MENA region has seen a dramatic economic refocus. Some countries’ governments are trying

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to diversify their economy away from oil, like Saudi Arabia and Bahrain. This shift has led to increased attention on fields like technology, banking and entrepreneurship.

Regional business schools, thus, are adapting their programs to meet the needs of local economies in light of these changes, while keeping an eye on the global stage.

The MENA region's educational system is diverse, which makes applying the same reforms across the board difficult. Yet, these countries all recognize how vital education is for economic growth, especially since over half the population is under 30. Governments have responded by increasing budgets, updating curricula, focusing on STEM and adopting online remote learning post-COVID-19. To

improve, targeted, evidence-based reforms are needed to address core issues in student performance and prepare for global competition.

Adapting global business education to meet local needs isn’t without its challenges. Many academics believe that the key lies in balancing the two—the students need to understand global business principles, but they also need to be well-versed in the local economic landscape, including regulations and cultural expectations.

The Role of Technology and Entrepreneurship in Saudi Arabia’s Vision 2030 Take Saudi Arabia's Vision 2030 as an example. Its goal is to completely revamp the education system, encouraging innovation and entrepreneurship and ensuring that the results are in line with what the labor market demands. In order to provide the next generation with the tools they'll need, Saudi Arabia is putting an emphasis on digital learning, strengthening private sector engagement and cultivating skills appropriate to the modern world. Higher education in Bahrain is also undergoing reforms with the goals of better preparing students for the modern workforce, increasing educational quality, improving academic programs’ alignment with the labor market and establishing worldwide connections.

Reforms are being sought by both nations to better prepare their children for the challenges of the future.

Students in Saudi Arabia can now receive degrees recognized around the world through the country’s thriving educational industry, which has been greatly improved through the establishment of partnerships with other schools. The “Study in Saudi Arabia” program is an integral aspect of this endeavor; it aims to help achieve Saudi Vision

2030’s objective of having three institutions ranked among the top 200 in the world. Filling the skills gap and bringing education in line with the sustainable developments goals are the main concerns. A number of Saudi colleges have made their first appearance in world rankings thanks to partnerships with foreign institutions and local ministries, which is driving advancement even further.

In order to meet the increasing demand, Saudi Arabia's higher education sector—which is both the biggest and most prestigious in the Gulf region—will have to provide 800,000 additional seats by 2030. As the nation strives for a more environmentally friendly and technologically advanced future, there has been a noticeable uptick in specialized industries such as technology, renewable energy and artificial intelligence. Additionally, by 2030, Saudi Arabia’s demand for higher education is projected to reach 2.75 million seats.

Bahrain’s Efforts to Align Education with National Development Goals Meanwhile, Bahrain's higher education system witnessed notable growth in 2024, with faculty numbers reaching 2,137, marking the highest level since 2019. Public institutions employ 65% of the workforce, while private institutions account for 34.2%. Female faculty members represent 46.8%, showing advancement in gender diversity. Faculty numbers increased by 8.5% from 2023 to 2024, and by 16.2% since 2019.

The latest QS World University Rankings provide a snapshot of Saudi Arabia’s higher education sector. King Fahd University of Petroleum and Minerals holds the 101st spot globally, excelling in employer reputation and international faculty engagement but showing moderate results in academic reputation.

Similarly, King Abdulaziz University

“Mena countries all recognize how vital education is for economic growth”

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Students need to understand global business principles, but they also need to be well-versed in the local economic landscape, including regulations and cultural expectations

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ranks 149th, with strengths in academic reputation and employer reputation but struggles in sustainability efforts. Smaller institutions, like Bahrain’s Applied Science University, show strong internationalization efforts. Despite international engagement, there is significant variability in employment outcomes across Saudi universities.

Preparing Students for the Global Job Market Take Abdullah Hakeem, a rising talent in Saudi IT and a recent graduate of KFUPM. Beginning with a bot he developed for the instant messaging and voice-over-IP app, WhatsApp, while he was in school, he has since received commendations in innova-

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tion challenges. Abdullah also collaborated on a graduation project with Foodics, the biggest point-of-sale system in the Middle East, after his forays into online and mobile development garnered prizes in regional contests.

A similar emphasis on practical experience is what makes Bahrain Polytechnic stand apart. In their research programs participants gain practical experience in their chosen fields. The school's focus on real-world application in its curriculum helps students become competitive job candidates; graduates like Sarah Hammad, the first woman from Bahrain to get a master’s degree in artificial intelligence, are living proof of this.

“When provided with the resources and support they need, teachers can cultivate a dynamic learning environment that empowers students to flourish, creating a ripple effect of positive change that resonates throughout society”

Conclusion Prophet Muhammad (PBUH) famously stated, “When a person dies, their deeds come to an end except for three things: ceaseless charity, beneficial knowledge or a virtuous descendant who prays for them.” The lasting influence of information is highlighted by this potent reminder. Institutions of higher learning are accomplishing more than just improving teachers’ abilities when they spend money on professional development opportunities for faculty and leadership. What they are doing now will have an impact on generations to come. When provided with the resources and support they need, teachers can cultivate a dynamic learning environment that empowers students to flourish, creating a ripple effect of positive change that

resonates throughout society.

Aligning programs with workforce demands, creating global relationships and stressing practical learning experiences are common goals in the educational plans of Saudi Arabia and Bahrain. This shows that both countries are committed to educating students for the future.

To guarantee that teachers have the resources they need to support their students’ success, these endeavors rely heavily on faculty development and leadership programs. This innovative strategy helps students now and will continue to do great things for society in the future, demonstrating the life-changing potential of education.

“Reforms are being sought by Saudi Arabia and Bahrain to better prepare their children for the challenges of the future”

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Student Voice

Larisa Bukharina

Master’s student in MMCM

Transforming Business Aspirations into Reality:

Insights from the Marketing, Management, Communication and Media (MMCM) Program at Sorbonne University Abu Dhabi, UAE

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L

iving in today’s globalized, dynamic and rapidly evolving business world is full of complexities and challenges—yet unlimited opportunities—for young adults. It is imperative, thus, that young individuals are fully equipped with the right knowledge, forward-thinking education and sharp skills to not only thrive in a competitive business environment, but also drive meaningful transformations in the market.

Why I Chose Sorbonne University Abu Dhabi for My Master’s Degree

“The course places a strong emphasis on understandin g societies and social changes through the prism of rigorous academic methods”

The exciting academic journey of pursuing a Master’s degree in Marketing, Management, Communication and Media (MMCM) at Sorbonne University Abu Dhabi, United Arab Emirates (UAE) was driven by a desire to turn my long-term aspiration of making an important contribution to the business and academic worlds into reality. The MMCM Master’s program is a unique blend of diverse courses ranging from Public Relations, Communication, Branding, Marketing and Advertising, Media studies and Anthropology of Globalization to various Business courses including Business Model and Business Development, Digital Marketing and Strategic Planning, as well as many others. The course places a strong emphasis on understanding societies and social changes through the prism of rigorous academic methods. I was encouraged to conduct valuable practical research, develop critical thinking skills, work on real-life case studies and create my own projects, which significantly deepened my knowledge and expanded my understanding of current business trends.

I chose to attend Sorbonne University Abu Dhabi because of the exceptional curriculum, rooted in the herit-

age of Sorbonne University in Paris, which embodies innovation and the excellence of world-class standards of French education and research. The program is also affiliated with the Center for Applied Literary and Scientific Studies (CELSA) Graduate School of Communication in Paris, France, which is ranked as one of the top French schools in communication.

Furthermore, I decided to enroll at Sorbonne Abu Dhabi due to its central location in a thriving business hub and its focus on practical applications of concepts within the local economy, which showcases the social, cultural and economic trends of the area.

How Does the MMCM Program Bridge Theory and Practice?

As an MMCM Master’s student, I have had the unique opportunity to learn the latest theories and updated methodological tools and strategies, as well as gain practical experience from the top academics and fellow professionals in the fields. Most of our distinguished professors come to teach us directly from France and are often leading professionals there, working for some of the most prestigious companies in the world.

Despite their international statuses, they frequently use local businesses as case studies, applying the global economic and marketing concepts onto the local market and business environment. This approach allowed for a better understanding of both theories and practical frameworks, pushing us as students to critically assess marketing and communication spaces in the UAE and the GCC region, and also identify global market opportunities for business continuity and growth. Furthermore, applying global strategies onto the local business environment provided insight into the

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As an MMCM Master’s student, I have had the unique opportunity to learn the latest theories and updated methodological tools and strategies, as well as gain practical experience from the top academics and fellow professionals in the fields

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complexities of marketing and management issues that require a special adaptation to meet the needs of consumers in a particular region.

A Local Case Study in Global Business Strategies One particular course that stood out for me focused on creating a strategic communication plan to rebrand and reposition a local product in the UAE by increasing its brand awareness and preferences in order to increase sales and ultimately, grow the business. Mastering the methodology of the communication plan, conducting an audit and market research to ensure the quality of the analysis, setting the right objectives and recommendations, identifying the target audience, conducting an effective marketing campaign and tracking engagement taught us the importance of the how’s and why’s of building an effective communication plan to drive the

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communication effort. We also learned the crucial aspect of identifying the preferred advertising channel among the UAE consumers. To leverage brand awareness in the country, we concluded that social media platforms such as Instagram, TikTok and Snapchat are the best communication options for targeting younger audiences, while traditional media remains the best avenue for engaging with the older generation. Using the local market—a highly technologically advanced region with diverse cultural norms—as a practical example helped me grasp the significance of an efficient communication strategy that variously utilizes both digital and traditional media in influencing consumer behavior.

How Sorbonne Abu Dhabi has Prepared Me for a Future in Business After completing the MMCM Master’s program at Sorbonne

University Abu Dhabi, I feel confident and fully equipped with the tools and skills required to thrive in the professional world of marketing and communications. The skills I have developed here will undoubtedly help me achieve my future objectives. As I look toward the future, I view the UAE’s diverse mixture of cultures and business influences as an excellent place to seek a career in MMCM. Moreover, the broad range of extracurricular activities, internships and networking events that the Sorbonne Abu Dhabi offers have and will support me in establishing crucial local and global industry relationships. If I decide to stay in the UAE or expand to global markets, the program will have provided me with a strong foundation for my career success by combining local expertise with global marketing strategies, and I look forward to applying the knowledge I have acquired in practical situations in the future.

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WORLD CLASS EDUCATION IN THE UAE!

Globally recognised French degrees accredited by the UAE

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sqm state-of-the-art campus with onsite sports facilities, dorms and library

3k Alumni

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• 25 undergraduate and postgraduate programmes • Programmes taught in French, English and Arabic • 45 Researchers • International student exchange program • Excellence scholarships • Diverse student population of 90+ nationalities • In Abu Dhabi, named safest city in the world sorbonne.ae

SCHOOL OF ARTS & HUMANITIES 1

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Student Voice

Zainab Ahmed Abdi

Master of Business Administration Student, Abu Dhabi University

"Local context shapes business education"

How ADU’s MBA Program is Preparing Me to Take on Business in the UAE and the World

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A

s someone who has always been interested in entrepreneurship, my journey into business education began immediately after graduating from high school. At the time, my father had just started a new business, and I was excited to help him grow our family business. Despite my lack of experience, I was always drawn to the world of business and the idea of building something from scratch.

This hands-on experience was the spark that ignited my passion for entrepreneurship and innovation.

A few years later, I decided to continue my education and was drawn to the new Entrepreneurship and Innovation program offered at Abu Dhabi University.

What particularly attracted me to this program were the courses focused on family businesses, which aligned perfectly with my personal experience. Having seen my siblings thrive at ADU, I had no hesitation in choosing it as my next educational step.

One of the most impactful experiences during my undergraduate studies was my internship at ADU’s Innovation Hub, ADUi. ADUi is the innovation and entrepre-

neurship arm of the university, and this internship opened up new opportunities for me that I hadn’t expected. Through this experience, I gained extensive knowledge of the Abu Dhabi business ecosystem. I had the opportunity to attend conferences and events where I met with regulators, business owners and startups that are part of the UAE’s growing innovation scene. These networking opportunities were invaluable, helping me gain a deeper understanding of the market and making academic learning more tangible. After my internship, I joined ADUi as a staff member, where I have been able to stay engaged with the innovation landscape in Abu Dhabi. This role has allowed me to contribute to various projects while deepening my practical knowledge and experience in the field.

After completing my undergraduate degree, pursuing an MBA at ADU was the next step for me. The College of Business is the number one Business College in the UAE and has AACSB and EQUIS Accreditation, so I knew I was in good hands. The knowledge I had gained from my previous studies was also a key factor in my decision. But what really drew me in

“I was always drawn to the world of business and the idea of building something from scratch” Special Edition | 37

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ADUi is the innovation and entrepreneurship arm of the university, and this internship opened up new opportunities for me that I hadn’t expected.

Through this experience, I gained extensive knowledge of the Abu Dhabi business ecosystem

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was the MBA’s focus on strategic management. As someone interested in startups and innovation, I realized that this major would help me enhance the skills needed to navigate the complexities of running a growing business.

In the startup world, strategic decision-making is crucial, especially when it comes to regulations and market entry—two areas that are particularly important in the changing UAE market. The strategic management courses at ADU prepared me for critical thinking and decision-making, which will be essential as my career progresses.

What sets the ADU MBA apart is how it integrates local knowledge into the curriculum while maintaining a global perspective. For example, throughout the program, I have worked on case studies and projects that directly relate to the challenges faced by businesses in the UAE. The university often hosts guest speakers from the local market, including regulators, investors and business leaders, providing us with practical insights that complement the theoretical

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concepts we learn in the classroom.

Through my experience at the Innovation Center, I saw firsthand how the local context shapes business education. ADU’s focus on the UAE’s national innovation strategy, combined with its efforts to connect academia with industry, ensures that students like me are prepared to address business challenges both globally and locally. This tailored approach has given me the skills to not only succeed in the UAE market, but also compete in the global economy.

Business education in the UAE is unique in that it is designed to address the region’s specific market dynamics. Abu Dhabi, in particular, is focused on diversifying into a non-oil economy, making innovation and entrepreneurship a priority. This focus is reflected in the curriculum at ADU, where we are constantly encouraged to think about how to find sustainable solutions to both local and international challenges.

Working at ADUi has been crucial in shaping my career aspirations.

As the university’s innovation

hub, the center focuses on incubating startups, supporting research projects and fostering collaboration between academia and industry. Being part of ADUi provided me with valuable hands-on experience in project management, understanding market dynamics and networking with key players in the business world. Working with startups at different stages also helped me gain a deeper understanding of the entrepreneurial journey.

I'm confident that my MBA will equip me with the tools I need to achieve my career goals. The combination of academic learning and practical experience at ADU Innovate provides me with a well-rounded education that I can apply to real-world scenarios.

Ultimately, my goal is to continue contributing to the growing entrepreneurship ecosystem in the UAE, particularly by supporting innovation and sustainable business models. The skills I have gained so far from my MBA at ADU, coupled with my ongoing experience at ADUi, have put me on the path to making a real impact in the world of entrepreneurship and innovation.

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Student Voice

From Wall Street Dreams to UAE Reality: Pursuing Finance and Islamic Banking at Ajman University Dani George Albadine Undergraduate in Finance and Islamic Banking Ajman University

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In 2020, amid the challenges of a global pandemic, I made one of the most defining decisions of my life—I joined Ajman University to pursue a degree in business with a specialization in finance. Now, at 22 years old, I am in my final semester and poised to complete not only my major in finance but also a minor in Islamic banking.

Looking back, this journey has been one filled with excitement, learning and the occasional curveball that comes with pursuing higher education in a rapidly changing world.

Why Finance at Ajman?

The choice to major in finance was no coincidence. My love for investing, coupled with an early fascination with movies like Wall Street, planted the seed for a future in finance. Growing up, I admired how financial markets drive economies and create opportunities for growth. For me, finance was not just about numbers and spreadsheets—it was about strategy, global impact and unlocking the potential of businesses. This passion is what ultimately led me to Ajman University, a choice I have never regretted.

Ajman University stood out to me not only because of its strong reputation but also because of its strategic location in the United Arab Emirates, a country known for its growing financial sector and dynamic business environment. This local context provided a

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The UAE, with its position as a financial hub, is the perfect place to launch my career, as it offers a dynamic market that is still growing and adapting to global trends

unique blend of global and regional market insights, something I knew would be crucial for my career. Additionally, Ajman’s business curriculum is known for integrating international standards with the intricacies of local markets, making it a perfect fit for someone who aspired to work in investment banking.

A Challenging yet Rewarding Journey Like any student, my academic journey has had its highs and lows.

One of the challenges I did not anticipate was balancing my major in finance with the additional coursework required for my minor in Islamic banking. Islamic finance, with its distinct principles like the prohibition of interest (riba) and risk-sharing contracts, required a new way of thinking—one that was both fascinating and challenging. However, this minor became one of the most rewarding aspects of my education, as it deepened my understanding of finance in the regional context and opened up opportunities in sectors that align with the UAE's growing focus on Islamic financial institutions.

Another challenge was adapting to online learning when the pandemic shifted everything to virtual classrooms. Navigating finance subjects, which often involve complex theories and quantitative analysis, was difficult

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in a remote setting. Yet, this experience made me more adaptable and resilient, qualities I believe will be invaluable in the ever-changing world of finance.

Incorporating Local Market Knowledge in a Global Curriculum One of the most striking aspects of my education at Ajman University has been the way the program blends global business theories with local market realities. For instance, while we study global financial systems and models, our professors often use examples from the UAE’s own market—whether it’s the rapid growth of Dubai’s financial district or

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the country’s leading role in the global Islamic banking sector.

In my Islamic banking courses, the examples and case studies often focus on how these principles are applied in the UAE. This not only helps in understanding how global theories can be localized but also shows the relevance of what we’re learning in a real-world, local context. It has been eye-opening to see how a country like the UAE, which is deeply integrated into the global economy, can still uphold its local traditions and values through specific financial instruments tailored to its population.

“My Islamic banking courses… show the relevance of what we’re learning in a real-world, local context”

Our program also emphasizes community engagement, with projects designed to tackle real-world challenges faced by local businesses. For example, in one of my finance courses, we were tasked with creating a financial strategy for a local Small and Midsize Enterprise (SME) to help it grow and expand its operations. This project helped me apply what I had learned in class to the local business environment, taking into account factors like the local market’s unique consumer behaviors, regulatory frameworks and economic conditions.

Looking Ahead: Future Aspirations As I prepare to graduate, my long-term goal is to become a Chartered Financial Analyst (CFA) and work in investment banking, preferably in an institution that allows me to integrate my knowledge of both conventional and Islamic finance. The UAE, with its position as a financial hub, is the perfect place to launch my career, as it offers a dynamic market that is still growing and adapting to global trends.

In five years, I see myself working at a leading investment bank, perhaps one that specializes in sustainable finance—an area I’ve grown increasingly passionate about during my

studies. I also plan to pursue a PhD in finance, further deepening my knowledge and expertise in a field that continues to evolve as global markets become more interconnected.

In conclusion, my experience at Ajman University has been one that truly embodies the theme of this special edition of UniNewsletter: customizing business education for local contexts while maintaining a global perspective. The ability to learn global financial concepts while applying them to the UAE’s unique market has not only enriched my understanding of finance but has also better prepared me for the diverse opportunities that await in my future career.

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Student Voice

Language Mastery to Business Strategy:

How My Approach to Business Aptitude Foregrounds Linguistic Diversity Ahmed AlAmeeri Undergraduate in Applied Foreign Languages Sorbonne University Abu Dhabi, United Arab Emirates (UAE)

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My decision to enroll at Sorbonne Abu Dhabi's Applied Foreign Languages program wasn't solely motivated by my passion for languages, it was a strategic choice that bridged my aptitude for cultural exchange, communication and global business. As I enter my senior year, my journey has been one of constant growth, inspired by the rich diversity that languages bring into the realm of business and international relations.

How Studying Languages is a Strategic Approach to Business The choice to pursue this degree was influenced by my desire to have a career that embraces not only the linguistic aspects of global communication, but also the complexities of navigating diverse markets. I found that mastering languages such as Arabic, French and German opened doors to understanding both grammar and vocabulary and also the cultural nuances that drive successful business negotiations and partnerships. As a freelance teacher, I’ve been able to apply these skills practically, teaching languages to a wide array of students. This real-world experience has reaffirmed my belief that language fluency is a powerful asset in business, allowing professionals to engage directly with different markets and communities.

One of the major attractions of my current program is its adaptability. At Sorbonne Abu Dhabi, we’re taught to

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Language fluency is a powerful asset in business, allowing professionals to engage directly with different markets and communities

see language not as an isolated skill but as an integral part of a business’s toolkit. The curriculum integrates case studies and real-world scenarios that showcase how language impacts business practices in different regions.

For example, when discussing marketing strategies, we explore how advertising campaigns are tailored to align with local customs and consumer behavior, underscoring the importance of understanding cultural contexts.

Emphasizing Language, Culture and Local Contexts What sets my business education apart is how well it balances global standards with local market needs. In today’s interconnected world, business curricula often emphasize global best practices—whether it’s learning the fundamentals of international trade, finance or management. However, Sorbonne Abu Dhabi’s program ensures that we also focus on the unique needs of the Middle East and North Africa (MENA) region, adapting these global frameworks to fit local realities.

One particular highlight of the program is the strong incorporation of local business case studies into our coursework. For instance, we analyze the strategies of UAE-based businesses that have successfully expanded into international markets, blending

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Additionally, many of our projects engage directly with the local community. For example, in one of our marketing courses, we used the case study of a local nonprofit organization and were tasked with developing a campaign for them.

This project allowed me to see firsthand how language and business intersect to create meaningful

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change in society. It was a valuable lesson in how education can be tailored to meet the specific needs of the local market, while still adhering to international business standards.

This local-global approach is also evident in the way our program encourages us to think critically about the unique business opportunities and challenges in the MENA region. As a visual artist and author, I have drawn inspiration from my studies, embracing both the literary and visual arts as tools for international communication and collaboration. My upcoming book, which I’m

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Language and business can intersect to create meaningful change in society

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local traditions with global competitiveness. We also study the impact of local regulations and cultural practices on business operations, preparing us for real-world challenges that come with working in this region.

set to publish in Arabic (and later in French and English), draws heavily on these themes of cross-cultural interaction, further reinforcing the importance of understanding local contexts in a globalized world.

Fluent for the Future Looking ahead, my future career aspirations involve securing a prestigious internship with an international organization, ideally in client services or marketing. I’m particularly drawn to institutions like Elie Saab Maison, where I hope to apply both my language skills and business education in dynamic,

high-stakes environments.

My dream is to leverage my degree to connect global companies with local markets in the Middle East and beyond, facilitating cross-cultural collaboration with reciprocal benefits.

In conclusion, my language and business education at Sorbonne Abu Dhabi has not only equipped me with the technical skills required for the business world but has also given me the tools to navigate and adapt to local markets. This adaptability will be crucial as I pursue future career opportunities, allowing me to bring a uniquely regional perspective to the global business arena.

“My dream is to leverage my degree to connect global companies with local markets in the Middle East and beyond”

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nu.edu.kz

Trends

With huge industry transformation in recent years, how is AI impacting pedagogies in Business Education?

Paul Carless , Dr. Dunni Omebere-Iyari and Chris Walker School of Management and Marketing The Business School, University of Westminster

At the University of Westminster, the course team for BA Marketing Communications began to recognize that generative AI was swiftly transforming practice. New roles were emerging, being a great ‘prompt engineer’ was becoming essential to get the most from the tech. They began to overhaul their program to embrace generative AI, emphasizing the integration of AI technologies within the broader context of marketing communications. The Univer-

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sity was one of the first to recognize the emerging field of marketing communications when over 30 years ago and it developed the first MA Marketing Communications course. The current BA Marketing Communications course has built a reputation for student experience and graduate outcomes, but the course team recognize that current trends needed to be reflected in the course in order to stay relevant.

The new course that emerged highlights the fusion of traditional marketing principles with cutting-edge AI technologies and applications, offering students a comprehensive understanding of how AI is reshaping the field of marketing communications. Colleagues are recognizing that these changes have already transformed the industry; “Creative thinking will become increasingly important as AI does more of the legwork,” states Chris Walker, a lecturer in the BA Marketing Communications program.

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It is not just industry and our modules that are undergoing change. The way we educate is changing too.

As teachers we can incorporate AI into our practice

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n late 2022, when generative AI first came to the attention of the mainstream academic community, it became clear that this technology might enable traditional, written assignments to be produced almost at the push of a button using ChatGPT. A knee-jerk reaction was to ban the use of generative AI and to warn students of the consequences if they did. In this environment how should higher education move forward?

Chris Walker Lecturer

Dr. Dunni Omebere-Iyari Senior Lecturer

Paul Carless Course Leader

“So is AI here to stay? Yes, of course.

Just as electricity is, and the internet”

One of the main drivers for change in higher education is change in industry practice, perhaps marketing communications has been one of the most enthusiastic adopters of AI. Publicis Groupe recently announced a €300m investment in AI and WPP (the most prominent advertising group in the world) prioritizes AI through an annual investment of £250m in “proprietary technology” for creative copy, image and video production. As CEO of WPP, Mark Read, explains, “AI is transforming our industry, and we see it as an opportunity, not a threat. We firmly believe that AI will enhance, not replace, human creativity”. Other groups, such as VCCP, have created specialist AI agencies, “We have faith that AI, used responsibly, will be an unparalleled accelerator of human creativity.” The Digital Marketing Institute has found that, “over half felt their roles are chang-

ing due to the technology while 44% already use it. Of those who use artificial intelligence, 45% believe it has helped increase their productivity” and has developed a course to help academics integrate AI into their programs (this was something our BA Marketing Communications course team took up to get the ball rolling).

In just a few years, AI has developed rapidly and is already being widely used in industry. Our students need to be ready for this ever-changing workplace, and so do we. The 2024 Work Trend Index Annual Report by Microsoft and LinkedIn indicates the majority of business leaders (66%) will not consider hiring a candidate who does not possess AI skills. In fact, 71% of executives say they prefer to hire a candidate with AI skills. So is AI here to stay? Yes, of course. Just as electricity is, and the internet. Author, teacher and marketing guru, Seth Godin, sums things up in his typically memorable manner: “AI is dramatically underhyped.”

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The rationale for change to the BA Marketing Communications course covered five aspects: • The field of marketing communications is undergoing rapid transformation due to advancements in technology, particularly in AI. By incorporating AI into the curriculum, the course signals to prospective students, employers and stakeholders that it is forward-thinking and aligned with current industry trends.

• Changing the curriculum to include AI reflects the increasing importance of AI in marketing communications. It signifies that relevant AI concepts, tools and methodologies are enabled, ensuring graduates are well-equipped to navigate the evolving landscape of AI-driven marketing.

With AI becoming increasingly prevalent in marketing strategies across industries, highlighting the integration of AI in the program’s title helps differentiate it from other marketing communications programs. It positions the program as innovative and cutting-edge, attracting students interested in gaining specialist knowledge and skills in AI-powered marketing.

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• Many employers are seeking candidates with expertise in both marketing communications and AI. Graduates will have the opportunity to better showcase their proficiency in leveraging AI technologies for strategic marketing purposes, making them more competitive in the job market.

• As AI continues to shape the future of marketing, integrating AI concepts and skills into the curriculum is essential for ensuring the course remains relevant and future-proof. The updated curriculum underscores the program’s commitment to staying abreast of emerging technologies and preparing students for successful careers in AI-enhanced marketing communications.

Colleagues in the course team updated their skills by gaining certification on a course run by the Digital Marketing Institute called ‘AI for Digital Marketing.’ The team learned multiple aspects of AI, ranging from how to use AI and predictive analytics to develop optimized marketing strategies and leverage AI-driven insights, to its effects on SEO, automation flow and social media. Generative tools were explored, such as ChatGPT for text, Midjourney and Firefly for imagery.

“Creative thinking will become increasingly important as AI does more of the legwork” Importantly, the training acknowledged the importance of developing non-AI skills. Soft (i.e. human!) skills will become increasingly important as the role of AI increases—strategic thinking, agile thinking and creativity.

Learnings from the training, research and university-based workshops have led to exciting updates to being made to the Marketing Communications course.

The course now incorporates AI as an integral part of the pedagogy of four learning modules. For example, the updated module “Brand Management (with AI)” now incorporates examples of brands using AI as part of the customer brand experience/perception during the lectures. The module also now includes case-studies and podcasts discussing current AI thinking, with seminar time being utilized to practice the use of specific

In another module, “Creative Development: Incorporating AI,” best-practice prompting for image generation will be taught, and aiding brainstorming and idea generation will be explored. An important counterbalance is the inclusion of structured critical analysis of the results AI throws up. And pure creative thinking will become even more integral to the module, a skill that AI struggles with, and industry craves.

The “Digital and Direct Marketing with AI Integration” module will use text-to-insight tools such as Brandwatch which can analyze large volumes of social and consumer data.

In marketing automation, students will use Mailchimp’s AI-powered tools to organize and execute campaigns precisely.

It is not just industry and our modules that are undergoing change. The way we educate is changing too. As teachers we can incorporate AI into our practice, for example: • Research Assistant: Use AI to gather initial research on topics, but always verify information from reputabl sources.

• Lesson Planning: Generate ideas for lesson plans or discussion questions, then refine them based on your expertise.

• Differentiated Learning: Create various explanations of complex topics to cater to different learning styles.

• Feedback Generator: Draft initial feedback on common issues in student work, then personalize it.

• Scenario Creation: Generate realistic scenarios for case studies or role-playing exercises.

Marketing communications is only one of the areas in marketing. As the industry continues to evolve, higher education institutions must commit to preparing future-ready graduates by focusing on sound pedagogies, industry-ready skills and creative learning environments, as well as fostering industry partnerships to equip all graduates to succeed in the competitive employment market.

Updating the BA Marketing Communications program aligns with industry demands, enhances program relevance and positions graduates for success in the rapidly evolving field of marketing communications.

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AI has developed rapidly and is already being widely used in industry. Our students need to be ready for this ever-changing workplace, and so do we

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AI tools in developing brands and logos. AI has been embedded in the assessment itself.

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