The Dubai Initiative
Working Paper
American- and French-Affiliated
Universities in the Middle East as
‘Information and Resource Bridges’
to the West
Executive Summary
Rasmus Gjedssø Bertelsen, PhD
American- and French-Affiliated Universities
in the Middle East as ‘Information and
Resource Bridges’ to the West
Executive Summary
Dubai Initiative – Working Paper
Rasmus Gjedssø Bertelsen, PhD
The Dubai Initiative
Belfer Center for Science and International Affairs
John F. Kennedy School of Government
Harvard University
2009
American- and French-Affiliated Universities in the Middle East as ‘Information and Resource Bridges’ to the West | 1
The history of American- and French-origin universities in the Middle
East is prominent and revealing. During the past 15 or so years, mainly American-affiliated universities have appeared in large numbers in the Gulf states and
elsewhere in the Middle East. Research into both types of universities shows that
these educational institutions play an important role as ‘information and resource
bridges’ between the Middle East and the West. These universities raise awareness
and function as repositories for considerable amounts of knowledge, elite-level
human resources, as well as financial resources. Important developments have occurred between the time the older universities were established and the newer ones,
such as decolonization and empowerment of the host societies in the Middle East,
which have placed the control and initiative largely in local hands. Universities are,
therefore, very efficient instruments for countries to build strong ties to outside
societies, share information, raise mutual awareness, exchange elite-level human
resources and—perhaps to a lesser extent today—raise financial resources for education, research and health care.
1 Universities as Powerful ‘Information and Resource Bridges’ between
Societies
The purpose of this research is to develop and present Middle Eastern
authorities and universities with recommendations on the role of universities for
Middle Eastern foreign relations. These recommendations will identify and outline
how Middle Eastern societies can use foreign and national universities in their
countries to:
•
Create long-standing elite networks between Middle Eastern countries and
foreign countries to raise decision-makers’ awareness of and interest in the
Middle East through Boards of Trustees, advisory councils, etc.
•
Build relationships with and raise awareness among foreign political leaders
and government administrations about Middle Eastern interests and issues
•
Develop ties to leading, international universities through faculty and student
exchange as well as research collaboration
•
Transfer knowledge and technology from leading, international universities
and disseminate in Middle Eastern societies and economies
•
Develop ties between foreign and Middle Eastern civil society, media, foundations, etc., to increase familiarity with the Middle East
•
Build relations with foreign corporations to promote socio-economic development, as well as employment and career prospects for graduates of Middle
East universities.
These recommendations will be based on my own extensive research on
American and French universities in the Middle East, supported by the Danish
Social Science Research Council, the Dubai Initiative and the Kuwait Program
at Harvard. My research shows that Western universities in the Middle East play
central roles for socio-economic development and create long-standing, elite-level
networks between the Middle East and the West. An important finding of my research is the strong ties such universities have with their Western societies of origin and, accentuating their roles as ‘information and resource bridges’, facilitating
the exchange of substantial amounts of information, interest, talent and resources
between societies (Bertelsen 2009a; 2009b). Universities can play very important
roles in the relations between states and societies, and, hence, a crucial role in the
Western universities
in the Middle East
play central roles
for socio-economic
development and
create long-standing,
elite-level networks
between the Middle
East and the West.
2 | Dubai Initiative – Working Paper
foreign relations of a country. This is shown in the model below, describing ‘information and resource bridges’:
SOCIETY OF ORIGIN
Universities
HOST SOCIETY/REGION
Government
University
Private philanthropies
Boards of Trustees
Information
Interest
Individuals
Resources
Government
National
universities
Students
Civic
engagement
Business
Politics
Teaching
Research
Media
Culture
Business
Context: local education, political relations between states of origin and host
states, etc.
As is clear from this model, these universities form privileged and strong
relationships with a wide variety of actors in both their Western societies of origin
and their host societies in the Middle East. This paper will outline these relationships with focus on the Western societies of origin/affiliation. The paper will give
empirical examples, analyze the basis of positive relationships and present recommendations for ways to optimize foreign-affiliated universities to better serve as
instruments in the foreign affairs of a Middle Eastern society.
1.1 Relations with the Western society of origin/affiliation
The strong relationships between historical American- and French-origin
universities in the Middle East and American and French societies are to some
extent unintended consequences, since these missionary universities were established to proselytize among the locals and to influence their society - a one-way
street arrangement. However, these universities developed privileged connections
with their Western societies of origin, and to a large extent became advocates and
educators on behalf of their host society towards the society of origin. The newer
institutions are developing similar roles, though adapted to modern-day demands
for empowerment of the host society. The unique position of these universities, as
bridge-builders across nations, is clear from the multitude of actors in American
and French society that they established strong relationships with.
1.1.1 Universities and academia
The old American- and French-origin universities, and to some extent the
new institutions as well, are integrated parts of American, French and Western academia. The ties to global academia occur through the exchange of knowledge and
research, as well as individuals, whether administrators, faculty or students. Since
the late 1800s and early 1900s, the old universities have not only recruited senior
management and faculty from leading American and French universities, but their
graduates have also pursued graduate and professional studies at these universities
in the West. These individuals carry much information with them, learn from the
American- and French-Affiliated Universities in the Middle East as ‘Information and Resource Bridges’ to the West | 3
other society and move new knowledge back and forth. To the extent that these universities are research institutions, they produce knowledge about their host society
and region, which is accredited by an American- or French-standard university and
in Western languages. Through very active publishing activities including longrunning journals, the old universities in Beirut and Cairo have contributed significantly in educating Western academia on the Middle East. The extent to which
these universities in the Middle East can be integrated into Western academia, and
at which level, is wholly dependent on their academic standing and reputation. This
fact points to the conclusion of this paper, namely that academic quality is the basis
on which universities can become successful ‘information and resource bridges’
between societies.
1.1.2 Private philanthropies
Especially in the USA, philanthropies, such as the Rockefeller, Ford and
Carnegie foundations, are very important for the work of universities in the fields
of research, teaching and healthcare (through medical schools and teaching hospitals). The old American universities in Beirut and Cairo have both been very
successful over the course of their histories in attracting significant philanthropic
support for their operations. This support has in important ways subsidized local university teaching, research on the Middle East, healthcare (in Beirut), as
well as social development. France has a stronger tradition of state involvement in
higher education, less by private philanthropies. In American society, powerful and
wealthy philanthropies represent great resources, high prestige and influence. The
classical American universities in Beirut and Cairo have been able to attract the
support of these organizations, which are very coveted, and whose resources and
attention are generally limited. This success is again based on the academic quality
and reputation of these institutions, and the quality of the researchers and trustees
they can attract.
1.1.3 Boards of trustees
The boards of trustees are the central leadership and governance instrument for the old American universities, and the importance of the quality of the
boards is difficult to overstate. They provide the universities with leadership and
impetus and are ultimately responsible for their operation and finances. The Beirut
and Cairo universities have been able to recruit prominent board members from
the world of academia, politics and business, bringing to the table strong networks
in their respective fields, as well as in philanthropy. These members have shown a
strong commitment to the institutions, and act as prominent spokespersons for the
host country and region towards the highest levels of American society.
How these universities have been able to attract the attention, time and
money of very sought-after individuals for the causes of education, research,
healthcare and development is one of the most striking examples of the contribution such universities make in connecting societies at a high level. Again, the
take-away is to keep a clear focus on academic excellence to recruit as prominent
trustees as possible. The USJ is a Jesuit university, governed accordingly, and with
integration into the Jesuit order, which brings its own worldwide recognition and
network. In addition, USJ has in recent years established a strategic council bringing together very prominent French-speaking individuals from around the world,
The boards of trustees are the central
leadership and governance instrument
for the old American
universities, and the
importance of the
quality of the boards
is difficult to overstate.
4 | Dubai Initiative – Working Paper
who thus connect USJ, Beirut, Lebanon and the Middle East to the wider Francophone world.
1.1.4 Government
The American and especially French governments became highly involved
in and supportive of higher education, research and healthcare in the Middle East
through the old Beirut and Cairo universities. The French government is also
deeply involved in the new Université Paris Sorbonne Abu Dhabi. Since the early
1880s and until the late 1970s, the Jesuits and the French state joined forces around
the USJ, with the French government supplying financial resources, academic accreditation and guidance, professors and issued diplomas. The French government
continues to support USJ, although on a smaller scale, and supplies the academic
accreditation and guidance for UPSAD (although funded by Abu Dhabi). Since
the 1950s, the US government became a significant supporter of AUB and AUC
through USAID and American Schools and Hospitals Abroad funding, peaking in
the 1970s and 1980s. Politically, these universities have raised much attention in
the US Congress for their causes and host societies and regions with strong supporters. Both the American and the French governmental support is based on soft
power strategies through education, and recognize the utility of these universities,
again, based on their academic quality.
1.1.5 Private sector
Research collaboration with Western
business is less
common, but an
important element
in mutual knowledge transfer and
awareness creation
between the private
sector in the West
and Middle Eastern
societies.
The American- and French-origin universities have built and are building
various connections to American, French and Western businesses, which are of
great interest and high value to the host societies and regions. Especially the old
American universities in line with the American philanthropic tradition have been
able to raise substantial financial support for decades from American and other
Western business. These universities in Beirut and Cairo have contributed very
significant human resources to the Middle East and to the operation of Western
enterprises in the region. It is a recurrent finding in my research that the Middle
Eastern graduates of these universities combine local linguistic and cultural skills,
with English or French language skills and American- or French-standard education. This combination is deemed very valuable by private business and is the
reason for the large number of graduates from these universities working for Western businesses in the region. The graduates of these universities are also successful in Western labor markets, testifying to the recognition of the quality of their
education. Research collaboration with Western business is less common, but an
important element in mutual knowledge transfer and awareness creation between
the private sector in the West and Middle Eastern societies. Of course, the new institutions in the Gulf do not have the reputation or experience of the old Beirut and
Cairo institutions, yet. However, these universities put emphasis on trying to place
their graduates with international businesses, and there are early signs of attempts
of research collaboration. In the business field also, we are reminded of the crucial
importance of academic quality for building relations of great value for the host
society and broader region.
After this overview of American- and French-origin/-affiliated universities
in the Middle East as ‘information and resource bridges’ between the Middle East
and the West, I will go over the historical and contemporary cases in greater depth
to substantiate the argument.
American- and French-Affiliated Universities in the Middle East as ‘Information and Resource Bridges’ to the West | 5
2 The Classical Cases in Beirut and Cairo
The Protestant missionaries behind the American University of Beirut and
the American University in Cairo may have failed at proselytizing, but they succeeded in creating the academically most prestigious universities in their host region. The US government was absent during the founding of these universities, but
began supporting the universities massively in the 1950s for development and soft
power reasons. It failed to create acceptance of US foreign policy, especially the
support for Israel, but succeeded in having distinctively American universities with
very high academic prestige, and alumni with deep understanding of the USA and
its interests and values.
The Jesuit founders of the Université Saint-Joseph, like the Americans,
succeeded in creating an academically prestigious university, but with less appeal
beyond Catholics, and Lebanon, than the American University of Beirut - because
of its Francophone and Catholic identity. The French Republic strongly supported
the Université Saint-Joseph from the outset and succeeded in creating an eminent
French-speaking university with strong ties to French-speaking societies in Europe
and Canada.
The attractiveness of these universities in their host societies is most evident in the large number of young people who spend several years at these institutions. The American University of Beirut, for instance, has 52,000 living alumni
(American University of Beirut 2008). The Lebanese Civil War starkly illustrated
the extent and limitations of the acceptance of the American University of Beirut
and the Université Saint-Joseph, where Faith Hanna (1979) and Carla Eddé (2000)
ascribed the survival of both universities to their local acceptance. However, both
universities were eventually targeted.
Egyptian leaders have on several occasions pondered whether to nationalize the American University in Cairo, but in the end maintained the American
and independent nature of the university. The reasons for this policy seemed to be
the attraction of a powerful cultural bridge to American society, highly qualified
English-speaking graduates, and a high-quality alternative university at no or little
cost to the Egyptian state.
These universities advocate in their Western societies of origin on behalf
of themselves and their host societies. Presidents and faculty of these universities
have often outspokenly defended host society interests. These universities have
built long-lasting, prominent bridges and networks between societies of origin
and host societies and the wider Middle East through their Boards of Trustees,
sponsors, and alumni organizations. They have developed academic reputations
attracting foreign students and scholars as well as disseminated large amounts of
knowledge about their host society to the wider world. In highly competitive marketplaces for attention, these universities have mobilized Western governments as
well as very influential and wealthy individuals, and raised large sums of money
for research, higher education and healthcare in their host societies.
2.1 American University of Beirut
The Syrian Protestant College (renamed the American University of Beirut in 1920) was founded by American Protestant missionaries with proselytizing
aims in 1866. For our purposes here, it is important to notice that the Protestant
and proselytizing character of AUB in the late 1800s and early 1900s reduced its
Egyptian leaders have
on several occasions
pondered whether
to nationalize the
American University
in Cairo, but in the
end maintained the
American and
independent nature
of the university
6 | Dubai Initiative – Working Paper
attractiveness to the local community. This fact reminds us that educational institutions, to be as broadly attractive as possible, must focus on their educational (and
research) mission.
The bridge-building function of SPC/AUB was clear even before its
founding in 1866. The missionaries led by Dr. Daniel Bliss engaged in a successful
fundraising campaign in the USA and Britain, where they raised a large amount of
money and therefore also awareness about this educational endeavor and its Levantine host society. The New York-based Board of Trustees included prominent and
wealthy individuals, and has continued to raise substantial financial, political and
moral support. In his campaign to raise money and awareness between 1862 and
1864, Bliss travelled 16,993 miles in the US, addressing 279 meetings and raising
100,000 USD. In addition, he raised 4,000 GBP in Britain. In the 1870s and 1880s,
the Board of Trustees raised American private funding for buying and building the
campus, and around WWI again, the board raised large amounts of money to pay
back debts (American University of Beirut 2005; Bliss 1989; Burns 1965; Dodge
1958; Hanna 1979; Makdisi 2008; Munro 1977; Penrose 1970).
According to AUB president Stephen Penrose, WWI saw an interesting
example of how these missionary universities could become influential spokespersons for their host societies. President Woodrow Wilson was supposedly influenced
in his decision not to declare war on the Ottoman Empire by the Bulgarian minister
to the USA, Stepan Panaretoff, an alumni of Robert College in Istanbul, and Cleveland H. Dodge, President of the Board of Trustees of Robert College and personal
friend of Wilson’s. AUB president Howard Bliss was summoned to the Versailles
Peace Conference to advise on the Levant and urged plebiscites, which was another
example of the strong connections between these universities and their societies
of origin. After WWI, a number of American colleges, including AUB, formed
the Near East College Association in New York, through which they raised large
amounts of money, yet another example of how such universities inform their society of origin about the host society, build networks and raise material and moral
support for education in the host society. During the interwar years, AUB was successful in building networks and raising support for its cause. It doubled the size
of its campus, increased its endowment six-fold and attracted significant financial
support and academic guidance from the Rockefeller Foundation for especially
the medical school. Together with the Near East Foundation, AUB developed rural development programs. WWII caused severe financial problems for AUB, but
this time the US government offered financial support (Dodge 1958; Munro 1977;
Murphy 1987; Penrose 1970).
The years after WWII were the golden age for Beirut and AUB. AUB grew
to its greatest prominence vis-à-vis American academia, business and government,
and became an exceptionally cosmopolitan place in the region. The university was
an advocate of Palestinian and Arab positions towards an America that was becoming increasingly pro-Israeli and anti-Arab. US government support became
the largest source of income, while prominent philanthropies such as Rockefeller
and Ford, as well as industry, were generous supporters. The Lebanese Civil War
caused enormous financial and security hardships for AUB, but it survived due to
its local acceptance and ability to raise financial support from the US government,
the AUB Foundation in New York, the Lebanese government and others (Hanna
1979; Khalaf 1977; Munro 1977).
American- and French-Affiliated Universities in the Middle East as ‘Information and Resource Bridges’ to the West | 7
AUB plays a very special role in the relationship between the USA and
the Middle East, as it improves the image of both toward the other. AUB is well
regarded in the Middle East, while US foreign policy is rejected. During periods
of US public and private disengagement from Lebanon during the civil war and
afterwards, AUB remains a highly respected Lebanese institution and a prominent
and credible voice for Lebanon. In the 2006 war between Israel and Hezbollah,
AUB President John Waterbury was a prominent voice for lifting the Israeli naval
blockade of Lebanon to allow fuel to pass through for the generators of AUB’s
medical center (Waterbury 2006).
The interviews for my research indicate that AUB faculty is well integrated
in American academia. Faculty members usually have American graduate degrees,
leading to further research collaboration, publications and conference attendance.
Social scientists in particular speak of strong American academic, media and official interest, which often seeks out AUB for advice and commentary. The EU and
France are increasingly mentioned as partners, demonstrating how a university
can be effective in reaching out to new partners for its host society other than the
society of origin.
A very informative example of how AUB educates its American society
of origin about its Middle Eastern host society is the Understanding Contemporary Islam program initiated after 9/11. Here, AUB secured funding from Hewlett,
Rockefeller Brothers Foundation and Carnegie Corporation for more than 40 Middle Eastern academics to teach at about 40 American colleges and universities
previously without Middle East studies programs and to engage with local media
(American University of Beirut 2004).
The strong ties between AUB and American academia are evident from the
caliber of its presidents. When Princeton professor John Waterbury retired in 2008,
he was replaced by University of Chicago professor Peter F. Dorman, who was
born on the AUB campus as great-great-grandson of the founder Dr. Daniel Bliss,
illustrating generations of American academic and intellectual commitment to the
region. AUB is recovering after the Lebanese war, and fundraising in America,
Lebanon and the wider Middle East is key to this recovery. In recent fund raising
campaigns, AUB has raised more than 170 mio USD (American University of
Beirut 2008).
2.2 Université Saint-Joseph de Beyrouth
Ever since its establishment, USJ has represented strong ties, not only with
the Jesuit order, but with state and non-state actors outside Lebanon. To found the
university, the Jesuits raised 300.000 Francs among British and American Catholics in the early 1870s, and from the early 1880s and onwards the Jesuits obtained
strong financial and academic support from the French state. First the French government sponsored the medical school financially and academically with professorships and French state diplomas (Bashshur 1964; Eddé 2000; UNESCO Assemblée générale au Liban 1948).
From as early as 1902, USJ played an important role in educating the West
about Arabic language, literature and culture, when the Oriental Faculty started to
train Western Orientalists. This education and dissemination of knowledge about
the Middle East towards the West also took place in the two journals published
by the faculty, Al-Machriq from 1893 and Les Mélanges de la Faculté orientale
from 1906, which the USJ library was exchanging with respectively 59 and 94
During periods of US
public and private
disengagement from
Lebanon during the
civil war and afterwards, AUB remains
a highly respected
Lebanese institution
and a prominent and
credible voice for
Lebanon
8 | Dubai Initiative – Working Paper
outside journals in 1925 (Eddé 2000; Levenq 1925; UNESCO Assemblée générale
au Liban 1948).
The Jesuits of USJ reached further into French society than the French
state, which is demonstrated by the efforts to fundraise for a university hospital.
In 1911-1912, the Comité de l’Asie française funded the medical dean’s visit with
French politicians, banks, business people and other prominent persons to raise
awareness and support for the hospital. Together, the committee, the newspaper Le
Temps and the French press association organized a national fundraising campaign
in May 1911, which by 1914 had raised 673,000 Francs. The French government
paid for the grounds of the hospital, which, however, did not open until after WWI
and before 1923 (Eddé 2000; UNESCO Assemblée générale au Liban 1948).
In 1912, the Jesuits came to an arrangement similar to the medical school
agreement with the French state concerning founding, funding and managing
schools of law and engineering with the University of Lyon and by harnessing
Lyonese business interests in Lebanese silk. France and French universities continued to generously support USJ, both financially and academically. The faculties of
USJ were mainly affiliates of the University of Lyon, and academic leadership was
supplied by faculty committees from Paris (medicine) or Lyon (other faculties).
During the civil war in 1977, the relationship was changed into official agreements with French universities. USJ took over the faculties itself and replaced the
French state diplomas with its own, which were recognized in France and Lebanon
(Bashshur 1964; Eddé 2000; UNESCO Assemblée générale au Liban 1948).
Today, USJ continues to supply strong and high-level connections between
Lebanon and France, as well as Francophone societies around the world. The university is party to more than sixty cooperative agreements with French-speaking
universities, faculties, grandes écoles, departments and laboratories around the
world. These agreements, for instance, cover a double degree MBA offered by USJ
and Parisian universities. France continues to support the university with international development and other public funds for cooperation between French and
French-speaking universities in North Africa, for instance, and for exchange of
faculty between French universities and USJ (Eddé 2000).
2.3 American University in Cairo
The founding of AUC
in 1919 was much
inspired by the two
other protestant
missionary colleges in
the Middle East,
Robert College in
Istanbul and SPC in
Beirut in the 1860s
The founding of AUC in 1919 was much inspired by the two other protestant missionary colleges in the Middle East, Robert College in Istanbul and SPC
in Beirut in the 1860s, which shows how the original colleges inspired groups
in America to commit further to Middle East education. How the original colleges and the missionary movements surrounding them were engaged in Middle
Eastern affairs was clear from the driving force behind AUC, Dr. Charles Watson.
He was born and raised in Egypt, a son of missionaries and later responsible for
coordinating and funding missionary activities in India and the Middle East. Starting in 1914, Watson raised 170,000 USD from the learned, wealthy and pious of
Pittsburgh, Philadelphia and New York. The AUC office was established in Philadelphia in 1920 (later moved to New York), and in 1924 the New York State Board
of Regents as well as AUB, recognized degrees conferred by AUC. Since 1913, the
Cairo Study Centre had trained Western missionaries in Arabic and Islamic studies, which AUC took over in 1921 as the School of Oriental Studies, with much
teaching, research and publication activity. For its extension activities, AUC received a 100,000 USD private donation in 1925. But fundraising for the university
American- and French-Affiliated Universities in the Middle East as ‘Information and Resource Bridges’ to the West | 9
was highly unsatisfactory in the late 1920s. During WWII, various AUC affiliates
worked with the US government, for instance, William A. Eddy, the first head of
AUC’s English department, directed the Department of State’s Cultural Relations
Division (which supported AUB). The war opened up the prospect of US government support for AUC (Murphy 1987).
During the crucial years for the Middle East in the late 1940s, AUC was
an advocate on behalf of its host region. At the founding of Israel, President and
future US ambassador to Egypt John Badeau and other faculty members spoke out
publicly against US policy and for Palestinian rights, which was noticed in Western
and Arab media. In 1947 and 1948, Badeau spoke to 70 groups in 50 American cities on Middle Eastern topics. In 1951, AUC managed to secure 85,000 USD from
the Ford Foundation for the establishment of the Social Research Center (Murphy
1987).
AUC again sought to defend host society interests in the run-up to the
Suez Crisis, when President Raymond McLain characteristically defended Egyptian nationalization of the canal. During the war, AUC faculty supported Egypt
to President Dwight Eisenhower, UN Secretary-General Dag Hammerskjöld and
in the New York Times. However, AUC’s fund-raising activities in the USA practically collapsed with the worsened US-Egyptian relationship after the Suez Crisis.
This situation reversed, when the Ford Foundation awarded AUC 335,000 USD in
1958. That same year, the Board of Trustees decided to accept US public support,
while emphasizing the independence of AUC. The standing of AUC with American
political circles became clear, when President John F. Kennedy appointed former
AUC President Badeau ambassador to Egypt in 1961 (Murphy 1987).
Whereas the 1967 War easily could have spelled financial and other ruin
for AUC, it demonstrated the standing of AUC and its ability to attract US public
and private support to ensure its survival. Mobil Oil lent an additional 300,000
Egyptian pounds (LE), while the Ford Foundation and other private donors supplied 450,000 USD in total relief that year. However, in the coming years, there was
no private fundraising in the USA due to the disruption of US-Egyptian relations.
With no US embassy in Cairo, AUC benefitted from receiving many prominent
guests and delegations. US public support for AUC also led to increased interest
from the US Congress (Murphy 1987).
AUC continued to attract support in the USA after restoration of diplomatic relations, although under increased competition for US public funds and attention. US public support was the main income in the 1970s, peaking at 70 percent,
despite doubling tuition. In 1975, the idea of an endowment fund from US government holdings of Egyptian Pounds was implemented. The University Educational
Endowment Fund was worth 8.5 million LE (Murphy 1987).
In 1979, AUC demonstrated its ability to create connections and raise support outside the USA in addressing Egyptian development issues, when it founded
its Desert Development Center. For this project, AUC raised support from US,
Canadian and Finnish development aid, the Ford Foundation, the Near East Foundation, UNDP and trustee John Goelet. AUC strengthened its ties to American academia, when it successfully applied for accreditation from the American Middle
States Association of Colleges and Schools in 1981-1982, with high-level visits
from seven prominent American universities. At the same time, AUC convinced
the US government to make contributions of 18.75 million Egyptian pounds out of
US holdings in the currency (Murphy 1987).
10 | Dubai Initiative – Working Paper
In 1979, AUC demonstrated its ability to
create connections
and raise support
outside the USA in
addressing Egyptian
development issues,
when it founded its
Desert Development
Center
The standing of AUC and its ability to raise support in Egypt, the Gulf and
the USA were demonstrated during the 1980s fundraising campaign, the prominence of its committee members and the funds it managed to raise. The US committee was chaired by a retired chairman of American Express, and included the
chairmen of Atlantic Richfield, Exxon, and Mobil, and two former secretaries of
state. The Egyptian committee included the foreign minister, the minister of tourism and the chairman of the Arab International Bank. The campaign had raised
9.8 mio USD in Saudi Arabia and the Gulf by 1986, of which 7.2 mio USD in the
USA and 1.5 mio USD in Egypt, indicating the shift from US to regional funding
(Murphy 1987).
Between 1981 and 1985, AUC sought in vain for the US government to
establish another endowment fund out of LE holdings. In 1985, US Senator Robert
W. Kasten Jr. successfully sponsored a 500 mio USD appropriation bill for Egypt
with the condition that Egypt reciprocate with 50 mio LE to sponsor AUC. Egypt
accepted this proposition and by spring 1986, the plan was fully funded (Murphy
1987).
AUC continues to build bridges between Egypt and American and outside
societies today, as well as raise funds for higher education in Egypt. It recently
raised more than 100 mio USD from its Board of Trustees and others in the USA
and elsewhere. In 2008, AUC opened a new suburban campus, for which it has received large support from US LE holdings, the equivalent of 100 mio USD out of a
400 mio USD budget, as it has done successfully for decades. The architectural vision for this new campus reflects AUC’s role as a bridge between American liberal
arts education and Islamic architecture, which is exactly the basis of its attractiveness to both its Western society of origin and its Middle Eastern host society and
region (El-Sharkawy 2004).
2.4 Lessons: Classical Cases
It is clear from the classical American- and French-origin universities in
Beirut and Cairo, AUB, USJ and AUC, that they have been very successful in creating strong ‘information and resource bridges’ between Lebanon, Egypt, the wider
Middle East, the USA, France and the West in general. These universities work
with leading academia in their Western societies of origin, with access to leading
research and teaching, Moreover, they produce cutting-edge research on their Middle Eastern host societies (and other subjects) informing the West about the Middle
East. This knowledge to a significant extent travels with individuals, prominent
faculty and highly talented graduate students. These universities and their founders have gained support from the governments of their societies of origin, with the
most prominent philanthropies and businesses raising very substantial financial,
moral and political support for education, research, healthcare and development
in the host societies. Towards the West, leaders and faculty of these universities
have often been prominent and credible advocates of host society points of view
and interests.
These achievements by the universities all rest on their reputations for
academic excellence in research and teaching. Leading Western universities will
collaborate with these universities and accept their graduate students, and Western
academics will accept leadership or faculty positions in Beirut or Cairo, because
of these academic reputations. It is also this reputation that motivates the financial, moral and political support from governments, philanthropies and businesses.
American- and French-Affiliated Universities in the Middle East as ‘Information and Resource Bridges’ to the West | 11
The American and French governments support these universities, because they
know the universities are influential and attract future leaders as students—which
they do based on reputations for academic excellence. The basis of this academic
excellence in governance, quality assurance and funding is, therefore, crucial for
building ‘information and resource bridges’ between societies through universities
(Bertelsen 2009b). To achieve this reputation for excellence is the great challenge
for the new institutions in the Gulf.
3 The New Cases in the Gulf
The Gulf Cooperation Council states are currently undergoing great societal transformations. American higher education and research especially, in the
shape of local universities, branch campuses and other academic collaboration all
play a prominent role in this transformation of natural resource-based to knowledge-based economies. Lebanon showed how a small country could become an
intellectual and service economy hub through internationally regarded universities.
So higher education and research is, thus, a very interesting development policy
option for the Gulf Cooperation Council states.
A very important development from the old universities in Beirut and Cairo to the new ones in the Gulf is the empowerment of Gulf host societies, who are
today the initiators and driving force rather than the Western missionaries of yonder year. The new universities have not reached the academic standing of the old
universities, which is the basis of their attractiveness and influence in both Middle
Eastern and Western societies. This standing seems attainable through firm commitments to excellence in teaching and research with clear missions to contribute
to society and knowledge.
The new foreign universities in the Gulf are promising to create ‘information and resource bridges’ between Middle Eastern host societies on the one hand,
and the Western and wider world on the other. These universities contribute to the
external relations of their host societies as well as to the long-standing, elite-level
networks with especially the USA. These institutions attract the talent and attention of political, business and academic human capital from around the world to
serve on Boards of Trustees, and to teach, etc. They have formed high-level partnerships with highly ranked universities, as between the American University of
Sharjah and Texas A&M, the American University of Kuwait and Dartmouth College, the Dubai School of Government and the Harvard Kennedy School, or have
invited New York University and the Sorbonne to establish campuses.
3.1 American University of Dubai
AUD is the oldest American-affiliated university in the Gulf, founded in
1995 as a for-profit investment by regional investors with financial and political
support from the ruler of Dubai. In the early years, AUD was a branch campus of
the American Intercontinental University, which is a for-profit university system
based in Georgia, USA, with institutions throughout the USA and abroad, catering to non-traditional students. AUD is accredited by the Commission on Colleges
(COC) of the Southern Association of Colleges and Schools and has other subject
specific accreditations. The newest project at AUD is a communications school
with the advice of the Annenberg School for Communication at the University of
A very important development from the
old universities in Beirut and Cairo to the
new ones in the Gulf
is the empowerment
of Gulf host societies,
who are today the
initiators and driving
force rather than the
Western missionaries
of yonder year
12 | Dubai Initiative – Working Paper
Southern California. AUD is thus an example of how to connect with American
academia. However, it must be said that until the collaboration with the Annenberg
School, AUD dealt with academia of lower standing.
3.2 American University of Sharjah
The ambition of the ruler of Sharjah to establish an American university
traces its roots directly to his admiration for AUB and AUC, with AUB conducting the original feasibility study and advising. The university was founded in 1997
and in its early years had a management contract with the American University in
Washington DC for recruiting senior staff and faculty, etc. It was also associated
with Texas A&M University. The university is incorporated in the state of Delaware, licensed by the Delaware Department of Education, and accredited by the
Commission on Higher Education of the Middle States Association of Colleges
and Schools. Its leadership reflects the solid ties to prominent Western academia.
Chancellor Peter Heath is former provost at AUB and professor at Washington
University in St. Louis. The Board of Trustees includes very prominent American
and British academics as well as regional business leaders.
3.3 Dubai School of Government
The DSG is a clear
example of how an
academic institution
can build strong ties
to leading academic
institutions abroad,
engage in mutual
learning and knowledge transfer and
contribute to governance in the host
society and region
The DSG is a clear example of how an academic institution can build
strong ties to leading academic institutions abroad, engage in mutual learning and
knowledge transfer and contribute to governance in the host society and region.
Founded in 2005, DSG conducts policy research of importance to the United Arab
Emirates, the Gulf and the wider Middle East in Dubai, and sponsors such research
at the Harvard Kennedy School of Government. The school collaborates closely
with the Harvard Kennedy School through the Dubai Initiative at the Kennedy
School, and with the Lee Kuan Yew School of Public Policy at the National University of Singapore. The latter is an example of how such institutions build capacity
in emerging countries and foster prominent ties between them. Lately, DSG is also
building a relationship with the Harris School of Public Policy at the University of
Chicago, exchanging students and faculty.
3.4 Dubai International Academic City: Michigan State University Dubai and
Université Saint-Joseph Dubai College of Law
The Dubai International Academic City is a free zone for academic institutions allowing 100 percent foreign ownership, tax exemption and repatriation
of profits. It is host to 32 higher education institutions from all regions, including USA, Australia, India, Pakistan, Iran, Russia, Belgium, UK and France, and
serves over 12,000 students. While DIAC is very far from AUB or AUC academically, it deserves attention for the purpose of this paper. DIAC is an example of
how international higher education can connect a society like Dubai to a range of
higher education institutions in foreign countries through the exchange of knowledge and individuals. Michigan State University Dubai is a branch of Michigan
State University, a large and well-regarded public research university, which issues the degrees in the fields of business administration, child development, engineering, construction and media. Université Saint-Joseph Dubai College of Law
is an interesting example of the influence of the old Beirut and Cairo universities
throughout the Middle East. It is a testimony to the eminence of these universities,
that a Muslim, autocratic emirate and former British protectorate would turn to the
American- and French-Affiliated Universities in the Middle East as ‘Information and Resource Bridges’ to the West | 13
French-speaking Jesuits in Beirut to establish the first Arab-language law program
in Dubai.
3.5 Université Paris Sorbonne Abu Dhabi
Abu Dhabi in its strategy to become a “capital of ideas” has attracted leading French and American (see below) universities to establish campuses, a project
reminiscent of the creative intellectual competition in Beirut between AUB and
USJ. In 2006, the Université Paris Sorbonne (Paris IV), the French state and Abu
Dhabi agreed for Sorbonne to establish a campus in Abu Dhabi, awarding Sorbonne undergraduate degrees in humanities, social sciences and law, academically
fully controlled by Sorbonne while funded by Abu Dhabi. The courses are taught
by Sorbonne faculty permanently residing in Abu Dhabi, and to a large extent by
faculty on shorter stays from Paris. UPSAD has an alumni and friends organization
tying together alumni, friends and French business interests in the region.
3.6 New York University Abu Dhabi
In 2010, New York University will open its Abu Dhabi campus offering a liberal arts undergraduate degree from NYU. The arrangement is similar to
UPSAD, but this time between Abu Dhabi and a private American university. The
campus will eventually be placed on Saadiyat Island, which will also house the
Guggenheim and Louvre Abu Dhabi museums. This project is creating various
interesting connections between Abu Dhabi, American society and beyond. The
university will attract students from all over the world, an endeavor facilitated by
financial aid. NYU and its senior management are deeply involved in the project.
The future faculty at NYUAD will have spent time in New York, and measures are
taken to keep this faculty integrated with the home campus.
3.7 Gulf University of Science and Technology
Kuwait established the legal framework for private universities in 2000,
and in 2002, GUST became the first privately owned university in the country.
GUST supplements the national Kuwait University, and is a clear example of the
privatization of higher education as a response to a lack of capacity in national
university systems (Bertelsen 2009b). The university collaborates closely with the
University of Missouri, St. Louis on the quality of academic programs, recruitment
and institutional development. A dual degree program allows qualified students to
enroll in both institutions and then transfer to UMSL after two years. The university, however, has no accreditation, and its board of trustees is composed of only
Kuwaitis—although distinguished—and therefore does not connect the university
with the outside world. A privately owned university such as GUST is faced with
the governance, quality assurance and funding challenges identified in the policy
brief, ‘Private higher education in the GCC: Best practices in governance, quality assurance and funding’ (Bertelsen 2009b). It is imperative that the university
focuses strongly on its academic development and quality to be an effective ‘information and resource bridge’ to the West. Whatever academic challenges a university like GUST faces, it must be remembered that it does create additional educational capacity and job opportunities for local, regional and Western academics in
a society where these have been extremely limited or non-existent.
14 | Dubai Initiative – Working Paper
Whatever
academic
challenges a university like GUST faces, it
must be remembered
that it does create additional
educational
capacity and job opportunities for local,
regional and Western
academics in a society where these have
been extremely limited or non-existent
3.8 American University of Kuwait
The next American-style privately owned university in Kuwait, AUK, followed in 2003. AUK is an American-style liberal arts college accredited by Kuwaiti
authorities, but without an American accreditation. It collaborates with Dartmouth
College, which provides a wide range of administrative and academic consulting
services to AUK to develop AUK as a liberal arts college. Dartmouth students have
the opportunity to spend a semester at AUK, whose students can intern at Dartmouth over the summer. The Dartmouth College American University of Kuwait
Project engages senior Dartmouth administrators and faculty as well as students
in Kuwaiti and Gulf affairs. This project is, thus, an example of how AUK can
promote its host society and build relationships abroad. As a locally and privately
owned university, AUK is faced with similar governance, quality and funding challenges as GUST is, in achieving academic excellence.
3.9 Education City, Qatar
Education City is a particularly ambitious initiative by the Qatar Foundation for Education, Science and Community Development, which has brought six
well-regarded American universities to establish branch campuses there. In addition, there are pre-university schools, a science park and the RAND-Qatar Policy
Institute. Of the American universities, Virginia Commonwealth University School
of the Arts in Qatar has since 1998 offered an undergraduate degree in fine art;
Weill Cornell Medical College in Qatar offers a premedical course and a Doctor
of Medicine degree; Texas A&M University at Qatar offers engineering degrees;
Carnegie Mellon University in Qatar teaches business and information technology;
Georgetown University School of Foreign Service in Qatar offers an undergraduate in foreign service; and Northwestern University in Qatar has recently started
to teach journalism and communication. This initiative has, therefore, succeeded
in building relationships with and attracting the attention of American academia.
3.10 Lessons: New Cases
The new universities present an array of institutions between branch campuses of foreign universities, such as UPSAD, NYUAD and Education City, local non-profit institutions as AUS or DSG to local for-profit institutions as AUD,
GUST and AUK. What characterizes them all is that the resources and the initiative
are local and regional, unlike the missionary universities in Beirut and Cairo that
were established with funds raised in the West.
Academic reputation takes a long time and hard work to establish, so it is
no wonder that none of the new institutions have the standing that the old universities have. That standing is the basis for their success as ‘information and resource
bridges’ between the Middle East and the West. However, it is possible to look at
areas where the new universities play that role and contribute to the foreign relations of their host societies.
The new universities all have relationships of varying closeness with
American or French universities of various standing. Some of the new institutions
have established close relationships with the most prominent institutions, such
as DSG’s cooperation with the Harvard Kennedy School of Government, or Abu
Dhabi with Sorbonne. The other end of the range was AUD’s relationship with the
American Intercontinental University, but today AUD is building a communication
school with the Annenberg School for Communication at USC. These collabora-
American- and French-Affiliated Universities in the Middle East as ‘Information and Resource Bridges’ to the West | 15
tions engage foreign university leaders and faculty in Middle East and Gulf affairs,
and the new universities draw foreign students, who would probably not otherwise
have studied in the host societies.
However, the new universities do not have the relationships with American
philanthropies or the American or French government, which the old universities
have and through which they raised money and attention for Middle Eastern issues.
This absence of connections is probably because the new universities are for-profit,
are generously funded locally, or do not have the necessary academic prominence.
Earlier, it was pointed out how the old universities in Beirut and Cairo are
academically successful and that their reputations are at the basis of their close
and trusted relationships with prominent counterparts in their Western societies of
origin and their Middle Eastern host societies. For the new universities to be successful and influential ‘information and resource bridges’ to the outside world, a
focus on academic excellence is thus central.
4 Policy recommendations
As mentioned above, this policy papers aims to present recommendations
for how universities can serve as powerful ‘information and resource bridges’ between their host society and the outside world. These recommendations are mainly
based on the highly successful and informative experiences of the old universities
in Beirut and Cairo, AUB, USJ and AUC, and what can be discerned from the
new institutions in the Gulf. These recommendations will identify and outline how
Middle Eastern societies can use foreign and national universities in their countries
to build relations with the following actors in the West and elsewhere in the world:
4.1 Academia
For universities to play a major role as ‘information and resource bridges’
to the outside world, it is central that they develop ties to leading, international universities through faculty and student exchange as well as research collaboration.
Universities must aim as high as they can in the quality of faculty, students and
research. Interacting with the best faculty, students and research centers will ensure
informing the most influential current and future individuals. It will also ensure
transfer of the most advanced knowledge and technology, to be disseminated in
Middle Eastern societies and economies.
4.2 Philanthropies and civil society
Because of their governance models and the wealth of their societies, Gulf
universities are not likely candidates for support from prominent Western philanthropies. However, philanthropic funding and endowment based finances are important for university governance to ensure academic quality, and the Middle East
is well-advised to learn from this model and further develop the Islamic tradition of
charity (see Bertelsen 2009b). Prominent educational and research philanthropies
have a wealth of experience, knowledge and contacts, and universities should seek
to work with them even without receiving support. Such collaboration can further
inform these foundations and raise awareness about the issues of the host society
of the university and the wider Middle East.
For the new universities to be successful
and influential ‘information and resource
bridges’ to the outside world, a focus on
academic excellence
is thus central.
16 | Dubai Initiative – Working Paper
Universities in the Middle East can reach out to and work with civil society
and media in other parts of the world in ways impossible for the government or the
private sector. Such relationships can raise awareness and inform foreign publics
about the issues of the host society.
4.3 Boards of Trustees
Boards of trustees offer great possibilities to engage and involve leading personalities in academia, business, politics, etc. with the wealth of contacts,
influence and fund-raising ability they bring. The boards of the old universities
have created long-standing and dedicated elite networks between the Middle East
and American society. To benefit from this possibility, it is important to recruit as
prominent foreign personalities to boards of trustees, strategic councils or advisory
councils as possible. This approach is also like to be very beneficial for university
governance (see Bertelsen 2009b), though may be challenging for for-profit institutions.
4.4 Governments
The new universities are not likely to receive American or French international development funding like the old universities did for the same reasons as
concerning philanthropies. The new universities and their researchers should try to
attract as much support as they can for research, public diplomacy projects, etc.,
from public agencies, to inform these about their existence and raise awareness.
Through boards, advisory groups, projects, conferences, etc. the new universities
should strive to engage foreign political personalities and inform them about Middle Eastern perspectives, which universities are in a unique position to do.
4.5 Private Sector
The new universities contribute in important ways to their host societies
through new research environments and human capital. They should build relations with foreign corporations to promote research and socio-economic development, including employment and career prospects for graduates of Middle Eastern
universities.
American- and French-Affiliated Universities in the Middle East as ‘Information and Resource Bridges’ to the West | 17
5 References
5.1
The new universi-
Websites
www.aub.edu.lb
www.usj.edu.lb
www.aucegypt.edu
www.aud.edu
www.aus.edu
www.dsg.ae
http://dubai.msu.edu/
www.sorbonne.ae
http://nyuad.nyu.edu
www.gust.edu.kw
www.auk.edu.kw
http://www.qf.org.qa/output/page277.asp
ties contribute in
important ways to
their host societies
through new research
environments and
human capital
5.2 Interviews
Abdel-Hamid, A. 2009, Interview with Dr. Amr Abdel-Hamid, Special Advisor to
His Highness for Higher Education, University of Sharjah, 5 March 2009,
Interview edn, Sharjah.
Abdul-Salam, J.M. 2009, Interview with Dr. Jasem M. Abdul-Salam, Member,
Board of Trustees, Gulf University for Science and Technology, 16 March
2009, Interview edn, Kuwait.
Al-Adwani, S.A. 2009, Interview with Shareefa A. Al-Adwani, Assistant to the
President, American University of Kuwait, 19 March 2009, Interview edn, Kuwait.
Al-Hares, O. 2009, Interview with Dr. Osama Al-Hares, Assistant Dean, College
of Business Administration, Gulf University for Science and Technology, 16
March 2009, Interview edn, Kuwait.
Alnaser, F. 2009, Interview with Dr. Fahad Alnaser, Director, Centre of the Gulf
and Arabian Peninsula Studies, Kuwait University, 17 March 2009, Interview
edn, Kuwait.
Amer, M. 2008, Interview with Dr. Mona Amer, Assistant Professor of Psychology,
American University in Cairo, 2 December 2008, Interview edn, Cairo.
Amiouny, M. 2009, Interview with Maya Amiouny, Chief Financial Officer, American University in Dubai, 4 March 2009, Interview edn, Dubai.
Arnold, D.D. 2008, Interview with David D. Arnold, President, American University in Cairo, 1 December 2008, Interview edn, Cairo.
Awit, H. 2008, Interview with Dr. Henri Awit, Vice Rector, Université Saint-Joseph,
2 September 2008, Interview edn, Beirut.
Awwad, R.H. 2009, Interview with Dr. Rawda H. Awwad, Assistant Professor of
English, American University of Kuwait, 19 March 2009, Interview edn, Kuwait.
Badawi, E. 2008, Interview with Dr. Elsaid Badawi, Professor of Arabic, American
University in Cairo, 2 December 2008, Interview edn, Cairo.
Badran, D. 2008, Interview with Dyala Badran, Student Vice President, American
University of Beirut, 1 September 2008, Interview edn, Beirut.
18 | Dubai Initiative – Working Paper
Badry, F. 2009, Interview with Dr. Fatima Badry, Professor of English, American
University of Sharjah, 5 March 2009, Interview edn, Sharjah.
Banks, D.A. 2009, Interview with Dr. Dwayne A. Banks, Dean, School of Business
Administration, American University in Dubai, 4 March 2009, Interview edn,
Dubai.
Barlas, G. 2009, Interview with Dr. Gerassimos Barlas, Associate Professor of
Computer Science, American University of Sharjah, 5 March 2009, Interview
edn, Sharjah.
Bashshur, M. 2008, Interview with Dr. Munir Bashshur, Professor of Education,
American University of Beirut, 3 September 2008, Interview edn, Beirut.
Berry, J.F. 2009, Interview with John F. Berry, Counselor for Public Affairs, US
Embassy Kuwait, 18 March 2008, Interview edn, Kuwait.
Bitar, K. 2008, Interview with Dr. Khalil Bitar, Dean of Faculty of Arts and Sciences, American University of Beirut, 28 August 2008, Interview edn, Beirut.
Blanks, D. 2008, Interview with Dr. David Blanks, Associate Professor of History,
American University in Cairo, 4 December 2008, Interview edn, Cairo.
de Cara, J-Y. 2009, Interview with Dr. Jean-Yves de Cara, Administrative Director, Université Paris Sorbone Abu Dhabi, 11 March 2009, Interview edn, Abu
Dhabi.
Chiappetta, L. 2008, Interview with Laura Chiappetta, Senior Development Officer, American University in Cairo, 16 July 2008, Interview edn, New York.
Cook, R.D. 2009, Interview with Dr. Robert D. Cook, Vice President for Academic
Affairs, Gulf University for Science and Technology, 16 March 2009, Interview
edn, Kuwait.
Daoud, B.O. 2009, Interview with Basheer Omar Daoud, Controller and Director
of Finance, American University of Sharjah, 5 March 2009, Interview edn,
Sharjah.
Debin, G. 2009, Interview with George Debin, Vice Chancellor for Finance and
Administration, American University of Sharjah, 5 March 2009, Interview edn,
Sharjah.
DeLeon, D. 2008, Interview with Dawn DeLeon, Development Officer, American
University in Cairo, 16 July 2008, Interview edn, New York.
Dormann, P. 2008, Interview with Dr. Peter Dormann, President, American University of Beirut, 3 September 2008, Interview edn, Beirut.
Eberlein, A. 2009, Interview with Dr. Armine Eberlein, Head, Department of Computer Science and Engineering, American University of Sharjah, 5 March
2009, Interview edn, Sharjah.
Eddé, C. 2008, Interview with Dr. Carla Eddé, Chair of History, Université SaintJoseph, 4 September 2008, Interview edn, Beirut.
El Fiqi, A. 2008, Interview with Dr. Ashraf El Fiqi, Vice President for Student Affairs, American University in Cairo, 2 December 2008, Interview edn, Cairo.
El Shimi, A. 2008, Interview with Amani El Shimi, Faculty Advisor, American University in Cairo, 4 December 2008, Interview edn, Cairo.
Fox, W.H. 2009, Interview with Dr. Warren H. Fox, Executive Director of Higher
Education, Knowledge and Human Development Authority, Government of
Dubai, 9 March 2009, Interview edn, Dubai.
Galmiche, X. 2009, Interview with Dr. Xavier Galmiche, Academic Director, Université Paris Sorbonne Abu Dhabi, 11 March 2009, Interview edn, Abu Dhabi.
American- and French-Affiliated Universities in the Middle East as ‘Information and Resource Bridges’ to the West | 19
Glassman, J. 2009, Interview with Dr. Joel Glassman, Associate Provost, University of Missouri St. Louis, 16 March 2009, Interview edn, Kuwai.
Hadi, A. 2008, Interview with Dr. Ali Hadi, Vice Provost, American University in
Cairo, 2 December 2008, Interview edn, Cairo.
Hassanin, M. 2009, Interview with Dr. Mohaned Hassanin, Assistant Professor of
Business Administration, American University of the Middle East, 19 March
2009, Interview edn, Kuwait.
Hayward, B. 2009, Interview with Barbara Hayward, Director of Strategic Initiatives, Knowledge and Human Development Authority, Government of Dubai, 9
March 2009, Interview edn, Dubai.
Heath, P. 2009, Interview with Dr. Peter Heath, Chancellor, American University of
Sharjah, 3 March 2009, Interview edn, Sharjah.
Herlem, M. 2008, Interview with Martine Herlem, Attaché, Embassy of France
Lebanon, 29 August 2008, Interview edn, Beirut.
Hoffman, W. 2008, Interview with William Hoffman, Fundraiser, American University of Beirut, 16 April 2008, Interview edn, Washington DC.
Hwalla, N. 2008, Interview with Dr. Nahla Hwalla, Dean of Faculty of Agricultural and Food Sciences, American University of Beirut, 1 September 2008,
Interview edn, Beirut.
Ibrahim, N. 2009, Interview with Nadia Ibrahim, Cultural Specialist and Senior
Educational Advisor, US Embassy Abu Dhabi, 10 March 2009, Interview edn,
Abu Dhabi.
Irons, D. 2008, Interview with David Irons, Communications Director, American
University in Cairo, 15 July 2008, Interview edn, New York.
Iskander, M. 2008, Interview with Mary Iskander, Associate Vice President for
Alumni Affairs and Special Advisor to the President, American University in
Cairo, 4 December 2008, Interview edn, Cairo.
Jabbra, J.G. 2008, Interview with Dr. Joseph G. Jabbra, President, Lebanese American University, 28 August 2008, Interview edn, Beirut.
Jeffrey, S. 2008, Interview with Steven Jeffrey, Vice President for Development and
External Relations, American University of Beirut, 14 July 2008, Interview
edn, New York.
Kazziha, W. 2008, Interview with Dr. Walid Kazziha, Professor of Political Science,
American University in Cairo, 4 December 2008, Interview edn, Cairo.
Kennedy, P. 2009, Interview with Dr. Philip Kennedy, Faculty Director, New York
University Abu Dhabi, 10 March 2009, Interview edn, Abu Dhabi.
Khalaf, A. 2008a, Interview with Dr. Amin Khalaf, President, New York Chapter,
Worldwide Alumni Association of AUB, 15 July 2008, Interview edn, New York.
Khalaf, S. 2008b, Interview with Dr. Samir Khalaf, Professor of Sociology, American University of Beirut, 4 September 2008, Interview edn, 2008.
Khashan, H. 2008, Interview with Hilal Khashan, Professor of Political Science,
American University of Beirut, 27 August, Interview edn, Beirut.
Khattab, M. 2009. Interview with Myra Khattab, Outreach Coordinator, Michigan
State University Dubai, 9 March 2009, Interview edn, Dubai.
Khoury, P.S. 2008a, Interview with Philip S. Khoury, Vice Chairperson of the Board
of Trustees of the American University of Beirut, 24 April 2008, Interview edn,
Cambridge, MA.
20 | Dubai Initiative – Working Paper
Khouri, R. 2008b, Interview with Rami Khouri, Director of Issam Fares Institute
for Public Policy and International Affairs, American University of Beirut, 3
April 2008, Interview edn, Cambridge, MA.
Kiwan, F. 2008, Interview with Dr. Fadia Kiwan, Director, Sciences Po Beyrouth,
Université Saint-Joseph, 4 September 2008, Interview edn, Beirut.
Lenzen, C. 2008, Interview with Dr. Cherie Lenzen, Public Affairs Officer, United
States Embassy Lebanon, 4 September 2008, Interview edn, Beirut.
Mahoney, H.R. 2008, Interview with Haynes R. Mahoney, Counselor for Public
Affairs, Embassy of the United States of America, Cairo, 3 December 2008,
Interview edn, Cairo.
Martin, N. 2008, Interview with Nanci Martin, Associate Vice President, American
University in Cairo, 16 July 2008, Interview edn, New York.
de Masi, L. 2008, Interview with Dr. Lance de Masi, President, American University in Dubai, 4 March 2009, Interview edn, Dubai
McGreevy, P. 2008, Interview with Dr. Patrick McGreevy, Director, American University of Beirut, 1 September 2008, Interview edn, Beirut.
Mosbo, John. 2009, Interview with Dr. John Mosbo, Vice Chancellor for Academic
Affairs, American University of Sharjah, 3 March, Interview edn, Sharjah.
Moukalled, F. 2008, Interview with Fadl Moukalled, Acting Dean of the Faculty
of Engineering and Architecture, American University of Beirut, 29 August,
Interview edn, Beirut.
Nader, J.S. 2009, Interview with Dr. Jihad S. Nader, Provost and Chief Academic
Officer, American University in Dubai, 4 March 2009, Interview edn, Dubai.
Najjar, G. 2008, Interview with Dr. George Najjar, Dean of the Suliman S. Olayan
School of Business, American University of Beirut, 1 September 2008, Interview edn, Beirut.
Nawn, Kevin. 2009, Interview with Kevin Nawn, Assisant Professor of English and
Interim Chair of Liberal Arts, American University in Dubai, 4 March 2009,
Interview edn, Dubai.
Nizier, G. 2009, Interview with Guillaume Nizier, Head Librarian, Université Paris
Sorbone Abu Dhabi, 11 March 2009, Interview edn, Abu Dhabi.
Olson, M. 2009, Interview with Dr. Mark Olson, Assistant Professor of Sociology,
Gulf University for Science and Technology, 16 March 2009, Interview edn,
Kuwait.
Perlwitz, R. 2009, Interview with Dr. Ronald Perlwitz, Head of Languages and
Business Studies, Université Paris Sorbonne Abu Dhabi, 11 March 2009, Interview edn, Abu Dhabi.
Perry, F.L. 2008, Interview with Dr. Fred L. Perry, Professor of Research and Assessment, American University in Cairo, 4 December 2008, Interview edn,
Cairo.
Pike, S.L. 2009, Interview with Steven L. Pike, Counselor for Press and Cultural
Affairs, US Embassy Abu Dhabi, 10 March 2009, Interview edn, Abu Dhabi.
Porter, A.H. 2008, Interview with Ada H. Porter, Director of Communications,
American University of Beirut, Interview edn, New York.
Raif, R. 2008, Interview with Raymonda Raif, Director of Alumni Affairs, American University in Cairo, 4 December 2008, Interview edn, Cairo.
Rizk, R. 2009. Interview with Rizk Rizk, Director, Université Saint-Joseph Dubai,
9 March 2009, Interview edn, Dubai.
American- and French-Affiliated Universities in the Middle East as ‘Information and Resource Bridges’ to the West | 21
Ross, C.A. 2009, Interview with Dr. Carol A. Ross, Dean, Division of Student Affairs, American University of Kuwait, 19 March 2009, Interview edn, Kuwait.
Rugh, W.A. 2008, Interview with Ambassador William A. Rugh, Fletcher School of
Law and Diplomacy, 23 April 2008, Interview edn, Medford, MA.
Salama, A. 2008, Interview with Dr. Amr Salama, Counsellor, American University
in Cairo, 1 December 2008, Interview edn, Cairo.
Sfeir, A.A. 2008, Interview with Dr. Abdallah A. Sfeir, Vice President for Academic
Affairs, Lebanese American University, 28 August 2008, Interview edn, Beirut.
Snaith, A. 2008, Interview with Andrew Snaith, Vice President for Finance, American University in Cairo, 30 November 2008, Interview edn, Cairo.
Staal, T. 2008, Interview with Thomas Staal, Mission Director, United States Agency for International Development Lebanon, 4 September 2008, Interview edn,
Beirut.
Swanson, J. 2008, Interview with Dr. John Swanson, Associate Provost and Director of Core Curriculum & Acting Associate Provost for International Programs, American University in Cairo, 4 December 2008, Interview edn, Cairo.
Tolmachëva, M.A. 2009, Interview with Dr. Marina, A. Tolmachëva, President,
American University of Kuwait, 19 March 2009, Interview edn, Kuwait.
Westermann, M. 2009, Interview with Mariët Westermann, Vice Chancellor for
Regional Campus Development, New York University Abu Dhabi, 10 March
2009, Interview edn, Abu Dhabi.
Williams, R. 2009, Interview with Ronald Williams, Director of Internal Audit,
American University of Sharjah, 3 March 2009, Interview edn, Sharjah.
Yousef, T. 2009, Interview with Dr. Tarik Yousef, Dean, Dubai School of Government, 8 March 2009, Interview edn, Dubai.
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26 | Dubai Initiative – Working Paper
THE DUBAI INITIATIVE
The Dubai Initiative is a joint venture between the Dubai School of Government (DSG) and the
Harvard Kennedy School (HKS), supporting the establishment of DSG as an academic, research,
and outreach institution in public policy, administration, and management for the Middle East. The
primary objective of the Initiative is to bridge the expertise and resources of HKS with DSG and
enable the exchange of students, scholars, knowledge and resources between the two institutions in
the areas of governance, political science, economics, energy, security, gender, and foreign relations
related to the Middle East.
The Initiative implements programs that respond to the evolving needs of DSG and are aligned with
the research interests of the various departments and centers of HKS as well as other schools and
departments of Harvard University. Program activities include funding, coordinating and facilitating
fellowships, joint fellowships with DSG, internships, faculty and graduate research grants, working
papers, multi-year research initiatives, conferences, symposia, public lectures, policy workshops,
faculty workshops, case studies, and customized executive education programs delivered at DSG.
For more information, please visit us at www.dubaiinitiative.org
The Dubai School of Government (DSG) is a research and teaching institution
focusing on public policy in the Arab world. Established in 2005 under the
patronage of HH Sheikh Mohammed Bin Rashid Al Maktoum, Vice President and Prime Minister of the United Arab Emirates and Ruler of Dubai, in
cooperation with the Harvard Kennedy School, DSG aims to promote good
governance through enhancing the region’s capacity for effective public policy.
Toward this goal, the Dubai School of Government also collaborates with regional and global institutions in its research and training programs. In addition, the School organizes policy forums and international conferences to facilitate the exchange of ideas and promote critical debate on public policy in the
Arab world.
The School is committed to the creation of knowledge, the dissemination of best practice and the training of policy makers in the Arab world. To achieve this mission, the School is developing strong capabilities to support research and teaching programs including
• applied research in public policy and management;
• master’s degrees in public policy and public administration;
• executive education for senior officials and executives; and,
• knowledge forums for scholars and policy makers.