With a first-place finish, Yara Ebeltagi, finance major with a minor in economics; Malak Elshennawy, finance major with a minor in economics and mathematics; and Joudy Aly, business and entrepreneurship major, made AUC proud at the Arab Fintech Challenge held at GITEX Dubai 2023. Creating an app called 'Mini Money' that incentivizes youth financial literacy, their project was selected out of international teams from across the region for its capacity to go beyond traditional savings methods and motivate youth with a unique rewards system. 

The students began this startup project as part of the Entrepreneurship and Innovation course taught last spring by Moataz Darwish '95, associate professor of practice in the Department of Management at the School of Business and team mentor. 

"The entrepreneurship project is a cornerstone in this course, with a clear learning outcome of generating a world-class experiential learning experience for students and equipping them with a mix of academic rigor and relevant  practical tools to help them succeed in the outside world," said Darwish. "The students were trained on all aspects of designing an entrepreneurial venture, from framing a customer problem to designing and prototyping a business model to delivering a powerful pitch. The process is very demanding and requires a variety of pedagogical techniques, including experiential workshops, case studies, guest speakers, investor assessment simulation, one-on-one coaching as well as personality and entrepreneurial tests and simulations with support from AUC's Career Center and Eonomics Behavioral Lab."

The Arab Fintech challenge is a competition powered by Fintech Egypt, initiated by the Central Bank of Egypt and sponsored by the EG Bank MINT incubator.

Hear some thoughts from the team about the project, collaborative aspects and the competition process:

Yara Elbeltagi 

“Our collaborative journey in shaping our FinTech solution was enriched by the diverse personalities within our team. Dr. Moataz's endorsement of these differences proved to be a success, as they seamlessly enhanced our decision-making process. 

Joudy is the most practical of us, always thinking rationally, Malak is extremely analytic and focuses on the details, always making sure our information is backed, and I felt like I brought forward the creative angle that helped bring our idea to life. 

Since developing the idea initially, these distinct strengths enabled clear communication and efficient development, allowing us to develop Mini Money in synergy. 

Joining the regional competition unlocked a plethora of opportunities for us. To begin with, we gained an internship at Mashreq Bank which was extremely eye-opening and offered us hands-on exposure to the job market. We also got the opportunity to join a three-month FInTech incubation program organized by MINT by EG Bank. Networking was and still remains a great benefit from our participation; we continuously meet professionals and individuals who serve as mentors and give us real advice based on their experiences as well as unlock new opportunities for us."

Malak Elshennawy

“Although the three of us were majoring in either finance or entrepreneurship, our knowledge about FinTech was limited, having been recently declared. Still, our brief moment of hesitation did not stop us from competing, because we have always been committed to succeeding in everything that we did. More importantly, our professor believed in our abilities and urged us to compete. 

Our winning FinTech startup, the Mini Money gamified app with an embedded wallet, is designed to help parents track their children’s spending, increase their financial literacy and give them benefits whenever they save up, such as discounts at their favorite gaming store.  We were continuously changing and updating the app based on feedback from parents, bankers, venture capitalists and AUC faculty. Innovation is a continuous process, and over time, our startup has prospered and changed with help from all these mentors who have changed our perception of both the problem and the feasibility of our solution."

Moataz Darwish, faculty mentor

“The main problem the students tackled in this project was the lack of financial literacy among the youth population. Generally speaking, children don't have an efficient way to track or manage their spending, let alone savings. They possess a limited grasp of the importance of responsible financial management. 

Through the team's Mini Money project, youth will be able to monitor their spending and be incentivized to save through the gamified app experience. The app helps prepare the future generations in financial prudency and efficient financial decision making. The project also serves  parents by helping them  monitor and mentor their children's finances. The solution also signifies the contribution that AUC aims to provide by preparing its students to tackle sizable problems in the Egyptian and emerging markets  with innovative tech and business model endeavors. 

This project was enabled by the tremendous support we receive from the School of Business and the entire AUC community. Nothing is more rewarding to me than to realize my life mission in mentoring and coaching my students to realize their potential and enhancing AUC’s positioning in Egypt and beyond.” 

While a business school education can be the foundation for a young entrepreneur's career, nothing matches hands-on industry experience. Courtesy of AUC's Center for Entrepreneurship and Innovation (CEI) and Shorooq Partners, one of Egypt's leading investment firms, AUC students were invited last month to test their mettle in a competitive venture capital investment simulation, the first of its kind in Egypt, and likely the entire Middle East.

The competition was designed to accurately simulate the tough, high-stakes world of private investment. Although most competitors were from AUC’s School of Business, ultimately it was Ghoroub Partners, a team of computer scientists from the School of Sciences and Engineering, who took first prize, winning an impressive $2,000. If they are as talented with computers as they are with investments, all members (Nourhan Nada, Ahmad Ashraf, Lobna Aboudoma, Tamer Osman, and Mohamed Moghazy) have bright futures ahead of them.

"It was an honor to win first place in this competition," said Nada, a computer engineering student and Ghoroub Partners team member. "Our team conducted thorough research and analysis on the startup we were investing in, putting in a lot of hard work and effort. It was incredibly rewarding to see that pay off."

Nada attributed her team's success to the experience and ability of each member. "We have participated in more than 12 competitions and have won several of them, which gave us a competitive edge," she added. 

Honorable mentions went to the second and third-place competitors, Alpha Team and Agora, who took home $1,500 and $500 respectively.

Following the announcement of the competition in January, students were invited to form teams and tasked with hypothetically investing $100,000 in real startups, just as Shorooq investors deal with in the real industry. These were summarized into memos for judges. Although the investment risks for students were merely hypothetical, the rewards were not; $4,000 in cash prizes were up for grabs for the three most talented teams.

All in all, 27 teams and four individuals, some 122 AUC students from various departments submitted memos to participate. Students had to perform their due diligence, analyze the investment prospects and devise investment plans just like any investment fund does in the real business world. Over successive rounds of elimination, students were offered industry training by professional investors at Shorooq Partners, met with real startups, and narrowed the field to 22 teams, then 16 and finally eight for the final round. At this stage, the finalists presented and negotiated their investment proposals with judges.

“Being a part of this competition was a new experience for me,” says Nada. “It pushed me to expand my knowledge of the entrepreneurial ecosystem and venture capital, and I’m grateful for the opportunity.”

Aside from being the first of its kind in Egypt, the CEI-Shorooq VC competition provided fantastic professional experience for students. Risk assessment; management of time, money and people; data analysis and decision making were all necessary ingredients of success for participants, just as they are for professional investors. "We were treating them as real venture capitalists like those who are hired at Shorooq Partners," says Nadine Ramadan, senior officer of performance optimization at CEI and the competition’s manager. "Accordingly, this competition gave them a chance to experience how this ecosystem works and what could be their role and daily work as venture capitalists if they are interested in pursuing their careers in that field." 

AUC's liberal arts approach to education, allowing students to pursue interests and classes across disciplinary boundaries, "enables us to know something of everything," says Ramadan. Well-rounded students like those of the competition's winning teams were able to adapt what they learned in their studies, whether in business, engineering or psychology, to new contexts and practical problems.

The 2023 CEI-Shorooq VC competition is what venture capitalists might call the "initial public offering" for something much larger and much more exciting. Organizers plan to open up the competition to public and private universities across Egypt in 2024 and beyond, bringing together more teams and more young business professionals to hone their skills, and of course, compete for the top prize.

If the competition’s first edition at AUC is any indication, it will be well worth their time.

“This competition not only honed our venture capital skills,” says Nada, “but also deepened our passion for entrepreneurship. It was an incredible experience overall."

The first of its kind in Egypt, Eltoukhy Learning Factory for Innovation and Entrepreneurship brings together AUC students, faculty, entrepreneurs and industry. It will help students strengthen their multi-disciplinary and problem-solving skills, preparing them for careers in diverse professional sectors. Modelled on learning factories at other universities worldwide, the Eltoukhy Learning Factory will be located in AUC’s School of Sciences and Engineering on the New Cairo campus. 

Made possible through the generous support of AUC Trustee Atef Helmy Eltoukhy '74 and Fofa Eltoukhy, the Eltoukhy Learning Factory is a new innovative teaching and workshop environment to allow students to take ideas from the classroom and develop creative solutions to real-world problems.     

“This region presents complex challenges not limited to one professional sector or industry,” said AUC President Ahmad Dallal. “We are extremely grateful to Dr. and Mrs. Eltoukhy for this transformational gift, which will create a unique collaborative and multi-disciplinary learning environment at AUC. We are excited to see the entrepreneurship and creative projects that will result.”

As part of their “capstone projects” at the culmination of their studies, students will be empowered to develop their ideas, and bring them to fruition, by accessing the resources of the Eltoukhy Learning Factory and the expertise of AUC faculty. It will combine classroom teaching, hands-on learning and teamwork, and real-life applications. The students will also benefit from interaction with representatives from industry and other sectors that may bring partnerships or industry-sponsored challenges. 

“My family and I are proud to have had a long association with AUC” said Eltoukhy. "As Egypt's leading university, AUC plays a critically important role in preparing the next generation of leaders and problem solvers. It is essential that we provide them with the links to real-world problems and industry, well before they graduate. We are pleased to be able to support those experiences, and give students an opportunity to fully explore their ideas, and to realize projects through the Learning Factory."

If students are to have the competitive skills and knowledge that are required upon graduation, they will need experience with the latest technology and equipment. The Eltoukhy Learning Factory will allow students to develop their projects, benefiting from state-of-the-art equipment and diverse tools. The Factory will feature new equipment such as laser cutting, bench-top Computer Numerical Control (CNC) machines, waterjet, and 3D printing. Additional equipment will include various electronic control and testing equipment, and Internet of Things capabilities. The students will be supported by AUC faculty members from diverse departments including computer engineering, electronics and communications engineering, and mechanical engineering. Other AUC disciplines may also be involved, including arts and graphic design.

AUC graduates have a strong track record of generating successful startups. The Eltoukhy Learning Factory will be closely linked to the AUC Venture Lab that will help prototype startup ideas, and transform successful projects into new startups. AUC’s newly developed Virtual Reality lab will also be integrated with the Learning Factory, to allow for virtual prototyping prior to fabrication and testing.

An AUC Trustee, Eltoukhy is an Egyptian-American entrepreneur, former University of Southern California professor, scientist and the Founder and Chairman of Aurum Capital Management, an investment management firm. Eltoukhy has also authored many patents and publications in semiconductor and magnetic thin film technology. He is Chairman of the Eltoukhy Family Foundation, and he and his family have been philanthropic supporters of education in Egypt and the United States.    

Dean of the School of Sciences and Engineering Lotfi Gaafar, said, “We are very excited about the new Eltoukhy Learning Factory for Innovation and Entrepreneurship. It will significantly improve students’ experiential learning through expert supervision and better access to materials, tools, and equipment. This promises to have a substantial impact on students in the various sciences and engineering majors, and those from other disciplines across the University.”  

Describing the transformative impact of the lab, Board of Trustees Chairman Mark Turnage said: “The Eltoukhy Learning Factory draws upon international best practices. It will empower our students and enable AUC to remain at the forefront of innovation and practice in Egypt, and relevant to the needs of industry. We are very appreciative of this visionary gift from Atef and Fofa Eltoukhy.”   

AUC’s Mina Sami, assistant professor of Economics, and Wael Abdallah, assistant professor of Finance, have published a first-of-its-kind report on Africa’s crypto boom, aptly entitled “Does Cryptocurrency Hurt African Firms?” 

A lack of data around cryptocurrency in Africa, coupled with ever-increasing public interest, earned Sami and Abdallah recognition as among the top 10% of SSRN authors in the MENA region.

Their latest report, published in February 2022, shows that cryptocurrency negatively impacts African micro-entities, particularly those in “less competitive” sectors such as energy, financial, industrial, and consumer services. “Each 10% growth in the cryptocurrency market cap reduces the market value of African firms by 0.76%,” Sami and Abdallah’s paper outlines. 

It also finds that cryptocurrency trading in Africa has a particularly adverse effect on firms that are less experienced and highly indebted. 

Additionally, Sami and Abdallah outline how macroeconomic factors and companies’ internal policies are part of the adverse landscape created by the crypto boom. Even with cryptocurrency banned in many African countries, this fails to protect companies in less competitive sectors. 

The reason for this, Sami argues, lies in behavioral finance. “The pain of loss is higher than satisfaction from gains,” he affirms; consequently, with some sectors underperforming as the coronavirus pandemic shook businesses and economies globally, investors are looking for alternatives. 

In much of the world, including developing economies, the answer became crypto. 

The crypto boom is particularly worth watching in MENA and Africa as it may, on the surface, seem at odds with low financial inclusion levels plaguing emerging and developing markets in the same geographic vicinity—a shocking 57% of Africa’s population is unbanked.

Despite the parallels in many of these emerging markets, they are far from being a monolith. According to global data, 2.6% of Africa’s population are crypto users, although this figure is calculated through median ranges, and is not necessarily representative of every market in Africa. Egypt’s crypto users stand at 1.7 million, a massive number despite the stigma and skepticism with which the public widely views crypto and digital currencies, and as the Central Bank of Egypt does not yet allow crypto trading. Another commendable market is Kenya, ranking fourth globally with 8.5% of the country’s population being crypto users. 

Sami and Abdallah see that crypto’s popularity is poised to grow even more. “I believe there will be great growth in Africa’s crypto markets in the next year. People are unbanked and the stock market has high transaction costs, while cryptocurrency is decentralized and transaction costs are low…So the trend is very likely to grow in Africa, especially with the prospect of inflation and depreciating currencies in much of the continent; this makes crypto very attractive for traders…a safe haven,” Sami explains, grouping crypto with more traditional safe haven assets like gold and crude oil.

While Sami and Abdallah don’t offer a solid answer as to whether crypto should be legalized in more African markets, they do say that their findings call for an excruciating need for further innovation—this, they say, is the one prime aspect that might mitigate the adverse effect crypto growth has on African micro-entities.

“Firms must be more competitive in the market,” Sami affirmed, quoting Robert Solow, winner of a Nobel Prize in Economics, in saying, “What guarantees country-level economic growth in the long-term is innovation.”

He continued: “Real estate and IT thrive [in Africa] because they innovate, whilst in other sectors productivity is very low—something that we need to boost. Entrepreneurs in Africa are not well guided or backed with enough knowledge, which makes companies [especially SMEs] less productive.”

Speaking on the paper’s recognition and ranking, Sami said, “This opens a new area for research, encouraging researchers and academics to work on these topics. People living here in the region, or outside, need information and research about this market.”

In a rapidly changing world, there is no one easily digestible answer to tackle the threats posed by shifting market trends and novel prospective assets. Sami and Abdallah’s new report shows just that; with all the merits that crypto offers investors, and all the promise it holds in Africa, this comes at massive cost for conventional institutions and a host of less-than-lucrative sectors.

“The role of the government should be to increase innovation and improve regulation in the traditional financial markets, in order to compete with cryptocurrency,” concludes Abdallah. “In improving the efficiency of our financial markets, we must be more transparent and pass regulations that facilitate investment flows.”

These lessons will not only capitalize on crypto’s promise—despite most cryptocurrencies posing a generally high risk level—but also potentially reap wider gains for economies at large.

Dean of AUC’s School of Business Sherif Kamel '88, '90, '13 recently published his debut book, Leading Change in Challenging Times: Lessons of Disruption and Innovation from Egypt – Thoughts, Observations, and Reflections.

The book reflects the experiences and sentiments of Kamel, who grew inspired by Egypt’s history and attached to its cultural heritage and resilient people. Its underlying theme is the profound belief that Egypt remains uniquely positioned as the land of unparalleled opportunity, and that it can become an intellectual, cultural, economic and geopolitical powerhouse within a dynamic and changing world.

News@AUC caught up with Kamel to learn more.

Give us a summary of your book

The book is a collection of my personal thoughts, observations, reflections and beliefs on a number of subjects that are very dear to my heart.

It touches on Egypt—its history, the potential of its youth and the economy—and, on the organizational level, the importance of thought leadership, the governance model and how agile, adaptive and iterative the organization needs to be to be able to navigate the challenges we face every day. It also covers the culture within organizations and how entrepreneurial and innovative they should be. Finally, the book covers the institutional history of AUC’s School of Business.

The book is in a hybrid format: part memoir, part institutional history and part inspirational business leadership advice. It mainly focuses on a period of five years between 2009 and 2014—while I was serving as Dean of AUC’s School of Business.

This book is for a diverse audience, including students, scholars, learners, administrators, deans–especially of business schools, entrepreneurs, CEOs mentors, policymakers and the like.

Why the title, Leading Change in Challenging Times: Lessons of Disruption and Innovation from Egypt?

We live in challenging times—whether economically, socially or politically—and that affects individuals, organizations, businesses and society at large. 

The title also points to the changes that have been happening within the realm of organizational development and digital transformation, not just over the past few years, but over the past 40 years. 

What prompted you to write this book?

I've had experiences in government, civil society, the corporate world and academia. They all relate to one element, and that is human capital development, something I believe to be the most important asset in every society, and surely, Egypt.

So, I thought of sharing my experiences and insights, not only around accomplishments but also including failures, for there is a lot to learn from our various endeavors including and ups and downs. I firmly believe that sharing one’s experience is a huge privilege—it's an honor, not an obligation, so that we all learn from each other and build on each other’s journeys

The initial idea was to cover the School of Business, but then I realized that the school doesn't stand alone. It's part of a larger ecosystem and affects people inside and outside of our community. So I thought to look at the entire ecosystem of the school both on and off campus: how it develops, how it impacts itself and how it progresses while facing challenges and opportunities.

I also wanted to document the institutional memory of the School of Business. The legacy of the school extends 75 years. Since we launched our first programs in economics back in 1947, we have had quite an impact on higher education and the community, both in Egypt, and in the region we serve most, which is the Middle East and North Africa. 

Finally, I wanted to showcase the school to those that may not know much about it. My aim has always been to increase its global footprint, and that can only be done by telling the story of the school, its impact and its ongoing work on and off campus, including its portfolio of community development and services..

What is the book’s intended message?

The book aims to convey a number of messages. 

1. For the society: Human capital is Egypt’s most important asset and the potential game-changer for society.

2. For the individual: Learning and development come in different shapes and forms and––more importantly––it is a lifelong journey and never a destination. 

3. For the organization: Sustained organizational success requires thought leadership, a vision, strategic planning, efficient execution, an institutionalized corporate culture, proper governance, an empowered team and a dynamic and adaptive enabling environment for innovation and discovery.

4. For the future: The growing power and reach of digital transformation and the innovative capacities of entrepreneurial mindsets and offerings of tech-enabled startups will continue to transform lives and livelihoods creating opportunities for socioeconomic development and growth.

Describe your process for writing this book.

Writing this book was an interesting journey. I began collecting my thoughts to write something about the school back in 2014. I originally planned to finish this project in just two or three years, but after seven and a half years, the book was finally published.

The time it took was worth it, and overall the journey was extremely enjoyable, especially pinpointing the messages I wanted to get across, building on the history of the School of Business and looking forward at what to expect in the future of business and management education during a disruptive period.

Did you discover anything in particular that surprised you while writing this book? 

When you spend time accumulating experiences and journeys, things tend to pop up and you begin to think about them differently. Something I noticed was that my diverse experience across different sectors have never been focused on anything other than inspiration, collaboration, hard work, shared experiences, human capital development and relationships—that, to me, is the only way impact can be realized. It was nice to identify a thread linking the experiences of my career.

Can you summarize for us some important lessons you learned by leading AUC's School of Business?

I think that would require another book!

First, I want to highlight the importance of building and supporting a strong team. Part of doing this is creating a team that will challenge you. I myself am lucky to have such a team here at AUC.

Second, in an ever-changing and transforming world, it is very important to remain relevant and competitive. I don’t see myself as the dean of a business school, I see myself as the CEO of an intellectual enterprise. In this regard, you must always push for quality, for more diversity, for more innovation, competitiveness and agility. Don’t be afraid to take risks—even if you don’t reach your target, you will learn something new.

Next, I’ve learned the necessity of practicing what you preach. For years, the School of Business has been promoting entrepreneurship and innovation in Egypt. We must practice this by remaining entrepreneurial in leading the school and consistently raising the bar for ourselves.

Does the book touch on AUC's role in developing Egypt? If so, could you elaborate?

Yes, the entire book expands on the role of the School of Business in educating the next generation of business leaders, policymakers, entrepreneurs and change agents—whether in government, civil society or the private sector. For close to 103 years, AUC has been an integral, impactful player in Egypt’s higher education ecosystem through leadership, research, community development and services. 

The book’s summary calls Egypt the "land of unparalleled opportunities"—could you briefly explain this statement?

Egypt has a long history of cultural heritage. It's a growing population with ample resources and opportunities across different sectors, most of it remaining untapped.

In terms of people, we are capable of accomplishing much more than where we are today. The tourism, agriculture, industry and ICT sectors––to mention a few––have high potential as well, and for these sectors to reach their true potential, there must be an integrated development strategy that includes investing in Egypt’s human capital in education and lifelong learning with universities and higher education institutions with an invaluable role to play.

I dream and aspire that in the next few years, Egypt will start realizing some of these untapped opportunities.

What feedback have you received from readers so far?

I am delighted to say that people have so far found the book exciting. Readers have said that it has a personal tone of someone telling their story, which invites people to share and understand my journey. Readers have felt like they are a part of a conversation rather than reading lines of advice. This was exactly my intention. 

Anything else you’d like to add?

I’d like to end by stating that each journey has its unique added value. And I believe that each person, from all walks of life, can and should contribute something. All they need is an opportunity, an opening. 

It's up to those who are in these leading or enabling positions to provide that opportunity to others and help them grow and succeed. Doing so will bring a healthy mix of perspectives, and in turn more inclusion and diversity to organizations, both of which will strengthen them. 

This book is just one more attempt to highlight a unique journey that represents a business school in an emerging economy that has served society for many years. The narrative shows how things went, including the rights and the wrongs. We need to build on what has happened and take it to the next level. This book is for another 75 years of impacting society, introducing innovative offerings and engaging with different constituents for a better future to all.

Get your copy of Leading Change in Challenging Times here.

Want to learn more? Attend a virtual book talk on Leading Change in Challenging Times on Thursday, March 31 at 5 pm.

Fifteen current Tomorrow’s Leaders students joined the newly launched College-to-Work Pipeline (TLP) program this spring, becoming the first TLP cohort at AUC. 

Giving students the opportunity to launch their dream startup or get hands-on experience with industry leaders, TLP aims to bridge the skill gaps between the college to work pipeline, enabling undergraduate and graduate students to find meaningful employment and leadership opportunities in their areas of interest or launch their own startups upon graduation to become future employers. It is a joint effort between the U.S. Department of State, Bureau of Near Eastern Affairs Assistance Coordination and the American University of Beirut, Lebanese American University, Georgia Tech and AUC.

“The TLP program offers Tomorrow’s Leaders students a unique opportunity to either work on a startup idea or on a real-life hands-on project,” explained Ahmed Tolba ’97, ’01, associate professor of marketing, chair of the management department and academic director of TLP at AUC.

Partnering with the public and private sectors as well as nongovernmental organizations, the program offers Tomorrow’s Leaders students relevant, on-the-job training experience and entrepreneurial opportunities attuned to market demands. TLP seeks to incentivize employers to increase employment opportunities and preparedness for youth leadership in the MENA region.

“I am very excited about this opportunity and confident it will be an enriching and valuable experience for students,” Tolba said.

Under TLP, AUC has adopted two of Georgia Tech’s programs for students to take part in. The first is the Create-X course, which will instill entrepreneurial confidence in students and empower them to launch successful startups. According to Tolba, three TL students this semester will be guided by experienced faculty and industry experts to turn an idea into an entrepreneurial venture.

Create-X is implemented under the AUC course Entrepreneurial Lab: Developing and Launching a New Venture. Industry partners for Create-X so far include Wataneya for the Development of Orphanages and the AUC Venture Lab.

The other program, Vertically Integrated Projects (VIP), is a transformative approach to enhancing higher education by engaging undergraduate and graduate students in ambitious long-term and large-scale projects. Three TLP students will join industry partners, as well as other students from different disciplines, to tackle three real-life projects under the supervision of experienced faculty members. 

Industry partners for this semester include UNDP Accelerator Lab, Fusion Solutions, UNICEF Egypt and a local design studio, with the projects varying from developing a video game and creating an e-platform to raising awareness of nutrition and preserving the biodiversity of tourist areas. 

“I joined the gaming for impact project because I want to utilize all my capabilities (management, computer science and graphic design) to truly experience what multidisciplinary means. It will help me accelerate my learning process and push forward my career.” said Youssef Anwar, a TLP student majoring in management of information and communication technology.

Ola Dayeh, a TLP student completing her master’s in migration and refugee studies who is working on a UNDP-affiliated VIP project, echoed this sentiment: “I am thrilled to have this opportunity of working with a team and to be supported by a faculty member and development professionals.”

Most projects will be complete by the end of the semester, while some that require more time will continue through the summer. Sulaf Taha, TL senior director, is eager to see the results of both programs.

“We hope that this pilot project can demonstrate the success of hands-on cocurricular learning in enhancing students’ employability and ability to succeed in the changing dynamic labor market,” she said.

The AUC Ethics HelpLine encourages the AUC community to report any acts of misconduct or violations of the University's policies on its premises. It guarantees confidential reporting and documentation of complaints, as well as the timeliness and completeness of the administration’s response. News@AUC spoke to Wessam Abozeid, senior director of compliance in the Office of General Counsel and Compliance.

What is the benefit of an Ethics HelpLine?

The AUC Ethics HelpLine is a tool to report any misconduct, actual or potential legal violations, or violation of University policy. The AUC Ethics HelpLine also provides the option to report anonymously. This confidential and impartial web-based system directs the reports to the authorized University official to handle the issue and track progress to ensure timely resolution.

During the AUC Ethics HelpLine’s three-month pilot phase, we will work to improve/optimize the system to meet the University’s needs.

Why does AUC need an Ethics HelpLine?

The earlier we address any potential misconduct, the easier we prevent or remedy any potential impacts or risks, and the better we improve our working and learning environment.

When should people file a report through the AUC Ethics Helpline? 

Any situation, activity, or transaction that could potentially violate a law, regulation, or University policy or procedure could be a compliance issue. If you are concerned that an activity is inappropriate under these guideposts, or if you encounter a situation that simply feels wrong or makes you uncomfortable, you should speak to your supervisor or contact the University official that manages the area in which the issue has arisen. If, for whatever reason, you are uncomfortable going through these channels, or if you have raised an issue with the appropriate people but feel that it has not been addressed, you can make a report through the AUC Ethics HelpLine.

What are examples of types of cases that should be reported?

Examples include, but are not limited to:

• Any forms of waste, fraud, abuse, or neglect whether rising to the level of potential illegality or at minor levels, that appear relatively easy to rectify for the general benefit of AUC and our community;
• False claims, financial misstatements, or accounting or auditing irregularities;
• Undisclosed or unmanaged conflicts of interest;
• Physical, sexual, verbal, and mental abuse;
• Retaliation;
• Mismanagement or abuse of authority relating to a contract or grant, including the competition for or negotiation of a contract; and/or
• A substantial or specific danger to public health or safety. 

What distinguishes the AUC Ethics HelpLine from other reporting platforms that currently exist?

Any community member (faculty, staff, students, vendors, and visitors) can use the AUC Ethics HelpLine to raise a concern. Additionally, the AUC Ethics HelpLine supports anonymous reporting. Meanwhile, only students can report concerns or violations through the Advocate system.

Is this common practice in other universities? Can you give examples?

Yes, most universities have several tools for reporting concerns and the option to report anonymously. Many US institutions such as Harvard University, Georgetown University, Columbia University, and Northwestern University, as well as the American University in Beirut, use the same third-party provider, NAVEX, to facilitate reporting.

Other examples include Lehigh University, Miami University, Cornell University, Villanova University, Claflin University, and the University of Buffalo.

Who manages the AUC Ethics HelpLine? 

The Senior Director of Compliance manages the AUC Ethics HelpLine.

What is the role of the third party, NAVEX Global? What's the benefit of having this third party?

The NAVEX system is entirely stand-alone and web-based, which means it does not link to AUC’s internal systems. In fact, NAVEX, as the provider, is contractually committed not to pursue a reporter’s identity. This enables individuals to report issues and concerns associated with unethical or illegal activities while maintaining anonymity and confidentiality.

How can someone file a report?

The AUC Ethics HelpLine is carefully designed to maintain confidentiality and anonymity at every step. Go to the AUC Ethics HelpLine from any device (mobile, home computer, etc.) and select "Make a report."

Following the on-screen instructions, complete the report as thoroughly as you can. Specify what report you would like to make from the available choices and read the anonymity information carefully—it helps to ensure that you do not compromise your identity during the reporting process. It is recommended to include the following information about the incident you are reporting:

• Who: persons engaged in the incident, including titles
• What: what specifically occurred
• Where: the location of the incident
• When: the time and duration of the incident

Create a password and write it down with the "Report Key" that will be given to you. You will need both of these to follow up on, review, or amend your report later.

You may also email the Senior Director of Compliance at [email protected] or visit our office in person on the 2^nd floor of the Administration Building to file a report in person.

Who can file a report?

Students, faculty, staff, vendors, or visitors to the campus may file a report through the AUC Ethics HelpLine.

Who accesses these reports? 

The AUC Ethics HelpLine enters reports directly onto NAVEX’s secure server. NAVEX makes these reports available only to the Senior Director of Compliance and individuals designated by the University’s complaint procedures, who are charged to promptly evaluate the report and decide how to follow up for effective resolution. Depending on the nature of the report, the system will send it to the appropriate University official.

Can people file anonymous reports? Will their identity be known to anyone?

Yes, they can. The AUC Ethics HelpLine allows you to submit reports anonymously. The AUC Ethics HelpLine does not generate or maintain any internal connection logs with IP addresses, so no information linking your PC to the AUC Ethics HelpLine is available.

How do people who file a report guarantee that they will not be discriminated against afterward? Are there policies that protect them?

Reports filed through the AUC Ethics HelpLine (and reports made through other University channels) are covered by the Policy on Reporting Unethical or Illegal Conduct, which recognizes that reporting is a service to the University and prohibits retaliation of any kind for reports that are made in good faith.

What happens after someone files a report?

If you include your contact information when filing your report through the AUC Ethics HelpLine system, the Senior Director of Compliance will follow up with you directly to schedule an in-person or telephone meeting. If you file your report anonymously, NAVEX will send you an email when the Senior Director of Compliance responds to your report or asks you any follow-up questions. You will have the option to continue to respond anonymously via the AUC Ethics HelpLine.

Can someone provide additional information after filing a report? How? 

When you file a report through the AUC Ethics HelpLine via the online system, you will receive a case key number and the system will ask you to choose a password. You can return to the AUC Ethics HelpLine system at any time to access the original report or add further information.

Will people who file a report be informed of the outcome? When?

Yes, the reporter will be notified of the outcome of any reports filed once the investigation is finalized. The investigation time varies on a case-to-case basis.

What can people do if a false report is filed against them? What if the report is anonymous?

Any reports or complaints filed through the AUC Ethics HelpLine will be fully investigated, and actions will only be taken based on the evidence found, not just based on the report itself.

How can people get more information about the AUC Ethics Helpline?

They may visit the AUC Ethics HelpLine page or contact the Compliance Office by email at [email protected] or in person on the second floor of the Administration Building.

Climate change is a global threat. According to NASA, 97% percent of climate scientists agree that human activities are the main cause of climate-warming trends over the past century, and most of the leading scientific organizations worldwide have issued public statements endorsing this position.

A study co-authored by Angie Abdel Zaher (MBA ’00), assistant professor of accounting, titled “Vulnerability to climate change: Are innovative countries in a better position?” takes another perspective, highlighting the impact of a country’s degree of innovation on its vulnerability to climate change.  

The more we know about the unknown, the less fearful it can become and the less damage it can project, explained Abdel Zaher, highlighting the ultimate theme behind the study. The research findings prove that a country can cope with adverse effects of climate change by knowledge exploration (as evidenced by research and development spending) and application (as evidenced by patenting). 

Most of the research nowadays focuses on the consequences of climate change. However, international business research on this issue falls short.  

“Climate change is happening and is influencing our livelihood in multiple ways,” she said. “Many studies have reflected on the danger it carries in terms of global warming and the environmental influences. However, among financial leaders, climate change is threatening the way they do business as it will never be ‘business as usual’ again.”  

Using a longitudinal sample of 73 countries for the years from 1998 to 2013, the study looks at the impact of innovation, openness to trade, and regulatory quality on a country’s vulnerability to climate change. Research findings indicate that R&D expenditures as a percentage of GDP (innovation input), openness to trade, and regulatory quality decrease a country’s vulnerability to climate change. In addition, openness to trade moderates the effect of patenting rates (innovation output) on a country’s vulnerability to climate change.

“Climate change impacts the country’s economic, social, and environmental livelihood, but the way each country deals with its own vulnerability to climate change will vary depending on how it utilizes its knowledge resources to combat such vulnerability,” affirmed Abdel Zaher.

From accounting equations to vulnerability of climate change, accountants are usually asked to project and analyze potential risks affecting the business operations. They go beyond the numbers, investigating factors that may threaten the client’s bottom line profits. Auditors are usually asked to give projections a year ahead about the financial business viability, and with such environmental issues coming to play, the predictions are shady.

“More than 1,500 of the world’s large companies are adopting the framework of the International Integrated Reporting Council, mandating companies to disclose environmental and social governance concerns to assess its performance,” added Abdel Zaher. “We, as accounting professionals, have tried to clarify some of these climate change concerns, but it is not enough to combat the hazards of climate change.” 

Abdel Zaher’s research aims to shed light on issues that are critical across the globe through the examination of country factors. It produces insights into how countries’ commitment to knowledge creation and application can better translate into sustainability. The research also stresses on the role that Multinational companies can play, in which their strategic choices can directly impact the outcomes of climate change policy, as they are mechanisms of knowledge and technology transfer and thus the benefits in one country can be used to feed into the need of another country to manage its climate change risks

“The findings will not just benefit the policymakers of the countries considered, but also those multinational companies that are crossing borders and must consider the risks of climate change on their operations,"  said Abdel Zaher.

#AUCFutureMakers 

This fall, AUC welcomed the first cohort of students to its Master in International Management/CEMS (The Global Alliance in Management Education) — the only AUC program ranked by the Financial Times and The Economist. AUC is the only CEMS academic partner in Africa and the Middle East.

“CEMS is one of the best and the only graduate program in the history of AUC and the Egyptian and Middle Eastern education that enjoys a Financial Times ranking in the top 10 universities,” said Hakim Meshreki, visiting assistant professor of marketing and CEMS academic director.

With a vision to “comprise the world’s finest students”, students spend a full calendar year at the CEMS program. The first semester is spent at their home university, and the second semester abroad as an exchange program in one of the 31 schools and academic partners. The student can follow the opposite track whereby they can spend the first semester abroad and the second semester at their home university. The third semester is an eight-week semester of international internship outside their home university, where they are exposed to the international flavor of a global organization through an internship outside their home country — preferably in one the 68 CEMS corporate partners.

By the time they graduate, students should prove their mastery of three languages, approved by CEMS, including the English and Arabic languages. "You can’t be a global manager without being able to communicate in at least three languages or even more,” affirmed Meshreki.

“The unique global network and the perfect balance between academia and practical international experience are what made me enroll in the CEMS program,” said Julian Friedrich Sendlmeier, a German student enrolled in the program.

CEMS started back in 1988 by four European universities to form a Master in International Management that has the multicultural aspect of managing global firms. With more than 30 academic partners worldwide, CEMS has an edge in combining academic and practical approaches, graduating global managers in different countries worldwide. The program has 20 academic partners in Europe, two partners in North America, two partners in South America, six partners in Asia, and one in Africa and the Middle East: AUC.

CEMS also has over 70 corporate partners from all over the world including Henkel, Procter & Gamble, Bain & Company, DHL Consulting, Google, Facebook and Hyundai and many others from various industries.  

“I chose to enroll in the CEMS Master in International Management because it is not the typical master’s program where you would go by the book,” said Yara Koura, one of the CEMS students at AUC.

CEMS is a pre-experience program that neither requires years of experience nor GMAT score to join the program. "You just need to pass through the panel interview, which is one of the things we base our decision on apart from other basic University requirements like GPA,” explained Meshreki. “We base our selection criteria on different dimensions, including global mindset and openness to differences; resilience and competitiveness; and ethics and social responsibility.”

For more information about the program, click here.

Attend the Digital Education Campus Conversation on October 9 in Moataz Al Alfi Hall, AUC New Cairo to learn more about the innovative initiative. 

According to Forbes, the worldwide e-learning market is projected to be worth $325 Billion in 2025. In its second century, AUC will be more focusing on its potential to innovate via empowering learners through digital education as the first university to have a robust information technology infrastructure and a Center for Learning and Teaching infrastructure. The News@AUC team spoke with Hoda Mostafa, director of AUC's Center for Learning and Teaching about digitizing education at AUC.

Can you tell us more about the Digital Education at AUC?

Digital education, in the broad sense, is not new to AUC. We have always strived to lead the transformation of higher education through digital education and innovative pedagogies for many years. It started in the early 2000s, before we moved to AUC New Cairo, with the adoption of a learning management system across the University and the adoption of multiple instructional technologies across the board, whether it is web 2.0 or specific instructional technologies in the classroom, platforms that students use across the disciplines. We offer strong support through the Center for Learning and Teaching (CLT) around the active integration of technology into the classroom in what we call  “pedagogically sound” ways. In other words, we do not encourage the integration of technology for its own sake, but because it improves the educational and the learning experience for our students, and it is also a learning opportunity for our faculty.

What is the more recent Digital Education Initiative all about?

It is a University-wide initiative around digital education to include online, blended learning as part of our innovation pillar at AUC. Online and blended programs are being introduced to provide greater access to our extended education offerings within our programs and diplomas. This modality allows learners from anywhere around the globe to take our courses. For example, by offering courses fully online in Arabic, we are expanding our reach and appealing to the Middle East and North Africa region and other audiences. For undergraduates, we have started offering Arabic courses in a blended format this semester.

In 2013, President Anderson established a Task Force on Blended learning with the mandate, "To develop guidelines and best practices for an institutional implementation of blended learning at AUC and to assess AUC’s readiness for such an initiative”

In 2014, the AUC provost established a standing committee on Blended and Online instruction that was made to set or recommend policy and strategy at the University level for blended and online instruction.

It is only in the latest strategic plan of the University that blended and online learning became a specific strategic goal.

What are your biggest challenges?

Faculty require support to design and teach in an online or blended learning modality. We already have experience with faculty who have taught courses in a blended format, which means that part of the class time is replaced with an online experience so they are doing some things online and some things face-to-face, and the course is designed so that it flows naturally. Teaching online is not the same as teaching face to face. This is a challenge when introducing these new mindsets to the learning landscape at AUC. Students also need support to succeed as online learners.

How are you working to overcome those challenges?

We are working on training faculty on how to design blended-learning courses, whether they're degree or non-degree programs, so we are building up capacity for our faculty to become more familiar with designing courses. We are also training instructors to teach online because it is very different than teaching in the classroom.

It is important to understand that in any initiative like this, there is always slow incremental gradual change, changing the culture, and establishing strong roots and capacity building. Expecting faculty to teach online or even to teach with technology requires capacity building and professional development and that’s why we are very lucky that we have a CLT at the University that can support faculty to explore new ways of teaching with the support of an infrastructure that allows this; whether it is a technological infrastructure like a robust institutional learning management system or the support system of skilled instructional designers and instructional technologists at CLT, which is unique in the region.                

Who will benefit from this initiative?

The digital education would benefit the entire community of educators and learners and learners beyond AUC students.

In the few courses that have recently been launched, we have had over 900 students who took non-degree courses in the area of extended education.

How is it different from blended learning? And from what AUC currently offers online?  

Blended learning is part of the initiative, but the scope of the initiative now is to go fully online with a focus on the professional non-degree area, not just AUC students. Through the School of Continuing Education, we have just launched one diploma, “Foundations of Business Administration” as a pilot.    

The establishment of the digital education unit at the Center for Learning and Teaching is what makes it different. Now we have a unit and a whole team; an instructional technology team, instructional development, and video production and multimedia team. The teams are composed of nine exclusively dedicated members to support faculty in everything related to digital education, whether it is the traditional or not so traditional integration of technology into the classroom, video conferencing, the production of videos in our state-of-the-art studio or the design of blended and online courses with the full support of the instructional design and technology team.

Why is this an important initiative for AUC? 

We are the first university to have a robust information technology infrastructure and a Center for Learning and Teaching infrastructure.

I think it is important to think of a common purpose for higher education, and that is the transformative nature of higher education including the experiences that the students are exposed to, types of skills they learn, self-learning, interacting with people online and digital literacies. All of these things are implicit to learning in a blended or online environment. Additionally, online courses contribute to increasing AUC’s reach to people who can benefit from quality AUC courses.

But it is a slow process. That’s why we have a one, two and three-year plans, but the overarching of why it is important to AUC is because it affects everyone, technology is part of our lives, every single person should be able to teach himself new things even if learning how to cook or play the guitar through a YouTube video. We should embrace that we can offer high-quality online experiences that are equal to our face-to-face quality of education.

What are your short and long-term plans?

Our hope is to introduce some elements of a blended or online learning experience for our students and expand our reach. If you look at some of the statistics in the U.S, you'll find that over 30 percent of the students will have taken at least one online course in their undergraduate education by the time they graduate and this is increasing every year. There are multiple public and private universities that offer the same course in both versions; online and face-to-face and the students can choose.

The strategic mission of the University in the next two years is to focus on the non-degree professional certificates, diplomas and tracks through its different schools so any kind of professional offerings in extended education is a strategic kind of area for growth. This doesn’t mean we won’t be looking at opportunities in the post-graduate offerings at AUC as well.

How can people apply or learn more about it? 

Through CLT as mediators of the process. The schools and their programs are identifying the programs that have the potential to go online, they are doing market research and addressing their audience, building on their knowledge of their learners and program placement. It is a school-driven initiative according to the needs of their community of learners.  CLT serves as a service and support center and not necessarily a decision-making entity. We serve the schools with the purpose of bringing together all stakeholders; chairs, program directors, deans, faculty to the same kind of space.

How will the stakeholders benefit from the Digital Education Campus Conversation taking place on October 9?

On October 9, we are holding a communication event followed by an opportunity-seeking activity,  bringing together the stakeholders, asking common questions like where do you see the potential of online learning within your community of learners. The community of the School of Continuing Education is very different than the executive business community and the Kamal Adham Center for Television and Digital Journalism learners and we should respect the differences so that our products align with the market needs.

In this community campus conversation, stakeholders will hopefully meet to explore opportunities at CLT and leave with a better understanding of their needs and the transformative power of integrating digital education, whether online, blended or web-enhanced learning into their programs.