Regional External Programs AnnuAl report · Regional External Programs AnnuAl report 2016–17. 2...

Regional External Programs

AnnuAl report2016–17

Professional Coreof the region

rep.aub.edu.lb AUBREP

2

REP StaffHassan B. Diab, PhD Vice President for Regional External Programs (REP)Professor of Electrical and Computer Engineering

VP Office SupportIman Jurayj Wakim Contracts and Projects Information ManagerSamir Kfoury Projects Financial Manager

Roger Boulos Elias Aoun Boutros HawwaProjects Financial Assistant Driver Janitor

Iman TannirAdministrative Assistant

Pierre Dagher Messenger

Institutional ConsultingSami Gheriafi Director of Institutional Consulting

Afif TabshBusiness Development and Projects Manager

Lina Khayyat Sandy Haddad Zahraa ShaitoProjects Administrative Coordinator

Projects Administrative Coordinator

Projects Administrative Coordinator

Continuing Education CenterZiad ShaabanDirector of Continuing Education Center

AcademicHala BarakatAcademic ManagerMay Abu HaydarCEC Executive Secretary Corporate and Special ProgramsMarwan Al ArabiCorporate Programs ManagerSamer SalamOffice ClerkUniversity for Seniors (UfS)Maya Abi Chahine Amani ZeidanUniversity for Seniors Coordinator University for Seniors Program AssistantJournalism Training Program

Rabih BarakatJournalism and Communication Training Program Coordinator

3

REP Organizational ChartPresident

Vice PresidentREP Interfaculty Advisory Committee (RIAC)

Executive Officer

Office Clerk

Messenger

Director, Continuing Education Center

Contracts and Projects Information Officer

Projects Financial Manager

DriverProjects Financial

Officer

Director, Institutional Consulting

Appointed Faculty Coordinators

Executive Projects Manager

Business Development

Officer

Program Officer Assistant to the Director

University for Seniors Coordinator

Assistant Administrative

Assistant CEC Instructors

Corporate Programs Coordinator

AUB Projects Consultants

External Projects Consultants

AdministrativeProject

Coordinators

Technical Projects Coordinators

AUB Organizational Chart

President

Director of Physical Plant

Director of Facilities

Director of Benefits

AVP for Communications

HR Director - AUBMC

Vice President for Advancement

Vice President for Region External Programs (REP)

Director, Continuing Education Center

(CEC)

University Auditor

Legal Counsel

Board of Trustees

Dean of Student A�airs

Academic Support Units

Centers and Institutes

Dean FMDirector HSON

Dean FAS

Dean FHSDean FAFS

Dean SFEADean OSB

Provost

Assistant Secretary of the University

Title IX/EquityCoordinator

AUBMC Director / Chief Medical Officer

(CMO)

AUBMC Chief Finanical Officer

(CFO)

Chief Medical Information Officer

(CMIO)

AUBMC Chief of Staff (COS)

Direct of Nursing

Chief Facilities Engineer

Chief Quality and Compliance Officer

Director of Administrative Affairs

Director of Clinical & Patient Affairs

Executive Director of External Medical

Affairs

Executive Vice President for Medicine

and Global Strategy

AVP for Administration and Chief of Staff

Director of Human Resources

AVP Development

AVP Advancement Services

AVP Development and Alumni Relation

Director, Institutional Consulting

Director of Financial Planning

Chief Financial Officer (CFO)

Director of Auxiliary Services

Comptroller

Director of Procurement & Contracts Adminstration

Chief Information Officer (CIO)

Chief of Protection

5

Table of ContentREP Organizational Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3AUB Organizational Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

ExECUTivE SUmmARyIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Educational Consulting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Interim Placement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Executive Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Customized Training Programs and Capacity Building . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Continuing Education Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21REP Strategic Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

SECTiOn OnEREP Operations 24

CHAPTER OnEIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Regional External Programs: A History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

CHAPTER TwOREP Advancing AUB’s Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Strategic Institutional Contributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Contribution to AUB Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30REP’s Contribution to the Elevation of Higher Education in the MENA Region . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31REP Contributions to the Corporate World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Strategic Financial Contributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Regional and International Media Exposure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Scholarship endowment for CEC’s top students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Expanding AUB’s Impact in Lebanon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

CHAPTER THREEClients’ Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

CHAPTER fOURREP Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Faculty of Agriculture and Food Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Faculty of Arts and Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45UNESCO: Adaptation of the Massively Open Online Course on Media & Information Literacy (MIL MOOC) . . . . . . 46Olayan School of Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Faculty of Engineering & Architecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Faculty of Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Faculty of Health Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Multi-Disciplinary Projects & Academic Support Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

CHAPTER fivETriangulation Initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

CHAPTER SixREP Fund Raising New Initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59REP Naming Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

6

CHAPTER SixREP Committees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61REP BoT Sub Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62REP Interfaculty Advisory Committee (RIAC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63REP Consultative Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Abdul Hamid Hallab Service Excellence Award Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

SECTiOn TwOCEC Operations 66

CHAPTER OnEExecutive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Number of Students and courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Graduation Ceremony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

CHAPTER TwONew Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Green Buildings and LEED Rating System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72Lebanese Sign Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72Cinematic Arts Diploma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72Arabic and Oriental Music Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72The Revised Project Management Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72Key Account Management Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

CHAPTER THREEEvents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

CHAPTER fOUR New Initiatiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76Accreditation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77CEC Online Portal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

CHAPTER fivE New Endowments and Scholarships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78WAAAUB Abu Dhabi Chapter Endowment Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Aisha Al-Mana Endowment Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Syrian Refugee Educational Fund at AUB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Arab Student Aid International Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

CHAPTER Six Corporate Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80Aviation Management Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81Aviation Management Diploma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Pharmaceutical Business Management Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Future Developer Summer Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Genius Mind Summer Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Real Estate Brokerage Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Taxation Diploma Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Summer Program for AUB Alumni Children (SPAAC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Step-Up Program Intensive Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86English for law and legal studies Intensive Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

7

CHAPTER SEvEn CEC Activities Abroad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87Ministry of Health in Dubai, UAE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88Leap to Success in Saudi Arabia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88EduVision in Abu Dhabi, UAE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

CHAPTER EigHT Journalism and Strategic Communication Training Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Media Law and Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90Investigative Journalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90Basic Journalistic Writing and Reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Advocacy and Cyber Activism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Strategic Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

CHAPTER ninE University for seniors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93Activities in 2016-2017 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Program Evolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Long-term program objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96The University for Seniors through the words and faces of our members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97University for Seniors in the news . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

SECTiOn THREEREP Marketing Plan 100

SECTiOn fOURStrategic Initiatives 103

FIRST STRATEGIC Initiaitve Continuing Education On-line Platform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105SECOND STRATEGIC Initiative Regional External Programs GCC Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108THIRD STRATEGIC Initiative AUB Foundation Program in the Gulf Cooperation Council Countries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

SECTiOn fivEOur Performance in the year 130

CHAPTER OnEREP Performance in 2016–17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131New Projects Acquired . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132REP Projects Managed in 2016–17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133Geographic Spread . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138Faculty Involvement in REP Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144Man-days Delivered and Billed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147REP’s Client Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148IT Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

CHAPTER TwOREP/CEC Financial Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

8

Face Value . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156Net Revenue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

CHAPTER THREEREP Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160KPI Comparison Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161Overall 2016–17 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

SECTiOn SixLooking Ahead 164

CHAPTER OnELooking Ahead to 2013–17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165Looking Ahead . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166OUR NEXT 40 YEARS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

APPEnDix AMeet the Team 168

9

List of figuresFigure 1: The phases in the life of REP office since establishment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Figure 2: Distinguished Regional External Program consultants honored with Hallab Service Excellence Award at AUB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Figure 3: Client experience with AUB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Figure 4: Clients’ satisfaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Figure 5: Opportunities provided to consultants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Figure 6: Consultants’ satisfaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Figure 7: Consultants’ views about REP clients . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Figure 8: PNU-CETL Offerings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Figure 9: CEC Student Count . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Figure 10: CEC course count . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Figure 11: UfS memberhsip count . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Figure 12: UfS Offering count . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Figure 13: UfS Mailing List subscribers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Figure 14: Organizational structure forecast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113Figure 16: REP projects (per country of impact) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139Figure 15: Geographic spread (by country of impact) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140Figure 16: Geographic spread (by location) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140Figure 20: REP projects valued above $500K . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141Figure 21: REP projects valued between $100K and $500K . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142Figure 22: REP projects valued less than $100K . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143Figure 17: Number of AUB consultants involved in REP projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145Figure 18: Percentage of instructional faculty members involved in REP projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145Figure 19: Multi-disciplinary projects (percentage of total projects) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146Figure 20: Distribution of projects portfolio per faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147Figure 21: Man-days delivered and billed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148Figure 22: Client profile by sector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148Figure 23: Percentage of repeat client (5-year comparative) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149Figure 24: Project implementation process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151Figure 25: Consultancy agreement (CA) approval process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152Figure 26: Consultancy compensation request form (CCRF) approval process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153Figure 27: Overall REP operations face value (including CEC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156Figure 28: Overall REP operations face value (excluding CEC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157Figure 29: Face value of new business acquired (including CEC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157Figure 30: Face value of new business acquired (excluding CEC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158Figure 31: Net Earnings (including CEC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158Figure 32: Gross earnings (excluding CEC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159Figure 33: Comparison overview of non-financial KPIs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161Figure 34: Comparison overview of financial KPIs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161Figure 35: Select KPI results in 2016–17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163

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List of TablesTable 1: PNU training workshops ..................................................................................................................................... 16Table 2: REP naming opportunities .................................................................................................................................. 60Table 3: Summary of strategic initiatives ......................................................................................................................104Table 4: Rollout of CEC on-line courses .........................................................................................................................106Table 5: Summary of revenues and expenses ..............................................................................................................106Table 6: Five-year budget .................................................................................................................................................107Table 7: Projected revenues and expenses for the GCC office ..................................................................................109Table 8: Detailed breakdown of revenues and expenses ..........................................................................................109Table 9: Structure of the foundation program ..............................................................................................................111Table 10: Foundation program curriculum: Level I .....................................................................................................115Table 11: Foundation program curriculum: Level II ....................................................................................................115Table 12: Foundation program curriculum: Level III ...................................................................................................115Table 13: Foundation year program in mathematics ..................................................................................................120Table 14: Foundation program structure ......................................................................................................................125Table 15: financial projections for the foundation program .....................................................................................127Table 16: financial projection assumptions .................................................................................................................128Table 17: Estimates of office space................................................................................................................................129Table 18: New projects in 2016–17 .............................................................................................................................133Table 19: Total projects in 2016–17 ............................................................................................................................138Table 20: List of countries of impact with number of projects in each country .....................................................138Table 21: REP Projects valued over $ 500K .................................................................................................................141Table 22: REP projects valued between $100 and $500K ......................................................................................142Table 23: Active REP projects less than $100K ..........................................................................................................143Table 24: Faculty involvement in REP Projects ............................................................................................................144Table 25: REP secondees ................................................................................................................................................146Table 26: Distribution of projects portfolio per faculty (5-year comparative) .......................................................147Table 27: Client profile by sector ....................................................................................................................................149

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MESSAGE FROM THE PRESIDENT

The Office of the Vice President for Regional External Programs (REP) of the American University of Beirut (AUB) leads a major strategic arm of our mission. Through REP, we are able to expand our economic, academic and intellectual footprint far beyond the physical walls of this University. That is particularly critical these days, when a great university must do more than just educate legions of outstanding students; in fact the mantra of the truly great university in the 21st century must be that of an institution that can positively impact its nation, its region and the world.

In the past several decades, over the past 40 years since its birth, REP has been the catalyst to develop key strategic alliances most particularly in the Arab World and the Gulf. These have led to the birth of several outstanding new not-for-profit higher education institutions in the MENA region. These include major universities in Bahrain, Oman, Saudi Arabia and United Arab Emirates, among other countries. However, our goal and our intention for REP in the decades to come, is not only to expand and enhance our academic impact, academic footprint, but to also build key strategic business and academic relationships through the Arab world and beyond. Our intent is to position REP to furthermore develop our mission such that we can also collaborate with strategic governmental and industrial entities in addition to academic ones in order to enhance our impact and extend the reach of our influence. Key strategic partnerships will be explored further East and further West than our prior efforts without reducing our focus or influence in the Arabian Peninsula.

Our goals through REP are not only to become the preeminent purveyor of new knowledge, but also the translation of that new knowledge towards societal impact, such that discoveries made on AUB campus can be implemented across the globe. By discoveries, we mean that we intend to bring forward outstanding new ideas and leverage the required strategic alliances that will allow such new knowledge to see the light of day. It is only by leveraging REP’s new and old strategic alliances that we can achieve the desired economic, intellectual and yes indeed academic impact on the globe to make AUB a globally high impact university.

AUB aspires to be a game changer, not just in the region but also in the globe. To do so will expand REP services. Wherever there are opportunities to make an impact in the Far East, in South America, in Europe or anywhere we feel that AUB can be a transformative force, we will look at means to effectively deploy the strategic arm of REP in order to enhance our effect. Whether in distance learning for our senior citizens, or in developing meaningful on-line educational initiatives that can disseminate AUB’s world class educational missions as broadly as possible, or in strategic alliances with partners new and old, through academic alliances, international community based initiatives, or via new corporate collaborations, REP is perfectly placed to help take AUB’s mission and vision further than it has ever been before.

Professor Fadlo R. Khuri, MD President, AUB

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MESSAGE FROM THE VICE PRESIDENT

The Office of the Vice President for Regional External Programs (REP) of the American University of Beirut (AUB) represents the university’s entrepreneurial and outreach arm. Founded in 1976, REP’s mission is to “Provide the Middle East and North Africa (MENA) region and beyond with world class professional services covering the entire scope of academic and professional expertise available at the American University of Beirut in a manner reflecting AUB core values and its commitment to service excellence”.

Since the rise of the Arab Spring in 2011, the Middle East and North African (MENA) region continues to be shadowed by a heavy cloud of uncertainty and instability. Throughout the past six years, we have seen wars rage and subdue in certain countries, riots and civil strife erupt and continue in others, whereas AUB continues its academic mission of education, tolerance, acceptance of the other, dialogue, and many other values contrary to what the MENA region portrays. During the past six years, government spending on military and defense increased exponentially at the expense of the most obvious and greatly needed: Education. This sad reality adds up to the deterioration in the quality of education and the educated in our part of the world; a region where more than 60% of its population are youth below the age of 21.

However, amidst all this darkness shines the light of AUB, The University that exhibited resilience and commitment to advancing its academic mission of quality education. The Office of REP carries that mission on its shoulders as we continue our AUB in diaspora ambassadorial role. In this report, you will come across many opportunities where AUB has been impactful and swims against the tide. In 2016-17, we have been engaged in 77 projects worth of $13.8 Million, in 12 countries, 17 cities, engaging 200 consultants who delivered 2,227 consulting days. Our Continuing Education Center (CEC) delivered 252 courses to 2,273 students. Our University for Seniors (UfS) offered 48 offerings to 289 members of our community of seniors. Our engagement in Educating Syrian Refugees in Lebanon and projects benefiting the countries in turmoil exhibits commitment to humanity. In conclusion, our performance measures in this report, in comparison to the situations in our region, displays how light defeats darkness, and hope defeats despair.

As we look ahead, we are determined, more than ever, to continue our goal of advancing AUB’s academic mission while transforming every institution and individual coming our way. We will explore new territories and overcome every obstacle to fulfill our Founding Father’s dream for the people of the Middle East and beyond “that they may have life, and have it more abundantly”.

Professor Hassan B. Diab Vice President for Regional External Programs, AUB

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executive SummAry

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EXECUTIVE SUMMARY

introductionREP are the three letters by AUB that symbolize the conduit for disruptive innovation in the region and beyond. It is the wide portfolio of services ranging from establishing or assisting higher education institutions; to capacity building and technical assistance projects to governments, NGOs and international organizations; to continuing and executive education to private sector entities that differentiates AUB from all other some 1500 universities in the Arab World. From Research and External Programs in 1982 to Regional External Programs in 1997 to Consulting and Corporate Relations in 2015, REP remains the entrepreneurial arm that makes AUB impactful in the region beyond higher education.

In four decades since its birth, REP grew to become the worthy ambassadorial arm of AUB across the MENA region and beyond that rose AUB’s visibility to a world class provider or academic consulting, a blue ocean where no other similar institution in the world have done. The mission of REP continues to be Advancing AUB’s Academic Mission through serving the region and beyond, thus fulfilling the Founding Father’s dream for the people of the Middle East and beyond “that they may have life, and have it more abundantly”.

This full version of the 2016-17 annual report unfold the story of REP performance during the year extending from July 1, 2016 until June 30, 2017. It also portrays notably outstanding performance in spite of the stringent economic strain in the MENA region, the political instability between GCC sister states, and the continued security unrest in the world. The most evident challenge in our field of operation is the introduction of income tax and value added tax in Saudi Arabia as well as the United Arab Emirates leading to significant pressure on our competitiveness as a foreign entity. Moreover, numerous steps were taken to levy indirect taxes on individuals including, but not limited to, increase in health insurance and introduction of co-payment for primary and tertiary health care services in Kuwait. Increase in residency fees for all expatriates and their dependents in Saudi Arabia. The continued elevation of security and political instability in Yemen and Bahrain respectively, among many. To top it all, the introduction of regulatory compliance with US Federal laws concerning specially designated nationals led to the loss of approx. $0.5 Million single project as well as the suspension of another continuing one in Saudi Arabia.

Given all the above, we managed to generate $5.6 million in new business, and maintain a portfolio of $13.2 million in face value of projects, and generate a Net Revenue of $2.5 million (10% increase since last year). Additionally, we have generated more than $1 million in additional revenue to AUB consultants against their time and efforts in REP projects.

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EXECUTIVE SUMMARY

Educational Consulting

Interim Placement

Educational ConsultingTraining

Programs

Continuing Education Executive

Education

The portfolio of academic consulting clients in 2016-17 was 28 clients with an overall projects face value of $10 Million. AUB provided numerous and diverse services to each client and engaged a number of faculty members and staff in their own area of specialization. These projects covered 13 countries in 17 locations.

The following provides a description of some of the major REP projects during 2016-17. The list of the projects is found in the respective section of this report.

AhfAd University for Women (AUW)

Ahfad University for Women is positioned in a dear spot in the hearts of all REP team and consultants of many considerations. First because AUW is a university for Women in a region which is dire for women empowerment. Second because AUW is a not-for-profit university in an area of for-profit-private universities. Third because AUW follows the US liberal arts higher education model that AUB supports and propagates across the MENA region. All those combined make the work with AUW a uniquely special one.

The relationship between AUW & REP that dates back to 2007 has always been and still is rewarding. AUB has been engaged to provide academic consulting to its existing Nutrition, English, General Education, Health sciences programs. We continue to provide academic support consulting to the Registrar and Admission offices as well as student affairs and Center for Teaching and Learning. On the non-academic support units, we have been revitalizing and restructuring the Finance, Human Resources, Physical Plant, and other critical departments.

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EXECUTIVE SUMMARY

Princess noUrAh bint AbdUlrAhmAn University (PnU)

PNU signed an agreement to provide academic consulting to the Deanship of Development and Skills Enhancement to establish Faculty Learning Community in PNU and provision of highly customized academic consulting to leverage the skillset of select faculty members to become Ambassadors and subject matter experts in knowledge transfer to fellow faculty members on effective teaching and learning methodologies. The project’s technical management is entrusted to AUB’s Center for Teaching and Learning.

Twenty-One training workshops will be offered as part of the whole development process.

YEAR 1 YEAR 2

Trainer and facilitation skills Power relationship, effective feedback and communication skills

Needs analysis Strategies that motivate students to learn

Design and evaluation of training Cutting edge techniques of creative teaching

Syllabus design Flexible learning

Assessment reassessed Mentorship and apprentorship

Teaching with technology Peer observation

Active and peer-led learning Reflection on learning

Flipped learning Action research

Interactive teaching and learning in higher education Scholarship of teaching and learning (SoTL)

Critical and creative thinking

Training skills

Table 1: PNU training workshops

AUB’s mandate is not merely limited to training workshops, but it extends to delivery of trainer manual and trainee manual as well as educational videos and exposure to e-Learning techniques using PNU’s Blackboard application. Although training delivery is in Arabic language, the documentation is available in English and Arabic languages.

MOHAMMAD AlMANA’ COllEGES OF HEAlTH SCIENCES

MACHS signed a three-year agreement to provide academic consulting services to support academic and administrative programs, departments and services. The focus of the consultancy agreement span over the institutional level as well as the various schools and programs. A high-level summary is included below:

> Institutional Level:ο Recruitment of faculty and administrators in key positionsο Professional services and developmentο Interim placement of senior faculty, dean and/or vice dean as requested by MACHS

> School of Nursing:ο Accreditation Readinessο Nursing simulation Trainingο Specification, Set up and Training on Operating Nursing Simulation Laboratoryο Review of post graduate programs

> Support Units: Conduct operational review and assessment of the different academic and administrative support

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EXECUTIVE SUMMARY

services with detailed action plans for improvement at each level where applicable. The units under review are:ο Academic Units

– Registrar– Admissions– Financial Aid– Student Recruitment– Library

ο Administrative Units/services– Strategic Planning– Information Technology– Human Resources– Finance– Budgeting– Physical Plant

> Review of Programs:ο Review of the existing seven programs in X-ray, Dental Assistant, Physiotherapy Assistant,

Respiratory Assistant, Anesthesia Assistant, Health Care Management, and Medical Coding & Transcript.

The uniqueness of this project is that it is agile with possibility of frequent changes in scope and priorities depending on the outcomes of each visit. The project yielded in a secondment of a Registrar specialist for a 6-months period that started after the end of this reported year.

interim PlacementIn the past years, we used to call AUB faculty or staff who are on a mission to work for our clients on a full-time basis as Secondment, whereas the non-AUB faculty or staff who are employed by AUB to work for our client on a full-time basis as Adjunctment. In recent years, we noted that the market appreciates and identifies with the term Interim Placement, and as such, we have adopted it.

In 2016-17, Dr. Riad Chedid served as Acting President for Rafik Hariri University (RHU) for three years. His final third term ended in January 2017. Dr. Chedid not only led RHU to new heights, but he made a considerable impact in turning it around from a university to declining enrolment and fading academic reputation to a star in its area of operation in South of Lebanon.

The RHU Board of Trustees headed by Mrs. Nazek Hariri, spouse of late PM Rafik Hariri, commended the excellent work made by Dr. Chedid and noted the following:

1. RHU has achieved further success in student enrollment this [2015-16] year by attracting around 260 new students, an increase by 57% compared to 166 students registered in fall 2013-2014, the year receding Dr. Chedid’s appointment. In 2014-15, 288 students joined RHU.

2. The BOT of RHU highly values AUB’s contribution through REP and decided to extend the collaboration with REP beyond the current technical support agreement.

3. The BoT of RHU and all its members collectively recognize the contribution of AUB and Dr. Riad Chedid to RHU in light of the great improvement in university affairs at all levels.

It is noteworthy that Dr. Riad Chedid’s interim placement included the signature of two contracts that overlapped during 2016-17.

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EXECUTIVE SUMMARY

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EXECUTIVE SUMMARY

Executive EducationExecutive Education (Exec-Ed) is the flagship of the capacity building, training, workshops and the like, and is classified separately over the years due to the high impact and the financial returns it generates to the Suliman S. Olayan School of Business. Although it is heavily concentrated in OSB. In 2016-17, REP had Three Exec Ed projects with face value of over $1 Million. The number and scope of the Exec-Ed projects were limited due to organizational restructuring that took place at OSB that resulted in the recruitment of new leadership.

The three projects at hand were conducted in Lebanon and abroad with impact spanning across the MENA region. The projections for the Exec-Ed projects and revenue for the coming years are ambitious with a full and complete synchronization with the leadership of OSB represented by its Dean Dr. Steve Harvey and his team.

Johnson & Johnson middle eAst fZ-llc: inventory mAnAgement ProgrAm FOR JANSSEN PARTNERS

The Program, customized based on the needs of the Ministry of Health in Iraq, is offered to a cohort of 21 health care professionals to provide optimal therapeutic care for oncology and hematology patients in Iraq. The Program was based on a needs assessment subsequent to a gap analysis to identify the need and further validate the initial finding. The outcome of the needs assessment is reflected in the design and content of the Program.

bAnk AUdi: AdvAnced mAnAgement ProgrAm – cohort ii

The Program was offered over a total period of 30 days to a second cohort of 20 Bank Audi managers. This is a continuation of the same program started three year ago, and will likely to repeat with new contracts because of the benefits to the internally groomed leadership within Bank Audi.

Key Objectives:

> Effectively lead & manage people

> Embrace & drive change initiatives

> Create & deliver customer value

> Gain the confidence to make decisions needed to succeed

> Be exposed to different functional areas

The Program is meant to harness the business acumen of high potential managers in their preparation to possibly assume higher leadership positions within their organizations.

The list of the projects is found in the respective section of this report.

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EXECUTIVE SUMMARY

Customized Training Programs and Capacity BuildingOne of the most significant areas of impact for AUB is the capacity building and training programs that we conduct apart from ExEd and Academic Consulting. There were a number of technical assistance activities that included a significant amount of training and capacity building.

leAders for democrAcy felloWshiP (ldf)

AUB entered into an agreement with World Learning Inc., a not-for-profit entity based in Washington, DC, to bid and win the State Department’s flagship Middle East Project Initiative program to train civil society and democracy advocates from the MENA region. The LDF program was offered to two cohorts of activists from eight MENA region countries. The focus of the program is on democracy, communication, conflict resolution, civil society activism, among other topics that are of great value to our MENA region.

AUB received confirmation that we were awarded a 3-year contract to run LDF in the coming three years with high probable funding for an additional two years.

dAr JAnA internAtionAl school (dJis)

The American University of Beirut (AUB) tailored a Teaching Certificate program for the Dar Jana International School Pre-School, Grades 1-3 teachers, and Grades 4-12 teachers in Jeddah, KSA. The program aimed at building the knowledge base of participating teachers in accordance to best practices in modern education and in line with particular effective teaching principles.

The Program topics focused on strengthening the teaching skills of K-12 teachers as it is designed to cater across different subject matters and across all class levels. Both DJIS and DJIS teaching faculty benefited from this program since it was designed to be directly applied in practice allowing for an immediate return on investment for all parties.

Moreover, at the end of this program, the attendees underwent an assessment that entitled DJIS’ faculty to receive an AUB certificate of completion in Teaching. Additional cohorts are planned in the coming year.

TECHNICAl ASSISTANCE TO SuPPORT YOuTH DEVElOPMENT IN lEbANON

In partnership with British Council office in Lebanon, AUB entered into a technical assistance project to provide support to the Lebanese Ministry of Youth & Sports, Youth Parliamentary Committee and other Ministries with the potential to play leadership roles in relation to youth, as well as with the Youth Forum to develop their capacities (operation and Strategic), so that they can take a dual approach to youth development.

Non-Key experts are identified and recruited to work on carrying out an organizational diagnosis for the operational and administrative functions of the Ministry of Youth and Sports in Lebanon, in relation to youth development, effective youth policy and youth decision-making and developing an intervention strategy with an action-oriented plan and associated performance measures for the ministry; Redefining the mandate, mission and vision of the youth forum in the implementation and monitoring of the national youth policy in Lebanon and in promoting positive youth development; as well as Developing the information and knowledge management systems and mechanisms to support its administrative, strategic and outreach activities.

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EXECUTIVE SUMMARY

Unicef’s trAining of trAiners cAPAcity bUilding on inter-PersonAl COMMuNICATION

The Faculty of Health Sciences provided technical support to develop and conduct training of trainers’ orientation on Inter-Personal Communication to UNICEF partners in Lebanon. The training was for the following groups of individuals:

> 59 UNICEF partners from the Education sector,

> 14 participants from Lebanese Ministry of Education and Higher Education.

> 27 trainees of Development Services’ Centers at the Ministry of Social Affairs;

> 26 participants from Caritas;

> 22 participants from three NGOs (Caritas, Save the Children and IRC) that provide hotline services;

Additionally, there were nine workshops on effective IPC and community mobilization to 224 field workers from different regions of Lebanon.

MEDICAl WElFARE TRuST FuND’ HEAlTH CARE ASSISTANCE

In collaboration with AUBMC and the Hariri School of Nursing of the Faculty of Medicine, a team of trainers administered and coordinated the training of two cohorts of health care professionals from Palestine in the following areas:

> 10 healthcare professionals in Emergency Care Nursing

> 6 healthcare professionals in Adult Oncology Nursing

> 4 healthcare professionals in Operating Room Nursing

> 8 healthcare professionals in Critical Care Nursing

The list of the projects is found in the respective section of this report.

Continuing Education CenterThe Continuing Education Center (CEC) is undergoing major efforts to position itself as a niche continuing education center not only in the region but worldwide. In a bold move, the REP leadership is pursuing accreditation for the CEC operation and programs as well as full on-line CEC offerings that are first-time initiatives in the region and at AUB respectively.

The Accrediting Council for Continuing Education and Training (ACCET) is a US accrediting body for all vocational and avocational training centers in the US. The benefit from seeking ACCET accreditation is to stamp the seal of quality on the CEC operations and programs from one end, and to have access to federal funding for avocational training programs to be accessible and available in the region.

The on-line courses and programs is an initiative to test the grounds for future for-credit courses at AUB. CEC today is the testing grounds for on-line courses. This year-long effort led by CEC included meticulous collaboration with various departments at AUB including the Registrar, Admissions, Finance, Information Technology, as well as the various faculty members.

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EXECUTIVE SUMMARY

HISTORICAl OVERVIEW

Today’s CEC was initially established in 1970 as the administrative & coordinating center for the extension services of the university, also known as the Division of Extension and Special Programs. The Division of Extension and Special Programs used to report to the Provost Office until 1976 when the Division of Education & Extension Programs (DEEP) was established. The Office of Extension Programs continued under the umbrella of DEEP until Spring of 1983 when it became part of the Office of the Vice President for Regional External Programs. In 2002, the Office of Extension Programs became the Continuing Education Center (CEC).

The Continuing Education Center (CEC) is a key strategic unit within the REP office that is engaging more than 2100 students’ offerings 230 courses (certificate, diploma, non-certificate courses, and social corporate responsibility activities) in 13 different programs from Courses to Certificates and Diplomas delivered by a team of 60 instructors. The CEC also delivered a number of seminars to raise the awareness about CEC and community related services.

The CEC has launched its Corporate Programs services in 2014 which yielded a considerable impact and visibility to AUB, particularly with the Syrian Refugees through the attracting of a corporate program with SPARK, a Dutch Non-governmental humanitarian organization that develops higher education and entrepreneurship to empower young and ambitious people to lead their conflict affected societies into prosperity, that funded the delivery of intensive training program to 250 Syrian Refugees.

The Syrian Refugee Educational Fund at AUB signed by the end of fiscal year 2016-17 will secure funding in the order to approximately $2.5 Million for a period of five years to educate approximately 1,700 Syrian Refugees in Lebanon. The programs sponsored in this fund are Teaching Certificate, Professional Certificates, as well as, English language. The Teaching Certificate program offers five different certificates in Early Childhood Education; Special Needs Education; Elementary School Education; Middle School Education; and Secondary School Education. The targeted group is schoolteachers. The Professional Certificate program offers three certificates in Office Management; Essentials of Business; and Associate Project Management certificate. The target group of this category are university dropouts of university graduates. The English Language program targets various individuals for the purpose of leveraging their English language skills and enable them to communicate effectively in English.

OFFERINGS

The CEC offers a multitude of professional development programs distributed under four main categories:

Term Based Programs

Offerings are term-based, fall, spring, and summer where the courses are 42 hours long where students attend classes after working hours. Students can take up to two courses per term and some of courses culminate to a certificate, minimum of four courses, or diploma minimum of eight courses in different disciplines such as business, information technology, and others. Currently CEC has 25 certificates, 5 diplomas, and more than 200 courses.

Corporate Programs

The Corporate unit at the Continuing Education Center was established in July 2014 in order to provide flexible and customized training solutions to individuals and organizations from different professional backgrounds. Since its inception, we successfully served more than a thousand students and in-service professionals from a diverse client base in fields like Aviation Management, Real Estate Brokerage, Soft Skills, Pharmaceutical Management, International Computing Driving License, Early Childhood Education, Interior Design, and Taxation among others.

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EXECUTIVE SUMMARY

Special Programs

These programs include specialized and community oriented programs including but not limited to NGO Leadership, Custom-tailored program for people with Down syndrome (Step-Up) among others.

University for Seniors

The University for Seniors is a pioneering program with and for older adults (aged 50 and above). It aims to create a new and positive face of aging in Lebanon and the region, one where older adults are intellectually and socially engaged, energized to learn new things, and active contributors to their communities. This program has been hosting yearly growth in its registrations, donations and topics covered.

STRATEGIC NExT STEPS

Accreditation

CEC start the process of the accreditation with the Accrediting Council for Continuing Education and Training (ACCET) that would entail maintaining high standards that guarantee quality continuing education.

The accreditation process started with three programs: Human Resource Management diploma, Marketing Management diploma, and Office Management certificate.

CEC Online

In accordance with the strategic plan that was set by the Continuing Education Center (CEC) to answer the challenges that it is facing, namely the security instability in the region, and in order to compensate on the resulting loss of GCC prospects, it was decided that the CEC starts offering the online courses.

The implementation of this initiative will have positive impact on CEC and the prospective students. It will benefit AUB via an increased visibility, increase in number of students and reach out to bigger target market. Moreover, it will provide students with access to CEC courses anywhere, anytime in a low cost and flexible manner.

REP Strategic PartnershipsThe Office of REP has been actively pursuing strategic partnerships with major international development organizations to build on the competitive advantage of AUB’s positioning as a key benefit and strategic partner in the major development projects that are funded in the MENA region. With particular emphasis on our institutional capabilities, REP has built a strong presence for AUB with the World Bank, United States Agency for International Development, European Union, Middle East Project Initiative office of the United States Department of State, among other international funding agencies with the purpose of widening AUB’s sphere of opportunities and global impact.

Section onerep operations

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chApter oneIntroduction

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CHAPTER ONE

REP is the story of creativity and boldness. Against all odds, the University’s Board of Trustees decided to take AUB outside its walls and its geographic borders. The destination was not outside Ras Beirut campus to Jean D’Arc or Hamra streets. It was neither to another location outside Beirut city. It was a decision to take AUB abroad. A decision to establish AUB in diaspora, as Professor Makhlouf Haddadin recalled in an interview a year ago. REP today is the strategic arm of AUB extending beyond all imagination and engaging in virtually any and every professional expertise available at AUB. It is quite a unique story indeed.

Regional External Programs: A HistoryAUB’s Regional External Programs, initially established in 1975 as the AUB Services Corporation (AUBSCO), was the brainchild of the late Dr. Najib Halaby, who was then Chairman of AUB’s Board of Trustees (BOT). As the civil war broke out in Lebanon, Chairman Halaby worried about how AUB would be able to preserve its regional position. Prior to the war, almost half of the University’s students came from countries other than Lebanon, and there was widespread agreement that this diverse student body was an important part of what made AUB unique. Chairman Halaby and others - including Professor Abdul Hamid Hallab of the Faculty of Agricultural and Food Sciences who has been involved with REP since the outset - knew that the University would no longer be able to attract students from the region. They hoped, however, that by creating the Office of Regional External Programs (REP) they could open a pathway for AUB to extend its presence into the region. This decision resulted in strategic advancements for the university with various institutional benefits.

Establishing REP was a feasible way to help the University remain locally viable and regionally engaged during the war. The rationale was that by putting the professional skills of its academics to work, AUB would be able to hold on to as many of its faculty members as possible and simultaneously retain its regional stature.

Already existing at the time was the AUB Services Corporation (AUBSCO), which Chairman Halaby viewed as the ideal organization to serve the region as the precursor for REP. AUBSCO, which had been created in 1975 as an independent legal entity and incorporated in the state of Delaware, was solely owned by AUB but had its own Board of Directors chaired by AUB BOT Chair Halaby, and included Trustees Kamal Shari, Ali Ghandour, and Fouad Bardawil as members.

In taking action to realize his plan, Chairman Halaby asked Professor Hallab to become one of AUBSCO’s two vice presidents, along with Professor Nadim Haddad of the Faculty of Health Sciences. In the late 1970s, the Board of Trustees decided to dissolve the AUBSCO affiliate and place its activities under the auspices of the University. What eventually became REP was first formed in 1979 as the Research and Development Administrative Center (RADAC) under the directorship of Professor Hallab. By the early 1980s, as Halaby’s operational planning took shape and prospects for work in the region began to emerge, the name of the organization was changed once again from RADAC to the Vice President’s Office for Research and External Programs (1980) headed by VP Hallab, and then finally and permanently to the Office of the Vice President for Regional and External Programs (1997). This resulted from exporting REP’s operations pertaining to the research component to a new independent Office of Grants and Contracts (OGC) that reports directly to the Provost.

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REP leverages on the academic/professional competence of our faculty and staff at AUB and AUBMC, and have established itself as one-of-a-kind academic consulting entity in the region.Advancing AUB’s Academic Mission and Life Long Learning

Figure 1: The phases in the life of REP office since establishment

OUR BirthEstablished by BOT

1976AUB Services Corporation (AUBSCO)

1979Research & DevelopmentAdministrative Center (RADAC)1982

Research & External Programs (REP)

2015REP: Consulting & Corporate Relations

1997Regional External Programs (REP)

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The first contracts were concluded in 1976 in Bahrain with the Ministry of Health and in the Kingdom of Saudi Arabia (KSA) with the government. The Bahrain contract was to help establish the Ministry of Health’s College of Health Sciences, Office of Professional Standards and Systems Analysis, and the Family Practice Residency Program. The contracts in the Kingdom of Saudi Arabia culminated in a US$30 million, four-year (1982-86) contract to assist the Saudi Ministry of Agriculture and Water Resources in the development of regional agricultural research centers, and to provide ongoing advice to individual department heads in the Ministry. The on-site team grouped over 50 professionals possessing expertise in agriculture, engineering, and economics.

Although REP was initially established to provide services to the region, it has always had an extensive presence in Lebanon. In addition, REP manages AUB’s Continuing Education Center (CEC), a community outreach program offering courses at an affordable price since the 1970s and hold training seminars and workshops in various disciplines for Lebanon and the region. REP’s CEC upholds AUB’s motto “so that they may have life and have it more abundantly” by extending the resources of the University into the community and region to provide high quality educational opportunities for people of all educational and professional levels.

Furthermore, AUB’s strategic plan states that CEC will play a role in revitalizing AUB’s commitment to serve its local and regional community by attracting more regional students from diverse backgrounds through professional programs. Today, in addition to the 15 full-time REP staff and the 130 consultants that REP oversees, REP also administers the Continuing Education Center, which includes over 2,000 students and 60 instructors. With over 74 projects per year in 20 countries, REP has significantly contributed to the visibility of AUB through regional and international media exposure. REP activities not only provided visibility and funds to AUB, but also led to other institutional strategic contributions such as:

> Facilitating fund-raising efforts such as the US $200,000 CEC scholarship fund donated by Mr. Kamil Sadeddin provided for two consecutive scholarship funds at US $100,000 per fund, as well as the US$ 5.5 million previously donated by Prince Alwaleed Bin Talal Bin Abdulaziz Alsaud to establish the Center for American Studies and Research (CASAR) resulting from a previous REP project (Kingdom Schools in KSA). More recently was the two endowments by Dr. Aisha Almana’, President of Mohammad Almana’ College of Public Health (MACHS) amounting to $2 Million to the Hariri School of Nursing and $0.5 Million to the Continuing Education Center of REP. Additionally, a $100K endowment scholarship was made to the CEC by the WAAAUB Abu-Dhabi Chapter.

> Attracting students from the region (graduate and undergraduate) resulting from contacts and visibility acquired from the implementation of REP projects in the GCC.

> Strengthening the academic program at AUB by allowing AUB consultants to use their work for REP for research as well as teaching purposes in the form of case studies (e.g. English, Education, Business, etc.); Field-based research program that focuses on the effectiveness of using a range of technological models and tools such as the WebQuest, Blogs, Wikis, and Video Maker on improving English language learning and acquisition, particularly reading and writing both in EFL and ESP contexts. This program was the fruit of the DRASATI II REP projects, which aims at empowering public school teachers in Lebanon to integrate ISTE standards into teaching English among other school subjects at the secondary level.

> Facilitating research at AUB by securing additional regional research funds. For example, a REP project with Qatar University (QU) led to the submission of joint research proposals between AUB and QU faculty to the Qatar National Research Foundation.

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chApter twoREP Advancing AUB’s Mission

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The Office of Regional External Programs is an integral part of the AUB’s campus strategic plan, as evident from the Academic strategic plan and the AUBMC strategic plan. REP carries out AUB’s mission of serving

“the peoples of the Middle East and beyond” by providing the MENA region and beyond with world class professional services while reflecting AUB core values and its commitment to service excellence. REP has delivered over 1,000 consulting and training projects in 30 countries. REP’s established track record has made AUB a recognized and trusted leader in regional consulting services for academic institutions, medical centers, governments and corporations; competing with leading international consulting firms and institutes of higher education from the Middle East, Europe, and the Americas.

Strategic institutional ContributionsAuMbC AND MEDICAl RElATED CONSulTANCIES & EDuCATIONAl OPPORTuNITIES

The Hariri School of Nursing and the Nursing Services Department at AUBMC delivered specialized training for nursing educators and professional medical staff from West Bank and Gaza, as well as Palestinian authority. The program impacted 28 practitioners who are expected to transfer knowledge gained and impact the nursing education and nursing services in the public hospitals in Palestine. Hospital administrators, Nursing and Medical professionals and educators attended specialized training sessions sponsored by the Medical Welfare Trust Fund and the Palestinian Health Authority funded by the World Bank

Contribution to AUB UnitsREP contracts have given AUB academic support and administrative support units the opportunity to make impactful results to our clients. On the Academic Support Units’ side, there has been a major impact for the offices of Admissions, Registrar, and Financial Aid in their involvement with various universities projects. Their impact has been in the exchange of their employees’ skills and capabilities to update and enhance the respective operations of our clients. A major impactful academic entity was the Center for Teaching and Learning (CTL) who has been instrumental in the implementation of effective teaching and learning skills to a number of clients, making an enormous impact as testified by two of our key projects, Ahfad University for Women, in Ummdurman, Sudan, and Princess Nourah bint Abdulrahman University (PNU), in Riyadh, Saudi Arabia. Likewise were the involvement of Office of Student Affairs, Center for Civic Engagement and Community Service, to name a few.

Likewise, the Administrative Support units have had major contributions in current and continuing projects. The Comptroller’s Office has been engaged in restructuring the finance department of a client, including the write up of all its policies, procedures and work processes. Similarly, the Human Resources Department has been actively engaged in the review of existing HR policies and procedures, Recruitment, HR manual of one client, and leading the HR transformation activities for another, resulting in a complete turnaround of HR practices and function, and position it as a strategic business partner to all its constituents based on Requisite Organization model. The Protection Office has been widely involved in the review and assessment of Campus Police operation of a client with major recommendation for increased campus security and efficiency of operations. The Physical Plant Unit has also been widely engaged in the restructuring of Facilities operations of a client including on-site training at AUB for client staff on the use of electronic maintenance and ticketing system. Information Technology Office has also been actively engaged in assessment, recommendation, and review of client existing or new IT system as well as training for client staff on the use of technology, current or acquired.

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REP’s Contribution to the Elevation of Higher Education in the mEnA RegionAUB has been a catalyst for change in the region, and primarily in the higher education through its consulting and technical assistance engagements with sister universities and academic institutions. In 2016-17, we have contributed to the elevation of higher education in the region in the following respects:

AhfAd University for Women (AUW)

REP’s technical assistance to AUW was in assessing current and establishing new academic programs as well as establishing administrative support units. During 2016-17 REP has continued in helping AUW develop the school of management studies, the school of health sciences, the school of psychology & pre-school education, the English Language unit, and the IT Department. REP consultants were engaged in the restructuring of various academic support units such as the Registrar, Admissions, Financial Aid, Human Resources, etc. The receptiveness of AUB performance by AUW has been valued substantially.

Princess noUrAh bint AbdUlrAhmAn University (PnU)

Under the leadership of the Center for Teaching and Learning, AUB has been engaged for a two-year contract to design, develop, deliver, monitor and deploy the training material for the PNU’s Center for Effectiveness in Teaching and Learning (CETL), bringing the latest research output in the effective teaching and learning skills and capabilities. The project targets 40 “Ambassadors” who are trained to become CETL trainers to PNU faculty. The project includes the delivery of training materials, training manuals in Arabic and English, in addition to delivery of training, as well as the integration of technology through the use of Blackboard.

mohAmmed AlmAnA’ college of heAlth sciences (mAchs)

MACHS signed a three-year agreement to provide academic consulting services to support academic and administrative programs, departments and services. The focus of the consultancy agreement span over the institutional level as well as the various schools and programs. The expected outcome is to assess and improve the academic, administrative and academic support services at MACHS to enable the college to reach readiness for expansion and growth as part of their institutional plans and aspirations.

REP Contributions to the Corporate worldREP has been successful in increasing its portfolio of projects the corporate world primarily through the Executive Education office of the Olayan School of Business as well as the establishment of the Corporate Programs function in the Continuing Education Center. Throughout the year, OSB successfully conducted Advanced Management Program, a capacity building program to the second cohort of Bank Audi, as well as the training for Banque Libano-Fraincaise team of managers to build Result-Driven team. Faculty of Health Sciences provided Inventory Management training programs for a cohort of 21 Iraqi healthcare professional through Johnson & Johnson UAE office. The focus of the training was on optimal therapeutic care of oncology and hematology patients in Iraq.

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Strategic financial ContributionsIn spite of the tremulous events that shatter the region, and in light of the high political and economic uncertainty that associates the unrest in the neighboring countries, the office successfully managed to attract and retain considerable projects that provided comparably a sizable financial return.

In 2016-17, we have successfully acquired 30 new projects with face value of US $5.6 million leading to 77 current projects (almost the same number of 2015-16) with a face value of approx. US $13 million. The Net Revenue increased by 7% reaching a $2.5 M and the Net Earnings (after deducting REP office expenses) also increased by 10% reaching $1.1M. We have managed to engage various faculties and departments at AUB whereby 11% of our current projects were multidisciplinary and cross faculty-department projects representing 57% of the total value of projects. This reflects on the aggressive marketing and business development activities that spread around high-impact projects that cut across the university faculties and departments.

2016-17 marked the first year the Continuing Education Center to reach a Net Revenue of above $1 million, and the fourth year in a row to achieve a volume of business in terms of face value above US $1 million. This is coupled as well with a record high student admission to the CEC courses and certificates, as well as the introduction of new programs and certificates, with many more in the pipeline. Another notable milestone was the signature of a five-year gift of approx. $2.5 million by an AUB trustee to support education for Syrian Refugees in various certificates and diplomas.

Regional and international media ExposureAbDulHAMID HAllAb SERVICE ExCEllENCE AWARD

Figure 2: Distinguished Regional External Program consultants honored with Hallab Service Excellence Award at AUB

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NNA - The Regional External Programs (REP) at the American University of Beirut (AUB) organized the Abdul Hamid Hallab REP Service Excellence Awards ceremony to recognize the accomplishments of outstanding REP consultants from the AUB community who with their work have reflected AUB’s core values and commitment to service excellence.

Professor George Araj from the Faculty of Medicine and Associate Professor Antoine Ghauch from the Department of Chemistry in the Faculty of Arts and Sciences were selected for the award because of their client focus, commitment to service excellence, dedication to their project, and team work. Their contributions were identified by REP Vice President, Dr. Hassan Diab, as contributing to AUB’s mission of serving “the peoples of the Middle East and beyond” and supporting REP’s mission of providing “the Middle East and North Africa with world class professional services.”

Professor George Araj (‘76) is Director of Clinical Microbiology at AUBMC. He was awarded for his project which has positively impacted the health sector in Palestine (West Bank and Gaza) and was instrumental over the past decade in the implementation of a health project, funded by the Medical Welfare Trust Fund (MWTF), which trained 16 cohorts of almost 300 health care professionals.

Professor of Environmental Chemistry and Instrumental Analysis at AUB, Dr. Antoine Ghauch, contributed to several projects including developing the largest project in Lebanon’s public education sector, Rehabilitation Assistance to Schools and Teacher Improvement (DRASATI), which was implemented in coordination with the Ministry of Education and Higher Education and funded by the USAID. The project had a major impact on the reform of the public education sector. DRASATI I & II allowed AUB to lead a nation-wide initiative to train hundreds of public school teacher-trainers and teachers.

Both awardees presented their projects and emphasized the importance and positive impact REP has made throughout the region and over its 40-year history.

The Abdul Hamid Hallab REP Service Excellence Award Ceremony has been organized annually since 2009 and bases its selection on extensive reviews and testimonies of colleagues and stakeholders on qualitative and quantitative evidence for excellence in consulting work.

The Award is in honor of Dr. Abdul Hamid Hallab, founding Vice President of REP. He administered REP’s operations for over two decades, as he served as its Vice President since he oversaw the establishment of the office during a challenging period in 1976, until 1997. He served AUB for over four decades as professor, administrator, and advisor to the president of AUB.

“It is my utmost pleasure to celebrate this award with AUB today,” said Dr. Hallab. “I am happy to see that REP is carrying the mission and mushrooming in its projects and achievements. They are the reason for us believing in Lebanon and AUB thrives in the region with its good name.”

“Our REP consultants are our ambassadors who carry the AUB values forward and take them to countries where we can make a big difference,” said AUB President Dr. Fadlo R. Khuri. “Our extraordinary faculty members being honored today give above and beyond their daily work to export AUB’s knowledge beyond our walls, in the spirit of Dr. Abdul Hamid Hallab.”

The REP office has contributed to founding high quality education in the region through establishing or assisting 30 universities in 11 countries in the MENA region, or 40 universities in 15 countries globally.

“I would like to acknowledge the excellent efforts made by hundreds of REP consultants which provided over the years outstanding work in over 1,000 projects, and, needless to say, our outstanding REP team that has worked tirelessly and devotedly over so many years,” said Dr. Hassan Diab. “[Through this award], REP proves its commitment to service excellence and provides incentives for AUB faculty and staff to serve as REP consultants.”

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Scholarship endowment for CEC’s top students VP Hassan Diab announced at the event the creation of a scholarship endowment of $100,000 presented to a main component of REP, the Continuing Education Center (CEC), by the Worldwide Alumni Association of AUB (WAAAUB) Abu Dhabi chapter, represented by its president Mr. Elias Assaf. The endowment is CEC’s first and is allocated to fund scholarships to its top three to four graduates annually, to fund their continued studies for a diploma at the Center. Additionally, Dr. Aisha Almana’, President of Mohammed Almana’ College for Health Sciences endowed $500K to CEC to provide training in the Health Sciences field in Lebanon and abroad.

Expanding AUB’s impact in LebanonREP expanded its physical presence in Lebanon through the engagement of academic consulting and technical assistance to the Rafik Hariri University as well as the Mudun University (under establishment). In addition, we have conducted numerous technical consulting projects related to Water, Waste Management, Environment, Health & Safety, Communication and Democracy, among others. Additionally, we have conducted training, capacity building and executive training to a number of industries and corporations. We have also conducted numerous sessions in Project Management Professional Exam preparations and Project Management Certificate and Diploma.

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Click Herefor the Whole

Article

https://goo.gl/fWq2Hz

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Article


Article

http://www.lebanonfiles.com/news/1141543

http://nna-leb.gov.lb/ar/show-news/267281/AUB

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chApter threeClients’ Survey

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CHAPTER THREE

Every year, REP sends out Client Satisfaction Survey as part of its efforts for continuous improvement as well as monitoring & evaluation on the performance of its consultants and the office as a whole. The responses received this year were as follows:

ClIENTS’ FEEDbACk

Clients’ feedback evolves around two main streams; The first is their experience with AUB and the second is their satisfaction with REP and the consultants.

On clients’ experience with AUB:

> 100% of the clients surveyed responded favourably to question on whether REP is “open communication & exchange of ideas”.

> 86% of the clients surveyed responded favourably to question on whether REP had “adherence to project requirements”

> 79% of the clients surveyed responded favourably to question on REP’s “Timely response to concerns”.

> 93% of the clients surveyed responded favourably to question on REP provision of “concise progress report”.

> 79% of the clients surveyed responded favourably to question on REP’s “respect for deadlines without any infringement to quality”.

> 71 of the clients surveyed responded favourably to question on REP’s “commitment to service excellence”.

(Favourably means answering 4 or 5 on Likert scale where 5 is totally agree and 1 totally disagree)

Open communication & exchange of ideas

Adherence to project requirements

Timely response to concerns

Concise progress reports

Respect for deadlines without any

infringment of quality

Commitment to service excellence

Strongly Agree Agree Neutral/NA Disagree Strongly Disagree No Answer

0

1

2

3

4

5

6

7

8

Figure 3: Client experience with AUB

On clients’ satisfaction with REP:

> 92% satisfaction with REP Project Planning & Coordination

> 100% satisfaction with AUB’ understanding of Goals & Concerns

> 100% satisfaction with professionalism of the consultants who worked on the project

> 86% overall satisfaction of the delivered service.

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CHAPTER THREE

The below table highlights our performance, and reflects on the level of client satisfaction.

Very Satisfied Satisfied Neutral Dissatisfied Very dissatisfied

NA

Project planning and coordination

AUB's understanding of goals and concerns

Professionalism of the consultant(s) who worked with you

Overall quality of the delivered service

0

1

2

3

4

5

6

7

8

Figure 4: Clients’ satisfaction

One client commented: “It was a very enriching experience, and the [AUB] consultants were very keen to best deliver a very comprehensive material in a very tight time, and to make it as practical as possible.” Another one said: “I am more than satisfied with the kindness and professionalism of the [REP] staff at different levels.”

Finally, the survey results show that REP clients were very satisfied with the contribution made by AUB to their organizations and they would seek and recommend REP services in the future.

CONSULTANTS’ FEEDBACK

Consultants’ feedback evolves around two major sections. The first is opportunities provided for them to enrich and enhance their professional and academic experience and profile, the second is their satisfaction with REP performance throughout the engagements, and the third is their view of REP clients.

On opportunities provided to Consultants …

> 100% of AUB consultants responded favourably on question whether working with REP allow them to “promote AUB programs and services”.

> 100% of AUB consultants responded favourably on question whether working with REP allow them to “reflect AUB values”.

> 100% of AUB consultants responded favourably on question whether working with REP allow them to “make valuable contributions to the client organization”

> 95% of AUB consultants responded favourably on question whether working with REP allow them to “gain experience that can enhance [their] your job performance”

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CHAPTER THREE

Strongly Agree Agree Neutral Disagree

Promote AUB programs and services

Reflect AUB values

Make valuable contributions to the client organization

Gain experience that can enhance your job performance

0

5

10

15

20

25

30

35

Figure 5: Opportunities provided to consultants

One consultant commented: “The project I was involved in was well organized and was beneficial for both parties”.

On consultants’ satisfaction with REP:

> 95% responded favourably to question on their satisfaction with REP “project coordination”

> 100% responded favourably to question on their satisfaction with REP “guidance and support from REP personnel”

> 98% responded favourably to question on their satisfaction with REP “cooperation among AUB consultants”

> 95% responded favourably to question on their satisfaction with REP “financial reward [for their services]”

Very Satisfied Satisfied Neutral Dissatisfied Very dissatisfied NA

Project coordination

Guidance and support from REP personnel

Cooperation among AUB consultants

Financial reward

0

5

10

15

20

25

Figure 6: Consultants’ satisfaction

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CHAPTER THREE

On consultants’ view of REP clients:

> 95% of responded favourably to questions on “client provided clear guidance [on the consulting assignment]”

> 92% responded favourably to questions whether the “client implemented the recommendations made by AUB consultants”

> 100% responded favourably to questions whether the “client was satisfied with quality of service”

> 100% responded favourably to questions whether the “client would seek REP services in the future”

Strongly Agree Agree Neutral Disagree Strongly Disagree

NA

Client provided clear objectives

Client implemented the recommendations mad by UB consultants

Client was satisfied with the qulaity of service

Client would seek REP services in the future

0

5

10

15

20

25

30

Figure 7: Consultants’ views about REP clients

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chApter fourREP Projects

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CHAPTER FOUR

A listing of key REP projects with brief description or highlights reflects on the level of engagement of AUB faculties in REP projects. The main take away from this section is to reflect on the inclusive and engaging role of REP projects with AUB Deans, faculty members as well as staff.

faculty of Agriculture and food Sciencesnestec ltd: Pre-stUdy fits-kids middle eAst: Lebanon, Jordan, Uae & KSa

Key Objectives of the engagement:

> Review & summarize published and unpublished findings addressing child nutrition with a primary focus on dietary intakes, meal patterns and composition. As a secondary focus, variables pertaining to lifestyle and behavior such as physical activity, family eating environment, are of interest. Countries: Lebanon, Jordan, UAE & KSA.

> Identify & review existing policies as related to child nutrition in the same four countries

> Identify opportunities with regards to the above two areas:ο Identify enablers and barriers for optimal child nutritionο Outlining gaps in existing literature and policy documents

faculty of Arts and SciencesdAr JAnA internAtionAl school: Teaching cerTificaTe Program – cohorT iii

Objectives:

The Program is designed to build the participating teachers’ requisite knowledge base for effective teaching in their respective content areas of practice and the class levels they teach. The instructional materials include modules, worksheets, prints as well as visual illustrations and products.

Modules & Learning Outcomes:

> Teaching Certificate Program for KG to Grade 3 – 13 participantsο Identification of Learning Disabilities in the Classroomο Technology, Math, Music, Songs, and Rhythmic Activitiesο Role of Play & ICT in Teachingο Child Development & Learning Theoryο Curriculum Planning & Assessment for Learningο Classroom Management & Positive Disciplinesο Planning & Differentiated Instruction and Teaching Strategies

> Teaching Certificate Program for Grades 4-12 – 24 participantsο Classroom Management & Positive Disciplinesο Cooperative Learning & Teaching Strategies including PBL and IBLο Assessment & Evaluationο Data Analysis for School & Classroom Useο Technology in Teaching (WebQuest or Blogging or Wiki)ο Identification of Learning Disabilities in the Classroomο Planning & Differentiated Instruction

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UnESCO: Adaptation of the massively Open Online Course on media & information Literacy (miL mOOC)AUB Media Studies Program coordinated a series of activities leading to the adaptation and piloting of the Massively Open Online Course on Media and Information Literacy for delivery in Arabic. The scope of work is listed below:

> Prepare course materials and teaching-learning system

> Establish support structures for students and for course development and delivery

> Coordinate and administrate the online MIL course

> Manage the technological infrastructure

> Promotion and publicity

Olayan School of BusinessbAnqUe AUdi: advanced managemenT Program – cohorT ii

The Program was offered over a total period of 30 days to a second cohort of 20 Bank Audi managers. This is a continuation of the same program started three year ago, and will likely to repeat with new contracts because of the benefits to the internally groomed leadership within Bank Audi.

Key Objectives:

> Effectively lead & manage people

> Embrace & drive change initiatives

> Create & deliver customer value

> Gain the confidence to make decisions needed to succeed

> Be exposed to different functional areas

The Program is meant to harness the business acumen of high potential managers in their preparation to possibly assume higher leadership positions within their organizations.

Johnson & Johnson middle eAst fZ-llc: Inventory ManageMent PrograM for JanSSen PartnerS

The Program, customized based on the needs of the Ministry of Health in Iraq, is offered to a cohort of 21 health care professionals to provide optimal therapeutic care for oncology and hematology patients in Iraq. The Program was based on a needs assessment subsequent to a gap analysis to identify the need and further validate the initial finding. The outcome of the needs assessment is reflected in the design and content of the Program.

bAnqUe libAno-frAnçAise: Building a resulT-driven Team execuTive educaTion Program

This is a one-day Program designed and offered to 58 Banque Libano-Française (BLF) branch managers to understand the importance of a result-oriented management approach in line with BLF’s growth objectives.

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CHAPTER FOUR

faculty of Engineering & ArchitectureinternAtionAl center for biosAline AgricUltUre: SUPPortIng CoordInatIon & CooPeratIon In Water ManageMent In the euPhraTes & Tigris region- Year iii

This project continues in its third out of four-year project to provide subject matter expert opinion on water management in the Euphrates and Tigris region. The project outcomes for year three are:

> Refine Remote Sensing data to establish links to coastal ecosystem and agricultural areas

> Determine potential mitigation/restoration measures, areas in need of protection, and management options

> Determine the ecosystem services provided by the marshlands

rAfik hAriri University: SeCondMent of aCtIng PreSIdent

Professor Riad Chedid completed his third and final term as acting president of Rafik Hariri University. His engagement in the project during his term, Dr. Chedid achieved the following milestones for RHU resulting in sizable improvement in the University operations, student enrolment, academic program review and improvement, among other. A testimonial from RHU’s Chair of the Board of Trustees summarized Dr. Chedid’s contributions as follows:

> RHU has achieved further success in student enrollment this [2015-16] year by attracting around 260 new students, an increase by 57% compared to 166 students registered in fall 2013-2014, the year receding Dr. Chedid’s appointment. In 2014-15, 288 students joined RHU.

> The BOT of RHU highly values AUB’s contribution through REP and decided to extend the collaboration with REP beyond the current technical support agreement.

> The BoT of RHU and all its members collectively recognize the contribution of AUB and Dr. Riad Chedid to RHU in light of the great improvement in university affairs at all levels.

faculty of medicinemedicAl WelfAre trUst fUnd: heaLth Care aSSIStanCe

In collaboration with AUBMC and the Hariri School of Nursing of the Faculty of Medicine, a team of trainers administered and coordinated the training of two cohorts of health care professionals from Palestine in the following areas:

> 10 healthcare professionals in Emergency Care Nursing

> 6 healthcare professionals in Adult Oncology Nursing

> 4 healthcare professionals in Operating Room Nursing

> 8 healthcare professionals in Critical Care Nursing

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faculty of Health SciencesUnited nAtions economic & sociAl commission for Western AsiA – UnescWA: ProvISIon of regIonaL anaLySIS on yoUth In arab CoUntrIeS for UneSCWa

The Regional Analysis Report is based on a desk review relying on evidence from the region, and the recommendations disseminated to advocate for engaging with youth and institutionalizing their participation in the development policy processes in the region. The focus groups with youth are from three target countries: Kuwait, Jordan and Tunisia.

The Report displays review of the following:

> Review of existing formal and informal channels of youth participation across the region

> Analyses of the level of youth participation in the region and the areas where they tend to be present and contribute a section – informed primarily by data collected through the case studies

> Focus group discussions, exploring the perceptions of youth and other stakeholders regarding the impact of youth participation

> Conclusions and recommendations to enhance youth participation in the Arab region, with particular emphasis on the three target countries through identification of best practices, lessons learned, and suggestions for future programming.

Unicef: develoPmenT of Training of Trainers (ToT) Package and Training of unicef ParTners on inTer-Personal communicaTion (iPc)

The Faculty of Health Sciences provided technical support to develop and conduct training of trainers orientation on Inter-Personal Communication to UNICEF partners in Lebanon. The training was for the following groups of individuals:

> 59 UNICEF partners from the Education sector,

> 14 participants from Lebanese Ministry of Education and Higher Education.

> 27 trainees of Development Services’ Centers at the Ministry of Social Affairs;

> 26 participants from Caritas;

> 22 participants from three NGOs (Caritas, Save the Children and IRC) that provide hotline services;

Additionally, there were nine workshops on effective IPC and community mobilization to 224 field workers from different regions of Lebanon.

internAtionAl lAboUr orgAniZAtion: oCCUPatIonaL heaLth & Safety for MInIStry of LaboUr InSPeCtorS WorKShoP

In collaboration with Ministry of Labor and International Labor Organization (ILO), the Center for Public Health Practice (CPHP) organized a two-day workshop for 11 labor inspectors that aimed at exposing labor inspectors to the basic principles of Occupational Health and Safety and workplace inspection. It also provided an opportunity for discussing and learning inspectors’ needs for further capacity building.

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CHAPTER FOUR

TECHNICAl ASSISTANCE TO SuPPORT YOuTH DEVElOPMENT IN lEbANON

In partnership with British Council office in Lebanon, AUB entered into a technical assistance project to provide support to the Lebanese Ministry of Youth & Sports, Youth Parliamentary Committee and other Ministries with the potential to play leadership roles in relation to youth, as well as with the Youth Forum to develop their capacities (operation and Strategic), so that they can take a dual approach to youth development.

Non-Key experts are identified and recruited to work on carrying out an organizational diagnosis for the operational and administrative functions of the Ministry of Youth and Sports in Lebanon, in relation to youth development, effective youth policy and youth decision-making and developing an intervention strategy with an action-oriented plan and associated performance measures for the ministry; Redefining the mandate, mission and vision of the youth forum in the implementation and monitoring of the national youth policy in Lebanon and in promoting positive youth development; as well as Developing the information and knowledge management systems and mechanisms to support its administrative, strategic and outreach activities.

JordAn breAst cAncer ProgrAm: CaPaCIty bUILdIng In effeCtIve heaLth behavIor Change CoMMUnICatIon PrograMS WorKShoP

A four-day workshop on “Behavior Change Communication” was conducted in Jordan targeting 21 middle level managers and educators. The focus of the training involved professionals in breast cancer screening, prevention and treatment activities of various NGOs in different regions of Jordan. This program has been supported and financed by the King Hussein Cancer Foundation.

multi-Disciplinary Projects & Academic Support UnitsAhfAd University for Women (AUW): Technical assisTance 2014-2018

Our relationship with AUW dates back to 2007, and we continue to provide consulting services to academic and non-academic support units.

Specifically for this contract term, the following are the expected deliverables:

> Center for Teaching & Learning – three Effective Teaching Workshops offered to four groups on:ο Student Centered Teaching – Cooperative Learningο Course syllabus Design & Learning Outcomesο Enhancing Students’ Cognitive Skills

> Physical Plant Department: Restructuring, training activities, development of job descriptions, designing appraisal & appraisal forms for all positions; operation & maintenance manual as well as policies & procedures

> Academic Support:ο Registration & SISο Admissions & Recruitment

> Business Processes:ο Human Resourcesο Financial Unit

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> Health Sciences:ο Dietetics Bachelor Program Reviewο Public Health Bachelor Program Review

> Accreditation

> Faculty Education:ο General Educationο English Language Component

> Office of Advancement:ο Fundraisingο Alumni Activitiesο Marketing & Communication Unit

> Security & Protectionο Assessment & Evaluationο Office Establishmentο Training Activities

> Student Affairs:ο Assessmentο Restructuringο Manual Developmentο Training Activities

A major new activity under this project was the Organic Chemistry (OC) Competition that AUB’s Chemistry professor spearheaded during 2016-17. A first time OC competition for students from AUW was conducted with participation of more than 120 teams of two students. The competition saw great success and enthusiasm lead to announcing a National OC2 to be conducted in September of 2017 with invitation from universities in Sudan. OC3 will also be conducted in December 2017, but this time with participants from all over Africa. The impact that this competition had in Sudan was outstanding. Media outlets spoke about it, TV interviews with AUB consultants were made, and it also brought significant visibility to AUB and its impactful work in Sudan.

An added value of the AUW project is the advanced discussion with philanthropists who wish to establish an American University of Sudan. This project is still in conceptualization phase, and AUB is expected to engage in a feasibility study and advise the founders accordingly.

AhfAd University for Women (AUW): Technical assisTance 2016-2019

A second agreement was signed in September 2016 to carry on additional activities over and above the early signed agreement. The new three-year agreement for the following deliverables:

> Pre-Accreditation Assessment & Training:ο School of Management Study – AACSBο School of Health Sciences – CEPH

> Human Resources Transformation Project – Phase Two: implementation of the earlier assessments and recommendations

> Center for Teaching & Learning: new workshops on Effective Teaching Strategies Program

> Finance Units: development and further improvement of the related units and processes.

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CHAPTER FOUR

middle eAst Airlines: Mea PILot Cadet reCrUItMent ProJeCt

A third testing session of the initial four-year agreement was administered to 65 candidates. The following battery of tests: Achievement Tests in Math & Physics; English Proficiency Test; The Wonderlic General Ability Test; as well as Differential Aptitude Tests in Mechanical Reasoning and Space Relations. This was followed by English interviews administration to 32 candidates.

king AbdUllAh institUte for reseArch & consUlting stUdies: Princess nora BinT aBdulrahman universiTY (Pnu) cenTer of excellence for teaChIng & LearnIng

The continuation of the two-year agreement for the customization and implementation of the Ambassadors’ Program provided to select PNU faculty members to become subject matter experts in knowledge transfer on effective teaching and learning methodologies.

PNU signed an agreement to provide academic consulting to the Deanship of Development and Skills Enhancement to establish Faculty Learning Community in PNU and provision of highly customized academic consulting to leverage the skillset of select faculty members to become Ambassadors and subject matter experts in knowledge transfer to fellow faculty members on effective teaching and learning methodologies. The project’s technical management is entrusted to AUB’s Center for Teaching and Learning.

Twenty One training workshops will be offered as part of the whole development process.

YEAR 1 YEAR 2

Trainer and facilitation skills Power relationship, effective feedback and communication skills

Needs analysis Strategies that motivate students to learn

Design and evaluation of training Cutting edge techniques of creative teaching

Syllabus design Flexible learning

Assessment reassessed Mentorship and apprentorship

Teaching with technology Peer observation

Active and peer-led learning Reflection on learning

Flipped learning Action research

Interactive teaching and learning in higher education Scholarship of teaching and learning (SoTL)

Critical and creative thinking

Training skills

Figure 8: PNU-CETL Offerings

AUB’s mandate is not merely limited to training workshops, but it extends to delivery of trainer manual and trainee manual as well as educational videos and exposure to e-Learning techniques using PNU’s Blackboard application. Although training delivery is in Arabic language, the documentation is available in English and Arabic languages.

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AssociAtion for chArity & cUltUre (Acc): MUdUn UnIverSIty

Mudun University (under establishment) is a continuation of the 2010 engagement that was suspended at the request of the founders ACC for financial considerations. The current agreement ensures the completion of the deliverables related to MUDUN University’s Faculty of Business & Management, establishment of the Faculty of Information & Communication Technology, as well as the identification of the Registrar & Admissions’ functions, description of work processes and training & monitoring.

World leArning: leaders for democracY fellowshiP 2016-2017

AUB entered into an agreement with World Learning Inc., a not-for-profit entity based in Washington, DC, to be the academic partner in the delivery of Leaders for Democracy Fellowship (LDF) program of the State Department’s flagship Middle East Project Initiative program to train civil society and democracy advocates from the MENA region. The LDF program offered to two cohorts of activists from 8 MENA region countries. The focus of the program is on democracy, communication, conflict resolution, civil society activism, among other topics that are of great value to our MENA region.

The scope of work for this year’s LDF program:

Collaborate with World Learning and US University Partner (University of Virginia Center for Politics) to develop an exchange curriculum around the thematic areas of Leadership, Communication, Conflict Resolution and Democracy. The curriculum covers the five-week academic component for 25 fellows in 2016 and 25 fellows in 2017.

Contribute to producing an expanding cadre of social reform professionals with both increased academic skills and practical experiences

After completion of the Program: participate in a review of challenges, lessons learned and best practices after completion of each cohort.

ArAb coUncil for the sociAl sciences: InStrUCtIonaL CoUrSe deSIgn In SoCIaL SCIenCeS

Design of a four-five week online course for undergraduate students in the social sciences as an interdisciplinary, thematic or case-based course. The content of the program developed is listed below:

> Online Course Design:ο Interactive lecture creationο Setting up the course on Moodleο Quality assurance evaluation

> Training – on line course delivery

> Moodle support (one hour per week) during course delivery

> Online Course Student Evaluations:ο Survey developmentο Survey administrationο Survey analysis

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rAfik hAriri University (rhU): teChnICaL aSSIStanCe

At the request of the Acting President of Rafik Hariri University, AUB secondee Dr. Riad Chedid, RHU entered into a technical assistance agreement with AUB to enhance the academic programs of RHU and the academic and administrative support units. The scope of services rendered were as follows:

> Accreditations:ο Preparing for ABET reviewο Preparing for AACSB reviewο Institutional accreditation

> Training:ο Preparation of course outcomes, related assessment and rubrics

> Support to Administrative & Academic Support Units:ο Effective classroom time managementο Preparing teaching portfolioο Student-centered teachingο Student counselingο Collaborative teaching approachο Establishment of center for civil engagement: training & manual planο General education requirementsο Finance departmentο Human Resources departmentο Information Technology departmentο Student Affairs/Alumniο Website Developmentο Fundraisingο Customer Service: time management, quality, skills, leadership

keserWAn medicAl center (kmc): fIre ProteCtIon, envIronMentaL & CheMICaL Safety, and radIatIon Safety exPerTise

KMC, an affiliate medical center of AUBMC, entered into an agreement for the provision of expert services in the fields of fire protection, environmental and chemical safety, as well as radiation safety expertise as needed by KMC. The services included review of schematic maps and solicitation of subject matter experts’ opinions on existing safety standards at the center.

mohAmmAd Al mAnA’ college of heAlth sciences (mAchs) – technicAl ASSISTANCE

MACHS signed a three-year agreement to provide academic consulting services to support academic and administrative programs, departments and services. The focus of the consultancy agreement span over the institutional level as well as the various schools and programs. A high-level summary is included below:

> Institutional Level:ο Recruitment of faculty and administrators in key positionsο Professional services and developmentο Interim placement of senior faculty, dean and/or vice dean as requested by MACHS

> School of Nursing:ο Accreditation Readiness

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ο Nursing simulation Trainingο Specification, Set up and Training on Operating Nursing Simulation Laboratoryο Review of post graduate programs

> Support Units:

Conduct operational review and assessment of the different academic and administrative support services with detailed action plans for improvement at each level where applicable. The units under review are:

ο Academic Units– Registrar– Admissions– Financial Aid– Student Recruitment– Library

ο Administrative Units/services– Strategic Planning– Information Technology– Human Resources– Finance– Budgeting– Physical Plant

> Review of Programs:ο Review of the existing seven programs in X-ray, Dental Assistant, Physiotherapy Assistant,

Respiratory Assistant, Anesthesia Assistant, Health Care Management, and Medical Coding & Transcript.

The uniqueness of this project is that it is agile with possibility of frequent changes in scope and priorities depending on the outcomes of each visit. The project yielded in a secondment of a Registrar specialist for a 6-months period that started after the end of this reported year.

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chApter fiveTriangulation Initiatives

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CHAPTER FIVE

INTRODuCTION

It is a common practice for entities with unique areas of strength to unite efforts and leverage of their areas of strength to create a differentiating element in the market they operate. Taking the spirit of this, the Triangulation initiatives that took the form of Memorandums of Understanding (MOU) were to translate AUB competitive strength in the areas of academia, consulting, continuing education and training with the various parties’ strength in market exposure, accessibility to the local market, connections in the marketplace, and technical expertise in subject matter specific areas, among other.

Below are the active MOUs providing each party with accessibility to a wealth of institutional capabilities at the disposal of each other.

CHAMbER OF COMMERCE, INDuSTRY AND AGRICulTuRE OF TRIPOlI AND NORTH lEbANON TRIPOlI, lEbANON

June 15, 2015–June 14, 2017 Offering Continuing Education Center courses for the people of North Lebanon

reAl estAte syndicAte of lebAnon (beirUt, lebAnon)

March 20, 2015 – January 11, 2018Real Estate Brokerage Certificate: “The Real Estate Brokerage Certificate ‘REBC’ offered at REP Continuing Education Center ‘CEC’ was designed at the initial request of REAL as a minimum of forty hours fast track program offered in Arabic. Obtaining the REBC requires completion of modules as described in the attached Appendix titled “شهادة الوساطة العقارية”, which is considered an integral part of this agreement.

levAnt medicAl technologies fZc (dUbAi, United ArAb emirAtes)

March 20, 2015 – March 19, 2017 Professional Training & Consulting Services: to jointly explore avenues for mutual cooperation intended to provide consulting services and continuing education offerings in the health sector in the United Arab Emirates subject to applicable laws and regulations;

AviAtion minds (beirUt, lebAnon)

March 6, 2015 – March 5, 2018Offering Aviation Management Certificate & Diploma to to managers, executives, senior representatives, supervisors in the aviation industry:

> Aviation Management Certificate ‘AMC’ consisting of four courses on Air transport fundamentals, Aviation policy and regulation’ Aviation operations management, Aviation safety management systems;

> Aviation Management Diploma ‘AMD’ consisting of Aviation strategic management, Air transport economics, Aviation marketing, Airport design and master planning, Airline business management and Research methods & forecasting in aviation

3sUmmits (beirUt, lebAnon)

March 3, 2015 – March 2, 2018Pharmaceutical Certificate Program: offer three Pharmaceutical Certificate Programs ‘PCP’: Pharmaceutical Sales, Pharmaceutical Sales & Marketing Management, and Pharmaceutical Leadership to managers, executives, senior medical representatives, supervisors, brand managers and medical representatives.

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lebAnese doWn syndrome AssociAtion (beirUt, lebAnon)

December 18, 2014 – December 17, 2017Step Up Program: an adapted inclusive university program for young people with special learning needs as a transition into the workforce targeted for students to learn both work and life skills that they need to be able to reach independent living and find employment opportunities, namely in the following topics: Caring for Personal Needs; Being Self Aware; and Money Management.

FISCAl MANAGEMENT ASSOCIATES, llC

June 18, 2013 through December 20, 2018Fiscal Management Associated and the Continuing Education Center (CEC) at REP will jointly delivery Certified Non-profit Accounting Professional Training Program (CNAP) that is aimed at equipping professionals in Non-profit entities with the accounting principles and practices required for bona fide, accurate and proper disclosure of accounting records.

edUcAtionAl services overseAs ltd fZ llc (UAe – dUbAi)

November 29, 2013 through November 28, 2018ESOL and AUB will collaborate in the Establishment of International Schools to potential clients in the region. ESOL’s competitive advantage is in the experience in establishment and management of 10 internationally accredited schools in the MENA region. AUB name and experience in design and review of academic curriculum as well as school governance, to name a few.

ClAuMED

September 7, 2016 through September 6, 2017Claumed is a niche consultancy services entity based in Switzerland with wide connections to consulting services, continuing education courses and executive education programs. Through Claumed AUB had access to philanthropists in Iraq for potential academic consulting projects that are in the probing and scoping phases.

ICD ACADEMY FOR CulTuRAl DIPlOMACY

October 28, 2016 – October 27, 2019Joint collaboration to offer Certificate and Diploma programs in Cultural Diplomacy at AUB’s Continuing Education Program (CEC)

FARuk HOlDING

April 5, 2017 – April 4, 2024MOU signed with Faruk Holding to establish a University College in Sulaimani, Kurdistan Region, Iraq.

kEYlEARN SAl

April 11, 2017 – April 10, 2018MOU to offer Certified Business Analysis Professional (CBAP) certification by AUB’s Continuing Education Program (CEC)

lEAP TO SuCCESS

April 12, 2017 – April 11, 2019

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CHAPTER FIVE

MOU to provide Consulting, Training to Leap to Success clients in the region by AUB’s Continuing Education Program (CEC).

MINISTRY OF HEAlTH & PREVENTION

April 19, 2017 – April 18, 2018MOU to collaborate and explore health sector services in the United Arab Emirates with focus on Dubai.

HEAlTHINVEST, uSA

June 5, 2017 – June 4, 2018MOU to collaborate and explore health sector services in the MENA region through the business connections network of Healthinvest.

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CHAPTER SIX

REP naming OpportunitiesREP has relaunched its donor and naming opportunities in collaboration with the Office of University Advancement. What marks this unique opportunity is not only the lifelong impact of naming a building or a section to the donor; however the historical impact this will have on one of the first building ever erected on campus, and the birthplace of the first cohort of medical students to graduate in 1871. This recognition, in its own regard has a major impact on any singly donor.

The below table and sketches outline the various opportunities and the tentative value of the gift opportunity after being validated by the Vice President of the Office of Advancement at AUB.

ROOM # DESCRIPTION SIzE GIFT AMOUNT

FIRST FLOOR

103 Classroom 48 sqm $200,000



106 CEC offices (106A, 106B) 4 sqm $100,000

107 CEC welcome lobby 100 sqm $100,000

SECOND FLOOR

201B Staff lounge 20 sqm $20,000

201A Administrative Office 22 sqm $20,000

202 Computer Lab 50 sqm $125,000

200 Lobby 80 sqm $150,000

FIRST FLOOR

300 Lobby (300, 301) $100,000

306 Administrative Office $20,000

307 Assistant Vice President Office $40,000


309 Conference room $250,000

310 VP wing(includes 310A, 310B, 310C, 310E and 310D: Vice President Office)

$250,000

FOURTH FLOOR

400 Lobby $75,000

403 Special Advisor to the President Office $50,000

404 Office $20,000

405 Deputy Vice President office $40,000

406 CEC Director office $30,000

408 Classroom $150,000



411 UFS Office $30,000

FIFTH FLOOR

501 Seminar room + lobby $75,000

503 Classroom (includes 503A and Storage area) $250,000

Table 2: REP naming opportunities

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CHAPTER SIX

REP BoT Sub CommitteeThe REP Board of Trustees sub-committee, aka REP Committee or “Committee” as described in its charter was re-activated in 2015 to provide the highest level of visibility and oversight over REP operations at the level of the BoT. Below is its charter.

This charter (the “Charter”) sets forth the duties and responsibilities and governs the operations of the REP Committee (the “Committee”) of the Board of Trustees of the American University of Beirut (“AUB”), an education corporation organized and existing under the New York Education Law.

PuRPOSE

The Committee’s purpose is to keep AUB’s Board of Trustees informed of the projects and external programs implemented in the MENA region and beyond. It also capitalizes on the Trustees’ know-how; and network in the region to maximize the benefit to AUB through the Office of REP as well as receive direct feedback from the BOT on REP strategic initiatives and future plans. Furthermore, the Committee will keep trustees abreast of all new accomplishments & achievements, leverage on our institutional capabilities, and maximize our market penetration and opportunities.

PRINCIPAl COMMITTEE RESPONSIbIlITIES AND DuTIES

The REP Committee’s principal responsibilities and duties are to:

A. Serve in advisory capacity to the Vice President for REP

a. Provide feedback on concurrent trends, issues and leads

b. Direct attention to strategic opportunities for REP

B. Facilitate connections for REP to build strategic institutional opportunities with potential clients in the academic and corporate worlds

a. Provide access to key strategic decision makers in the MENA region and beyond

b. Play catalytic role is advocating for REP within the MENA region

APPOINTMENTS, MEMbERS AND MEETINGS

1. The REP Committee members shall be appointed for a period of three years.

2. The Committee shall consist of not less than three Trustees.

3. All Committee members shall have a deep understanding of the MENA region and specifically of the GCC.

4. The Committee may meet as frequently as it chooses and shall meet at least twice annually. The Chair of the Committee normally will approve an agenda in advance of each meeting.

Members from the BOT are Trustees Fadi Ghandour, Abdulsalam Haykal, Nabil Habayeb, Abdulla Al-Thani, and Riad Kamal. Additionally, members from AUB are AUB President, VP for REP, EVP Global Strategy and Medical Affairs, and Associate Dean for External Medical Affairs.

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REP interfaculty Advisory Committee (RiAC)REP Interfaculty Advisory Committee (RIAC) exists to offer to the Vice President for REP the highest level of support and engagement at the level of the academic and administrative leadership at AUB. It is aimed at help identify and pursue opportunities that will be of financial and intellectual benefit to AUB. Below is RIAC’s Terms of Reference.

REP Interfaculty Advisory Committee (RIAC) shall advise and help VP for REP to identify and pursue opportunities that will be of financial and intellectual benefit to AUB. This will help further diversify the type of REP projects that will involve all schools and faculties at AUB, and will address University-wide Outreach Strategy.

RIAC COMPOSITION

> President (Chairperson)

> Vice President REP

> Provost

> Executive Vice President for Global Strategy

> Vice President for Administration

> Deans of Faculties

> Associate Vice President for Health Affairs & Director of Strategic Health Initiative

> Executive Director for Strategic Partnerships and Leader of Innovation Park Initiative

> Director of Institutional Consulting, REP

> Director, Continuing Education Center, REP

RIAC SCOPE OF WORk

> Prospecting projects and doing market intelligence leading to successful implementation in close coordination between VP REP and the faculty deans.

> Integrating REP activities into the strategic plans of various units

> Raising REP profile vis-à-vis the faculties and the University at large

> Service as a REP strategic think-tank to propose new ideas, champion new product developments, and guide and advise on REP activities

> Approve the selection of the Abdul Hamid Hallab awardee from the short-listed candidates

> Advise on how to address internal and external challenges that may arise

REP Consultative CommitteeREP consultative committee is the translation of the initiative to engage AUB community in the solicitation and provision of consulting opportunities to the institution. Building on the fact that faculty members are the subject matter experts in their fields, and that they are the targeted audience by funding agencies for consulting work in their niche areas, the REP Consultative Committee was formed to provide access to such opportunities as they arise or come to the attention of AUB faculty members.

The Committee membership is made of 2-3 named representatives from each faculty at AUB with a specific

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Terms of Reference as outlined below.

The Terms of Reference of this Committee will be as follows:

> Provide insight about new trends in each faculty’s area of concentration that may lead to projects for AUB.

> Identify, through the network of faculty members or external contacts, leads or prospective leads that may contribute to future projects.

> Put on the table solid and promising leads/contracts for REP to engage with sizable opportunity for higher overhead allocations to the respective faculty.

> Highlight bottlenecks in the projects implementation process in order to find the appropriate solutions.

The Committee’s Mandate is to meet once a month or more frequently by invitation from the VP for REP or more frequently by invitation from the VP for REP.

Abdul Hamid Hallab Service Excellence Award Committee

PuRPOSE

The purpose of Abdul-Hamid Hallab REP Service Excellence Award is to recognize the accomplishments of outstanding REP consultants from the AUB community who have made major contributions to the AUB mission of serving “the peoples of the Middle East and beyond” and the REP mission of providing “the Middle East and North Africa with world class professional services…while reflecting AUB core values and its commitment to service excellence”. By recognizing these individuals, REP demonstrates its commitment to service excellence and provides incentives for AUB faculty and staff to serve as REP consultants. The award is based on qualitative and quantitative evidence for excellence in consulting work.

ElIGIbIlITY

Full-time AUB faculty and staff who have served on at least one REP project during the entire fiscal year are eligible for nomination. Consultants who were nominated in previous years may be nominated again on condition that they haven’t received the award during the previous year.

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CRITERIA FOR ExCEllENCE IN CONSulTING

The Abdul-Hamid Hallab REP Service Excellence Award acknowledges the efforts of faculty and staff members and their contributions to the mission of the University and the mission of REP. The number of projects the faculty or staff member has worked on would not, in itself, be considered sufficient evidence for recognition. The selection committee will rely on qualitative and quantitative measures and on any and all supporting material provided by the nominator and nominee including evaluations by the clients, letters of support received from reference persons, etc. Nominee is evaluated against these criteria:

> Client Focusο Demonstrates cultural awareness and understands the expectations of the clientο Listens to client’s feedback, provide guidance and build trust and reliability

> Team Workο Communicates openly and effectively within and across teamsο Serves as a positive role model by providing constructive guidance to colleagues

> Service Excellenceο Meets the needs of the client without compromising the integrity of AUBο Demonstrates professionalism in dealing with the client and in performing the assigned tasks

> Commitment to the Projectο Demonstrates efforts to resolve issues and find innovative solutions beyond the requirements of

the assigned taskο Manifests genuine and exceptional dedication concerns and perseverance which result in more

effective output

Section twocec operations

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chApter oneExecutive Summary

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CHAPTER ONE

During the year 2016-17, CEC was active in three different frontiers: the first one was building new programs in both the regular and corporate sections, as well as in university for seniors’ program, also the reopening of the Journalism Training Program. The second frontier was the strategic initiatives namely the ACCET accreditation and the establishment of the of CEC online platform, and the third one was the work on increasing CEC visibility through events, seminars, and the empowerment of CEC by securing the approval of AUB Board of Trustees for granting CEC diploma graduate the status of Associate Alumni. Not to forget the continuous effort to increase the number of CEC students. This year, two big endowments were secured amounted to $600,000.

number of Students and courses

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graduation CeremonyThis year the 5th graduation took place in September 29th where 276 students were graduated. This graduation was special for different reasons:

It is marked by the 150th anniversary of AUB and the 40th anniversary of REP.

It includes 3 times the number of graduates compared to previous ceremonies.

It includes students who were graduated from special programs such as SPARK and Leadership for NGO’s that have positive impact on the community.

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chApter twoNew Programs

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green Buildings and LEED Rating System This 24-hour course was offered to nine employees from the AUB’s Facilities Training and Design Unit during the period from March 27 to April 24, 2017. Certificates of attendance were distributed to the course attendees who learned about embodied energy, carbon content, greenhouse gas emissions, and building rating systems with a focus on LEED.

Lebanese Sign Language This course was developed to enable students to begin acquire proficiency in Lebanese Sign Language through a linguistic, communicative, and cultural approach. Emphasis is placed on the development of receptive and expressive signing skills and on the acquisition of the fundamentals of applied grammar. An exposure to the deaf and hard of hearing culture will be presented and students are expected to participate in the community.

Cinematic Arts DiplomaThe Cinematic Arts diploma program has been designed to yield creative & professional candidates in the field of motion picture with dedicated specializations in various practices. Film is one of the most desired & challenging space among others, however, this innovative program that is constructed in a straightforward and condensed manner delivers dedicated humanistic filmmakers, creative brains with superior technical skills, similar to state-of-the-art Hollywood entertainment & visual arts institutions. Candidates are required to complete ten basic courses along with two specialized courses. The first cohort of ten students started with their first course in May 2017.

Arabic and Oriental music StudiesTwo certificate programs (Voice and Instrument) and one diploma program have been designed to provide an environment of high quality teaching of Arabic and Oriental Music in view of its practice within standards of excellence. The main line of education is a balance between theoretical and practical aspects of this special type of music. These programs are targeted to a large diverse public (different ages and generations) with no previous musical knowledge, a basic appreciation and practice of Arabic and Oriental Music in its various aspects: theory, history, voice and instruments: wind, string, percussion, within at least four semesters. These programs will be launched at CEC in fall 2017-18. In addition to the certificate and diploma courses, three general music education courses will be offered to all those who are interested in music appreciation and technology.

The Revised Project management ProgramThe structure, content, and requirements of the Project Management program were revised by the Department of Industrial and Engineering Management. The first course of the new program will be offered in summer 2017. Besides the diploma program, the Project Management Professional Exam preparation course was offered eight times during the period from July to June, 2017 due to the continuous demand for the PMP certification.

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Key Account management TrainingPharmaceutical Market Dynamics are consistently evolving and models of patients’ access to healthcare services are changing, facing more delay in access time due to R&D lengthy & costly processes, but more importantly due to lack of financial resources supporting Health Care sector in Africa & Middle-East region. It is crucial for employees in the pharmaceutical field to understand how products are now sold and how they are going to be sold in the future years. This training was offered in collaboration with 3-SUMMITS to six candidates during the period from May 4 to 19, 2017.

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chApter threeEvents

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CHAPTER THREE

> As part of the marketing strategy in CEC, several events were organized in order to increase CEC visibility and outreach to specific industries. Some of those events were :

> Certificates distribution in collaboration with Mhanna foundation: for several head of municipalities after attending intensive courses.

> Step-Up program relaunching event: after embedding the lessons learned from the pilot program that took place last year and after benchmarking with similar programs aboard.

> Microsoft Certified Educator event: launching a special course provided by Microsoft targeting teachers all over Lebanon.

> Marketing Seminar: that is considered one of a series of seminars that CEC will be organizing to reach out to clients.

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Accreditation the process of accreditation with accrediting Council for Continuing education and training (aCCet) is still one of the major initiatives that CeC is focusing on. the application was submitted on time and then reverted back in order to update some information that were required after some changes imposed by the new regulations in aCCet.

during the aCCet yearly conference that was attended by the director, several points were discussed with the aUb account manager ,several meetings were held with different team members from aCCet, and several directives were suggested. a project manager was hired on part-time basis to help in the process.

the time-line for the aCCet accreditation is as follows. this timeline is subject to change depending on the availability of the accrediting body visiting team:

1. The deadline for re-submitting the application is May 19, 2017

2. Application approval: July 7, 2017

3. The readiness visit (RV): During September and October, 2017

4. Analytic Self-Evaluation Report (ASER): November 13, 2017

5. On-site evaluation: During January and February, 2018

6. Commission Meeting and approval: Between April 3 and 7, 2018

CEC Online PortalUpon the request of AUB president, Dr. Fadlo Khoury, CEC started working on developing its online portal in collaboration with the IT department. The decision was made to start with 2 certificates, namely Office Management and Human Resource Management. The first two courses will be launched end of June, 2017.

The building of the portal involved not only the IT team but also all stakeholders from registrar, admission, and comptroller offices, since the whole process from admission to payment will be done online.

The objective of the portal is to reach out to participants outside Beirut and outside Lebanon.

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As the result of an enormous effort made by the team in their relation with different clients, two major endowments and a five-year scholarship were achieved.

wAAAUB Abu Dhabi Chapter Endowment fundThe WAAAUB Abu Dhabi Chapter granted CEC an endowment of $100,000 that will be allocated to the top three or four students seeking to continue courses leading to a CEC diploma after completion of the relevant CEC Certificate.

Aisha Al-mana Endowment fundThe Endowment of $500,000 will be under the custody of the office of Regional Programs and the proceeds of which will support workshops and training for professional in health sciences sector based on a criterion that will be agreed upon.

Syrian Refugee Educational fund at AUBThe purpose of this noble initiative is to enable the displaced Syrian refugees in Lebanon to have access to quality education, and provide them with qualification that will foster their ability to become gainfully employed individuals. This scholarship will ultimately allow approximately 1700 men and women to be active citizens in rebuilding Syrian as and when the war ends. The fund amounted to approximately $2.5 Million, with annual spending ceiling of approx.. 0.5 Million.The programs sponsored in this fund are Teaching Certificate, Professional Certificates, as well as, English language. The Teaching Certificate program offers five different certificates in Early Childhood Education; Special Needs Education; Elementary School Education; Middle School Education; and Secondary School Education. The targeted group is schoolteachers. The Professional Certificate program offers three certificates in Office Management; Essentials of Business; and Associate Project Management certificate. The target group of this category are university dropouts of university graduates. The English Language program targets various individuals for the purpose of leveraging their English language skills and enable them to communicate effectively in English.

Arab Student Aid international fundThis year the fund came to an end by graduating 32 participants in Leadership for NGO certificates from 15 different NGOs. The amount paid was $30,000. Another fund is under discussion with ASAI to provide training in collaboration with Microsoft under the theme of women empowerment.

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The Corporate unit at the Continuing Education Center was established in July 2014 in order to provide flexible and customized training solutions to individuals and organizations from different professional backgrounds. Our unit has been offering hands-on learning opportunities that drive sustainable growth, performance, and competitive advantage while creating value for organizations and stakeholders.

Our programs are engines of insight, changing the way professionals think, approach management challenges, and make decisions. Also, they are engines of action that alter the way organizations conduct business, measure results, and serve the community.

What separates our CEC corporate programs from competitors’ programs is that we are customer oriented and we deliver high quality education. As a result, we add value to organizations in Lebanon and the region by making their businesses more strategic and productive.

Our programs are designed and developed in partnership with our clients to best serve their training needs. Our professional instructors who are subject matter experts, address the organizations’ leadership teams’ needs and concerns and incorporate benchmarks to evaluate progress. Our programs are conducted at AUB campus and in-house in Lebanon and the region based on clients’ requests. We have offered corporate programs since July 2014, successfully serving more than thousand students and in-service professionals from a diverse client base.

Aviation management Certificate

ObJECTIVE

The objective of this program is to provide the participants with thorough grounding in aviation-related topics: managerial, operational and regulatory. The courses are carefully selected to equip the participants with the skills required to pursue a successful career in various sectors of the aviation industry.

CERTIFICATE REquIREMENTS

The certificate program consists of the following four courses; each course is delivered over a 3-day period (24 teaching hours):

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Aviation management Diploma ObJECTIVE

The diploma program equips the participants with the skills required to pursue a successful career in various sectors of the air transport industry including airlines, airport companies and authorities, civil aviation departments, and air transport consultancies. The program provides the managerial and practical skills required to assist the participants to become more valuable employees or potential employees to international aviation businesses.

Pharmaceutical Business management ProgramSeveral workshops were delivered that touch on all soft skills required but specifically for the people working in the pharmaceutical industry.

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COuRSES DElIVERED

> Optimizing Sales Effectiveness

> Time and Territory Management

> Problem Solving and Decision Making

> Adoption Ladder

> Key Account Management

> Team Leading Foundations

> Management Skills for Supervisors

> Conflict Management

> Team Building and Group Dynamics

> Leadership

> Mastering Leadership

> Advanced Performance Under Pressure

> Leadership for Executives

> Negotiation Skills

Future Developer Summer Programthe future developer is an It based program organized yearly during the summer for students between the ages of (12 – 18). learning is focused on Programming in JAVA, Front-end Web Development, Mobile Application Development on Android, Mobile Application Development on iOS, and Game Development in an interactive learning atmosphere while enjoying aUb top notch Instructors, State of art Labs, and outstanding Campus.

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Genius Mind Summer Programthe genius Mind yearly summer program focus on developing participants’ technical and innovation skills. these skills include creativity & Innovation, critical thinking & problem solving, and communication & Collaboration. Students will be introduced to various topics ranging from sciences, technology, robotics, arts and crafts with some history and daily sports.

Real Estate brokerage CourseThis course aims at developing the skills of the in-service professionals working in the real estate brokerage business. These skills include the building law, zoning, marketing, e-marketing using social media, and finance.

WORkSHOPS DElIVERED

> Real Estate Development and the REAL Code of Ethics (REBC I)

> Real Estate Finance (REBC II)

> Real Property Law for brokers: A comparative View (REBC III)

> Zoning and Building Laws overview (REBC IV)

> Real Estate Marketing (REBC V.1)

> Real Estate Marketing using Social Media (REBC V.2)

Taxation Diploma ProgramThe purpose of this program is to present participants with valued insight into the Lebanese tax system and more importantly to provide them with the information to best grasp this system in order to legally minimize their tax liability while promoting compliance and transparency, which would complement the global trend advocated by the OECD’s tax policies allowing Lebanon to play an effective role in effective tax planning on an international level as well.

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Participants would understand applicable taxes in Lebanon, whether direct or indirect i.e. income tax, non-resident/withholding tax, payroll tax, value added tax, property tax, stamp duties, etc…

> Understand the concept of tax residency

> Understand the ramifications of tax treaties

> Understand the tax benefits in offshore and holding companies

> Familiarize with different tax options and respective scenarios for effective tax structuring

> Fill out properly different tax forms

> Calculate penalties and fines

> Participate in group exercises and in individual grading exams

Summer Program for Aub Alumni Children (SPAAC)the american University of beirut’s Continuing education Center (CeC), in collaboration with the office of alumni relations and the Worldwide alumni association of the american University of beirut (WaaaUb) will be hosting the summer Program for auB alumni children (sPaac) from July 9 to July 29, 2017. The summer program will be open to children of aUb alumni throughout the world to strengthen the ties between aUb and all of its alumni.

SPaaC offers aUb alumni children the opportunity to experience campus life while learning about Lebanon’s rich history and culture. the summer program aims at deepening the students’ knowledge of their heritage, expanding their understanding of the modern Middle east, and strengthening alumni ties through the experiences of their children. this summer program is a rich and pleasurable educational experience, and a unique opportunity to enjoy the summer, make new friends, get a taste of college life, and explore Lebanon.

the summer program is open for bright and highly-motivated students from around the world between the ages of 14 to 17. The participants’ stay on campus will be facilitated and carefully supervised by our highly qualified staff. all participants will be accompanied by our staff for all planned activities including on-campus activities and field trips to extraordinary historical sites throughout Lebanon.

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Step-Up Program intensive ProgramThe “STEP-UP” program is a collaborative initiative between the Lebanese Down Syndrome Association (LDSA) and the Continuing Education Center at the American University of Beirut (AUB-CEC) targeting students with intellectual disabilities. It is a university-based higher-education program for youth and adults with intellectual disabilities, whose main objective is to introduce an innovative educational environment that facilitates the learning and practice of both the vocational and life skills needed to participate in the workforce and reach independent living.

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VISION

To establish a post-secondary educational program that focuses on and caters for the individual needs and career choices of each student, as per the following criteria:

> The program positively nurtures and supports the students’ strengths and interests.

> The program provides mentoring and guidance in the students’ chosen career paths.

> The program is versatile and diverse in terms of the curriculum and educational set-up, and the tools and strategies that will be used are adaptable to respond to each individual need.

> The program will follow-up on the students’ implementation of the skills they will have learned, evaluate their impact, and accommodate their placement and employment.

PROGRAM MODElS

The “STEP-UP” program is modeled, inspired, and adapted after different models that have been successfully implemented around the world and whose impact has been considered a breakthrough in the lives and quality of employment for people with intellectual disabilities.

Examples of similar programs:

> Lesley University, Threshold Program, Cambridge

> University of Iowa, Reach Program, Iowa City

The main source of curriculum material used by the “STEP-UP” program is extracted from the Life Centered Education resources published by the Council for Exceptional Children, Virginia. Another source of information and guidance has been Think College, Institute for Community Inclusion, University of Massachusetts, Boston, MA.

English for law and legal studies intensive CourseEnglish for Law and Legal Studies is a Legal English Certificate Program consisting of 7 modules. Learners who are limited, average or high English proficient can greatly benefit from this program which aims at improving their legal English speaking, listening, reading and writing skills. Using Windows Movie Maker, legal terminology videos and employing a variety of strategies and techniques such role play, dubbing, back to screen, Think-pair- share and group discussions, the instructor intends to facilitate learning in a comfortable, fun and engaging environment.

chApter Seven CEC Activities Abroad

http://www.lesley.edu/threshold/

http://www.education.uiowa.edu/services/reach/

http://www.cec.sped.org/Publications/LCE-Transition-Curriculum

http://www.cec.sped.org/Publications/LCE-Transition-Curriculum

http://www.thinkcollege.net/

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ministry of Health in Dubai, UAEDuring this year and because of the successful trainings that were conducted with Ministry of Health in Dubai in collaboration with Hariri School of Nursing, the ministry decided to sign an MOU with AUB to continue delivering the trainings, 13 to date, in different nursing topics as well as prepare other health related topics.

Leap to Success in Saudi ArabiaCEC signed an MOU with Leap to Success in Saudi Arabia to provide training to different entities in KSA including organizations and government entities in different topics.

Eduvision in Abu Dhabi, UAECEC is negotiating with EduVision in Abu Dhabi to establish a training center that will be run entirely by CEC and provides all CEC deliverables in Abu Dhabi.

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The Journalism and Communications Training Program (formerly known as the Journalism Training Program) operates under the umbrella of AUB’s Continuing Education Center (CEC). Since its launch in 2007, it has aimed to upgrade and update journalists’ knowledge and skills in the region. It has seen a bevy of activities, with training workshops, consulting on journalism curricula and the launching of a Journalism Certificate.

Starting with workshops in media literacy, the program kicked-off its training workshops in July 2007 with investigative journalism and offered since then a wide range of workshops on subjects related to Elections Coverage, Citizen Journalism, Newsroom Management, and Science/Health/Environment Journalism. JTCP has now expanded its intended outreach as its new program aims to enhance corporate communication skills in addition to elevating individual and institutional expertise in modern forms of digital journalism.

JTCP offers intensive courses leading to a certificate (4 courses) and a diploma (8 courses), in which academics, veteran media practitioners, and experts in corporate communication give dynamic and participatory lectures to a wide range of participants. Practical exercises are also offered in the fully equipped computer lab at AUB’s CEC.

Through its courses, JTCP ensures the acquisition of the following learning outcomes:

> Ability to understand and create a basic design for communication campaign strategies on the national and local community levels.

> Implementing social marketing and advertising techniques through proper message construction and branding.

> Networking and connecting with local stakeholders and engaging in public discussions.

> Investigating stories in unfavorable conditions and applying ethical principles of reporting.

> Basic skills for writing and editing short articles and generating online visibility for them.

> Understanding legal liability in Arabic and English storytelling.

> Basic production and editing of videos and other visual content for online broadcast material.

The following are brief descriptions of 4 core courses in journalism leading to a certificate:

media Law and Ethics This course explores the ethical guidelines of various media practices. It aims to establish an understating of media ethics as globally understood and standardized. It engages with ethical dilemmas that journalists face in their career, in theory and practice. The course also outlines the basic legal principles governing the media industry with emphasis on the Arab World. It highlights public communication laws and regulations regarding copyright, privacy, defamation and obscenity.

investigative Journalism This course introduces the forms and needs of investigative journalism and explores the conventional and unconventional means deployed in this type of reporting. The course unpacks the methods applied to balance between achieving maximum outcomes and sustaining general ethical principles in journalistic investigations.

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Basic Journalistic writing and ReportingThis course introduces students to innovative techniques and strategies of storytelling, especially in digital media environments. These include data visualization, visual essays and writing narratives for print and online media. The course also provides participants with a blend of skills in broadcast news gathering, editing and producing.

Advocacy and Cyber Activism This course explores the theories and strategies of digital media use for advocacy campaigns, with a focus on principles of civic activism in the era of digital media convergence. It examines case studies of using digital media tools and civic activism principles to develop social and political change campaigns.

Strategic CommunicationThe following, on the other hand, are brief descriptions of 4 core courses leading to a certificate in strategic communication:

PublIC RElATIONS

This course presents a comprehensive conceptual framework of the field and profession of public relations. Emerging issues, such as technology, ethics, and the international aspects of public relations are considered through examining PR strategies, tactics, and case studies.

COMMuNICATION CAMPAIGNS

This course introduces core concepts in social and political communication and their forms of application. The course examines how states, non-state actors and media outlets produce and promote social and political messages through various marketing and advertising techniques and how these messages impact the public’s priorities and preferences.

CORPORATE IDENTITY AND bRANDING

This course introduces core concepts and practices pertaining to corporate identity, branding and image management. It examines the impact of image construction and equity building on the recipients’ assessment of messages and their communicators. Students will learn how to render their messages more recognizable in a marketplace in order to enhance the public’s trust in the products or services they provide.

INTERPERSONAl COMMuNICATION

This course is meant to improve the students’ understanding of their interpersonal communication behaviors in order to enhance their communication skills and capabilities. The course also introduces public speaking and speech writing in addition to adequate forms of engagement with press interviews and media appearances. Students will learn the basic skills for writing speeches and delivering them effectively to different live and online audiences through visuals and slides shows.

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The University for Seniors is a pioneering program with and for older adults (aged 50 and above). It aims to create a new and positive face of aging in Lebanon and the region, one where older adults are intellectually and socially engaged, energized to learn new things, and active contributors to their communities.

The University for Seniors program differs from most adult educational programs. Its three founding principles are:

> Peer learning: participants share what they know and learn from each other. There are no paid teachers. Seniors with a passion and expertise for a certain subject volunteer to facilitate a study group or give a lecture

> Community building: The UfS adopts a membership concept whereby one joins a term rather than enrols in a specific course. This reinforces the idea that one is part of the community of the University for Seniors. Social events are also organized during the terms to strengthen this principle

> Intergenerational connections: Seniors are connected to the regular AUB student body. These intergenerational connections are created through multiple academic and extra-curricular activities on and off campus.

The program offers a variety of activities, including study groups, lectures, educational travel programs, social gatherings and campus events that expose members to the many cultural and educational resources of the university. In fiscal year 2016-2017, the program received funds through donations, membership fees and AUB to cover its operating costs.

Activities in 2016-2017two terms were carried out during this fiscal year (Fall 2016 and Spring 2017) with a total of 62 lectures, 33 study groups and 10 educational trips. Activities introduced members to politics, history, artificial intelligence, archaeology, media, urban planning, arts, music, economics and banking, health and healthy aging, transport and seniors mobility, poetry, self-development, book clubs, cine club, online shopping, iPads, smartphones, social media, computer literacy bridge, karate, aromatherapy in addition to cultural travel program in Lebanon and abroad...

Program EvolutionThe University for Seniors continued to grow in 2016-2017 as shown in the charts below:

> 578 members

> 104 lecturers

> 240,000 people engaged with our Facebook posts

> 2,469 Facebook page likes

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NuMbER OF MEMbERS

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Figure 12: UfS Offering count

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MAIlING lIST SubSCRIbERS

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Figure 13: UfS Mailing List subscribers

The growth in the program is due to several factors:

> A strong positive evaluation of the program from members and lecturers, which is enhancing the UfS’s reputation and attracting new participants

> Extensive networking inside AUB to promote the program through the Communication Office, Alumni Office, Faculty, staff and Students

> Promotion of the program through events and media

> Strong presence on social media: The UfS Facebook page reached 2,469 likes with 240,000 interactions on the page

Long-term program objectives The UfS program objectives 2014-2017 are:

> To grow program activities and membership

> To enhance the community-building aspect of the program

> To increase the visibility of the University for Seniors through continued marketing and new publicity materials

> To create a financially sustainable program within AUB’s Continuing Education Center

> To explore options to replicate the UFS in other areas of Lebanon and/or abroad through collaboration with other entities willing to create a similar program

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The University for Seniors through the words and faces of our membersUFS created a new life to us.

You gave me a purpose to enjoy my old age.

Your program gave me more confidence in my potential.

It made me feel that I am still in the hub of life, I can get more, interact more, and live more.

University for Seniors in the newsUfS featured on the AUB President’s Perspective, a fortnightly news letter by AUB President Dr. Fadlo R. Khuri, highlighting on key and strategic perspectives of the emerging matters in the life of the university. UfS has been selected as one of the 10 most innovative community based interventions for senior population in the middle income countries around the world by WHO in partnership with RAND. Below is an excerpt of the announcement.

A JEWEl OF Aub FOR OuR SENIOR POPulATION

We are delighted to share the news that our University for Seniors (UfS), hosted by the REP Office, has been selected as one of the 10 most innovative community-based interventions for senior populations in middle income countries around the world, in an initiative by the World Health Organization in partnership with RAND Europe.

http://www.aub.edu.lb/rep/cec/uni_seniors/Pages/main.aspx

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This genuinely is a societally transformative, world-beating program of lectures, peer-to-peer study groups, trips—and just simply providing a second home for seniors. It was conceived in 2008 as a way to provide opportunities for the older population of Ras Beirut and beyond to remain socially engaged and challenged intellectually, which studies show to be highly beneficial for the health and wellbeing of an ageing population.

The steering committee, led by director Dr. Abla Sibai of the Faculty of Health Sciences, and the UfS team, with huge support from the participants themselves, have changed the lives of hundreds of seniors regardless of background or education. The results are extraordinary. We have heard of doctors prescribing the program to their patients having witnessed other UfS members come off medication for hypertension and even depression as a result of participation; seniors as old as 90 have enjoyed challenging trips abroad, others have become engaged politically in municipal elections, activists and agents of change in their own right, and one near-octogenarian has finished a long-delayed PhD thanks to the boost he received from the program! It is no surprise at all the good folks at WHO-RAND have recognized what is being achieved at UfS. What is the secret of this astounding success? It starts with a belief that retirement is not an end but a start for some of life’s most joyous and rewarding experiences. Not only that, but the belief that senior citizens have so much to offer to society themselves. The program thrives on word of mouth recommendation, as seniors and families inform not just their own small circle but broadcast far and wide about the inclusivity and empowerment of the program. This fosters a diversity of membership that is rarely seen in university of the third age (U3A) projects around the world. It is also self-funded, through a very affordable membership fee and dozens of professional and lay lecturers lending their services for the sheer pleasure of participating.

And indeed the organizers are not afraid to “walk the walk”. With UfS coordinator Maya Abi Chahine heading off to King’s College London for her master’s in Public Policy and Ageing, where no doubt she will have plenty to contribute at this preeminent center for the academic study of ageing, her position will be filled by a member of seniors community, underlining that everyone can participate and everyone has something to offer. The new term starts on September 18 and we hope to see you, your parents or grandparents there.

Dr. Abla Sibai Maya Abi Chahine

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Section threerep marketing plan

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We have revisited our REP marketing plan in light of the recent challenges that has been facing us in our area of operation, mainly the decline in funding for educational and training programs as well as the cloud of economic strain that shadows the region.

With the organizational changes and the recruitment of a Business Development and Projects Manager, one of the first tasks were to revisit and revamp our marketing and communication plan.

REP’s marketing and outreach activities were identified early on in the 2015-16 however, the finalization of this plan was done in the 4th quarter of 2015-16. We had extensive exercise of consultations with internal stakeholders such as Communication Office, select Faculty Members, Staff and Alumni. Additionally, we solicited the input of external stakeholders such as Social Media providers, Online Marketing specialists, as well as Event & Conference Management Companies.

The Plan has been initiated in the first quarter of 2016-17.

mArket AnAlysis & PlAnning:

> Identify REP’s Direct & Indirect Competitors

> Identify Competitors’ Services, Pricing & Regional Coverage

> Identify New Channels to Expand REP’s Outreach

> Develop Partnerships To Expand REP’s Coverage, Outreach & Access to Business Opportunities

An online research was done to identify local, regional and international competitors to REP’s services in terms of Continuing Education, Executive Education and Educational Consulting. Accordingly, a positioning exercise was done for REP’s services to identify niche markets, top-selling services and best target groups to reach out to. This was later used to identify the appropriate outreach channels and potential partners to augment the marketing impact of the office and AUB’s name.

CONTENT DEVElOPMENT

> Matching REP’s services terminology with market terminology

> REP General Overview Presentation

> REP Specialized Presentations (Universities, Executive Education, Medical Schools, ...etc)

In this section, and based on the market analysis done, a set of changes were recommended for the marketing content on REP’s website, brochures, and presentations. Moreover, a new set of marketing presentations were custom tailored with updated content, new designs and targeted messages to fit the purpose of each marketing outlet with its target audience. The plan was set to revamp numerous pages on the website, presentations and other marketing material and scheduled for completion in a 12-month period.

WEb & SOCIAl MEDIA MARkETING

> Developing an Online Content Development Approach/Methodology

> Updating REP Website

> Developing a REP LinkedIn Page

> Developing a REP Facebook Page

Some of the marketing/outreach outlets identified were REP’s Website as well as social media platforms. A process was launched to identify best outlets to be used and the potential collaborators who to help in establishing and managing those outlets. The actual implementation, solicitation of providers, and launch of the new social media pages and website revamp were scheduled for the upcoming annual cycle.

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TENDERS & RFP PORTAlS

> Identify online portals for RFPs and tenders

> Secure access to new tenders and portals

> Set Qualification Criteria for Opportunities

> Consolidate RFPs and Tenders in a structured manner for qualification

> Utilize AUB resources to prepare proposals for the identified and qualified opportunities.

A business development study was made to identify common practices in proposal writing and identification, qualification and response approaches for tenders and RFPs. The above mentioned steps were set in place to assist in further solicitation of opportunities. Actual implementation was scheduled for the upcoming annual cycle.

STAkEHOlDERS ENGAGEMENT

> Identify Internal Stakeholders & Their Needs

> Identify External Stakeholders & Their Needs

> Prepare Engagement Approach

> Contact & Engage All Stakeholders

Engaging AUB stakeholders and external stakeholders who can be involved with the REP office is an important item on REP’s agenda. Therefore, discussions were carried with various stakeholders to identify ways of engaging all relevant stakeholders in REP’s work and ensure that everyone is onboard in promoting AUB’s academic mission. This can include REP Inter-Faculty Academic Committee, Faculty Representatives for CEC, Meetings with Deans and Chairmen among other things that have been implemented as well as others planned for the upcoming annual cycle

Section fourStrategic initiatives

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The office of REP is embarking in three strategic initiatives that, when materialized, will have significant and immeasurable impact both in visibility to AUB and in the advancement of AUB’s academic mission to the MENA region and beyond to extend to the whole world.

The three initiatives are listed below and are detailed in the following pages.

First Strategic Initiative outlines the business plan and financial projections of establishing Continuing Education Online Platform. The COP will focus on course and deliverables of emerging importance in the corporate world, and will also target junior professionals as well as fresh graduates who are seeking to advance their technical and hard skills knowledge in select areas. This initiative is expected to yield a total net revenue of $3.6 Million by FY 2021.

Second Strategic Initiative outlines the business plan and financial projections for the establishment of REP GCC Office. This initiative will serve as a one-stop-shop for AUB in the GCC with greater focus on raising AUB’s presence in the region as a vehicle that advances AUB’s accessibility to corporate markets, government institutions, and needless to say, students, donors and communities. This initiative is expected to yield $1.2 Million by FY 2021.

Third Strategic Initiative outlines the establishment of AUB Foundation Program in United Arab Emirates. The Foundation Program will target high school students who are lacking the English language skills necessary to advance in their academic life. This initiative is expected to yield $3 Million by FY 2022.

The below table summarizes the Overall financial projections of each of the above three strategic initiatives.

STRATEGIC INITIATIVE

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 Total

REP office in the GCC

REVENUE $450,000 $450,000 $500,000 $550,000 $600,000 $2,550,000

ExPENSES $273,800 $241,930 $246,750 $251,715 $256,829 $1,271,025

NET $176,200 $208,070 $253,250 $298,285 $343,171 $1,278,975

ON-LINE PLATFORM FOR CEC

REVENUE $100,000 $463,500 $795,660 $1,147,314 $1,519,344 $4,025,818

ExPENSES $59,160 $67,265 $74,438 $81,684 $89,011 $371,558

NET $40,840 $396,235 $721,222 $1,065,630 $1,430,333 $3,654,260

AUB FOUNDATION PROGRAM IN GCC

REVENUE $1,248,000 $1,928,160 $2,864,430 $3,933,817 $5,064,790 $15,039,197

ExPENSES TBD $1,264,228 $1,864,363 $2,571,079 $2,900,853 $3,372,862 $11,973,385

NET ($16,228) $63,797 $293,351 $1,032,964 $1,691,928 $3,065,812

Table 3: Summary of strategic initiatives

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fiRST STRATEgiC initiaitve Continuing Education On-line Platform CONCEPT NOTE

In accordance with the strategic plan that was set by the Continuing Education Center (CEC) to answer the challenges that it is facing, namely the security instability in the region, and in order to compensate on the resulting loss of GCC prospects, it was decided that the CEC starts offering on-line courses.

Moreover, CEC needs this strategic initiative in order to accomplish its mission and maintain its position in the growing competitive market.

The implementation of this initiative will have positive impact on CEC and the prospective students:

1. The benefits of on-line training for AUB and CEC include and not limited to:ο Increase CEC, REP, and AUB visibilityο Extended outreach ο Increase in target segments

2. The benefits of on-line training for students include and not limited to:ο Access from anywhereο Access at any timeο Low costο More time flexibility

Financially, the return on investment of this initiative, as it will be shown later in this report, will be significant. In addition to providing a new source of income for AUB, the on-line training will definitely increase outreach of CEC and consequently AUB.

CEC will be working, in collaboration with the IT department, to develop on-line certificates and diplomas based on current CEC offerings. From 2017 through 2021, four diplomas and nine certificates will be available on-line gradually according to the below table:

YEAR DELIVERABLES NEw COURSES TOTAL COURSES

2017 Human Resource Management Certificate 4 4

2018 Human Resource Management Diploma 4 18

Marketing Management Certificate 4

Mobile Application Development Certificate 3

Web Application Development 3

2019 Marketing Management Diploma 4 30

Aviation Management Certificate 4

Office Management Certificate 4

2020 Aviation Management Diploma 4 42

Project Management Certificate 4

Essentials of Business Certificate 4

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YEAR DELIVERABLES NEw COURSES TOTAL COURSES

2021 Project Management Diploma 4 54

Financial Management Certificate 4

Lean Startups and Entrepreneurs 4

Table 4: Rollout of CEC on-line courses

As for the costs entailed, it includes:

> Hosting services (storage, bandwidth): the platform will be hosted outside AUB in order to secure the amount of storage as well as the bandwidth required, in addition to the extra services needed for on-line platforms.

> A full-time interactive specialist whose role will be overseeing the entire projects and manages the on-line platform in terms of access, registration, etc..

> Content management instructor hourly rates: the instructor of each course will be paid for 10 hours at the rate of $50 per course in return of his services in helping the development team in the new course as well as answering the inquiries of students for the running courses.

> Course digitization (Provided by IT at no cost): The IT department will be implementing the actual course digitization and changing it into an on-line deliverable in collaboration with the teachers and the interactive specialist.

> Miscellaneous and contingency: this amount will be reserved for any unexpected costs that may result from any uncertainties.

As for the revenue, the assumption is: 100 students enrolled per course per year at a fee of $250 per course with 3% increase every year.

In reference to the assumptions stated earlier and to the below suggested budget and forecast, please see below a table summarizing the revenues, expenses and net revenue:

PROJECT TYPE FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 TOTALS

On-line Platform for CEC

Expenses $59,160 $67,265 $74,438 $81,684 $89,011 $371,558

Revenue $100,000 $463,500 $795,660 $1,147,314 $1,519,344 $4,025,818

Net $40,840 $396,235 $721,222 $1,065,630 $1,430,333 3,654,260

Table 5: Summary of revenues and expenses

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ExPECTED buDGET AND FORECAST

ESTABLISHMENT OF CEC ON-LINE PLATFORM

DesCription FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 total

COST

Hosting services (storage, bandwidth)

$5,000 $5,500 $6,050 $6,655 $7,321 $30,526

Interactive specialist (full time)

$20,160 $20,765 $21,388 $22,029 $22,690 $107,032

Content Management instructor hours (10 hours per course at $50 per hour)

$2,000 $9,000 $15,000 $21,000 $27,000 $74,000

Miscellaneous and contingency

$20,000 $20,000 $20,000 $20,000 $20,000 $100,000

marketing $12,000 $12,000 $12,000 $12,000 $12,000 $60,000

Course digitization (Provided by IT at no cost)

$10,000 $35,000 $30,000 $30,000 $30,000 $135,000

Subtotal (excluding Course digitization)

$59,160 $67,265 $74,438 $81,684 $89,011 $371,558

REVE

NUE

Expected number of new courses

4 14 12 12 12 54

Expected number of total courses

4 18 30 42 54 148

Expected number of students ( 100 per course)

400 1800 3000 4200 5400 14800

Expected revenue (course fees $250 with 3 % increase per year)

$100,000 $463,500 $795,660 $1,147,314 $1,519,344 $4,025,818

Net $40,840 $396,235 $721,222 $1,065,630 $1,430,333 $3,654,260

Table 6: Five-year budget

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SECOnD STRATEgiC initiative Regional External Programs GCC OfficeCONCEPT NOTE

The Office of Regional External Programs (REP) is the consulting arm of the American University of Beirut (AUB). Founded in 1976, the office has provided hundreds of consulting engagements in the MENA region, North and Central American continents, and Central Africa. REP has founded American University of Sharjah, UAE; Dhofar University, Oman. REP also provided technical consulting to Fahad Bin Sultan University, KSA as well as Princess Nourah Bint Abdel Rahman University, KSA; among other national and private universities in Bahrain, Qatar, Sudan, Congo, to name a few. REP continues to be engaged to provide customized education to major corporations in the MENA region in multiple sectors and at varying levels of management cadre. In short, AUB represents a rich mix of consultants and in diversified specialties from the region and for the region.

Within the framework of the strategic plan of REP, AUB is seeking to establish a one-stop-shop office to serve as AUB’s gateway for academic and consultancy services, and external operations. This office will reaffirm the university’s role as a first-hand regional player to continue serving the people of the Middle East and beyond. It is strategically important for AUB to establish a physical presence in one of the GCC countries to elevate its visibility and accessibility.

Such presence will further allow AUB to leverage on its 1½-century of progressive excellence in almost all of its areas of academic, administrative and medical service delivery and offer the public continuing education services and other relevant skills.

AUB has been extensively involved in consulting, technical assistance, executive and continuing education in Lebanon and the region. AUB-REP Dubai office will further deepen and facilitate AUB’s commitment to serve the people of the Middle East, by delivering high quality academic consulting services and continuing education programs in English and Arabic, thus enhancing the University’s accessibility in the market.

Through its AUB-REP Dubai office, AUB will be offering academic consulting, corporate relations, continuing education among others.

As for the cost entailed, it includes:

> Application Approval: for the KHDA > Registration Fees: to register the office in KHDA > License fees: for one segment per year $4500 and for additional segments $2750. We need at

least four > Office equipment > Other expenses, such as maintenance, supplies, bills, etc.. > Office Rent > Director: to oversee the office operations > Assistant to the director > Marketing: including digital printing, events participation, social media, etc… > Miscellaneous and contingency: this amount will be reserved for any unexpected costs that may

result from any uncertainties.

As for the income, it will be generated subsequent to the extra outreach that the office will provide and the new ventures that will result in new contracts.

In reference to the assumptions stated earlier and to the below Suggested Budget and Forecast, please see below a table summarizing the revenues, expenses and net revenue

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PROJECT TYPE FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 TOTALS

REP office in the GCC

Expenses $273,800 $241,930 $246,750 $251,715 $256,829 $1,271,025

Revenue $450,000 $450,000 $500,000 $550,000 $600,000 $2,550,000

Net $176,200 $208,070 $253,250 $298,285 $343,171 $1,278,975

Table 7: Projected revenues and expenses for the GCC office

ExPECTED buDGET AND FORECAST

ESTABLISHMENT OF DUBAI OFFICE

DESCRIPTION FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 TOTALS

COST

Application Approval (one time)

$550 $- $- $- $- $550

Registration Fees (one time)

$1,000 $- $- $- $- $1,000

License fees (for one Segment per year $4500, for additional segments $2750. We need 4)

$12,750 $12,750 $12,750 $12,750 $12,750 $63,750

Office Equipment $10,000 $5,000 $5,000 $5,000 $5,000 $30,000

Other expenses (maintenance, supplies, bills, etc...)

$12,000 $12,000 $12,000 $12,000 $12,000 $60,000

Office Rent $26,500 $26,500 $26,500 $26,500 $26,500 $132,500

Director $104,000 $107,120 $110,334 $113,644 $117,053 $552,150

Assistant to the director

$52,000 $53,560 $55,167 $56,822 $58,526 $276,075

Marketing (digital. Printing, events)

$25,000 $25,000 $25,000 $25,000 $25,000 $125,000

Miscellaneous and contingency

$30,000 $30,000 $30,000 $30,000 $30,000 $150,000

Sub total $273,800 $241,930 $246,750 $251,715 $256,829 $1,271,025

REVE

NUE Expected revenue

from additional contracts

$450,000 $450,000 $500,000 $550,000 $600,000 $2,550,000

NET $176,200 $208,070 $253,250 $298,285 $343,171 $1,278,975

Table 8: Detailed breakdown of revenues and expenses

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THiRD STRATEgiC initiative AUB Foundation Program in the Gulf Cooperation Council CountriesPREAMblE

In the recent past, the AUB has designed and implemented through REP a number of Foundation Programs designed to prepare high school graduates mainly from the Gulf Cooperation Council Countries (GCC) to pursue their college education at English medium universities. These programs are conceived as necessary interventions designed to bridge the gap between high school and college study through the provision of students with the requisite English language proficiency, mathematical knowledge, IT competencies, and study skills needed to function effectively in all-English curricula in various fields of study at the college level. Chief among these programs is the Dhofar University Foundation Program designed in 2000 which became a model program followed in many GCC colleges and universities as it constituted in 2008 the impetus for the Foundation Program Standards currently adopted by numerous institutions of higher learning particularly in the MENA region. Other programs we implemented include the Prince Fahd Bin Sultan University (FBSU) program introduced in 2009 following the successful implementation of two consecutive English language summer booster programs respectively in 2007 and 2008, the Al Manaa Group of Hospitals Program in the Kingdom of Saudi Arabia in 2008, Qatar University (QU) program 2010, and the Ahfad University for Women (AUW) in 2011.

The needs to build and upgrade the competencies of college-bound students in the GCC context and the MENA region more generally continue to persist at present and are very likely to increase in the future due to many educational and pedagogical factors. Consequently, REP requested Professor Ghazi Ghaith of the Education Department and Professor Malek Tabbal, Associate Dean of Arts and Sciences, to prepare a proposal to establish an AUB Foundation Program in in the GCC region. The envisioned program is based on the assumptions that it would serve the AUB mission and strategic plans in terms of increasing student diversity and serving the region.

RATIONAlE AND PuRPOSE

A considerable number of college-bound learners in the Gulf Council Countries (GCC) need to upgrade their English language proficiency levels as well as develop or boost their mathematical, communication technology and academic literacy skills in order to function successfully in all-English curricula at the college level in their respective fields of study. As such, it is important to ensure that these students have the requisite proficiency and communication skill levels and are well prepared to pursue their studies in their respective majors through the medium of English. Furthermore, since the colleges and universities currently operating in the GCC region and those expected to go into operation in the near future are mainly professional schools, it should be ensured that students are fluent in Information Technology (IT) and have the needed mathematical knowledge prior to the start of their regular academic programs. Indeed, there is at present a definite need to approach the issue of students’ preparedness for college studies in a systematic, meaningful, and purposeful manner.

Therefore, we are proposing the establishment of an AUB Foundation Program that would bridge the gaps in the preparedness of high school graduates in order to allow them to pursue their college education. The proposed Foundation Program is modeled after intensive English programs currently in place at many academic institutions in the USA and in line with the GCC and International Standards for Foundation and Intensive English Programs.

The purpose of the program is to provide a high quality AUB FP designed to improve students’ English language proficiency, enhance their IT skills, and enrich their mathematical knowledge. There is also

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focus on developing the general academic literacy and study skills and competencies deemed necessary for success in college. As such, the program is intended to enable students to meet the SAT admission requirements for admission in their respective colleges and universities.

PROGRAM DESIGN

Admission

It is important to note that admission of students to the Foundation Program will be normally in the first semester, and possibly in the second semester, but not in the summer. Appropriate admissions criteria include evidence of high school certification and achievement cut off scores on placement tests in English, mathematics, and IT to be determined based on accumulated program experience.

Structure

Students joining the AUB FP will be placed in one of three course levels in English and in one of two course levels respectively in IT and Mathematics, based on their performance on placement tests in English, IT, and Mathematics designed especially for this purpose. Those who start in Level I will take 21 hours of English, in addition to 4 hours of IT per week in their first semester. During their second semester (Level II), they will take 16 hours of English, in addition to 5 hours of mathematics per week, and, if they had originally been placed in IT level I, they have to take another 4 hours of IT per week. However, if their placement was in level II in IT, then they will take 20 hours of English instead of 16 per week. During their third semester (Level II), they will take 20 hours of English, in addition to 5 hours of Mathematics per week. Those who are placed in Level II will take during the first semester, 16 hours of English, in addition to 4 hours of IT and 5 hours of Mathematics per week; during the second semester (they will take a similar load unless they had been asked to take only one IT course, in which case they take 20 hours of English and 5 hours of Mathematics per week. Those who are placed in Level III will take 16 hours of English, in addition to 4 hours of IT, if needed, and 5 hours of Mathematics; they will finish the remaining hours of Mathematics (5 hours) and IT (4 hours, if needed) during the first semester of their freshman year. It remains to be said, however, that any number of hours assigned for either Mathematics or IT that a student might be exempted from, on the basis of placement tests will be replaced by hours for English; the main point is that students will take a total of 25 hours a semester while in the Foundation Unit. Despite all these possible variations, it is envisioned that the most likely structure will be the one presented in the table below:

Typical Program Structure

ENTR

Y

FALL SPRING SUMMER

Leve

l I 21 hrs English(Level I)4 hrs IT I

16 hrs English(Level II4 hrs IT II5 hrs Math I

Repeating any of Levels I and Level II, or takingLevel III.

Leve

l II 16 hrs English

4 hrs IT I5 hrs Math I

16 hrs English4 hrs IT II5 hrs Math II

Repeating any of levels II and III or taking Level III

Leve

l III 16 hrs English

4 hrs IT I5 hrs Math I

Entry to College 4 hrs IT II5 hrs Math II

Repeating Level III

Table 9: Structure of the foundation program

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Note: The intensity of the summer courses offered in 9 weeks will be adjusted to reflect the equivalence of the regular fall and spring semesters of workload offered in a period of 15 seeks, including exams.

Basic Considerations

In order to perform successfully in their intended fields of study students ought to have the requisite English language proficiency levels as well as academic and IT skills in addition to the requisite background knowledge in mathematics. The following basic assumptions and principles are considered essential for the design of a foundation program for the incoming students.

1. GCC Foundation Program and international standards will guide the AUB FP design and practice.

2. Applicants are expected to have minimum levels of English language proficiency, IT skills, and content knowledge of mathematics in order for them to participate in an orientation intensive program that would enable them to function in all-English curricula at the college level. If students are below this level, then they ought to be taught intensive English, Information Technology, and mathematics before they join their regular academic programs.

3. Variations in language proficiency, in mastery of IT skills, and in levels of content knowledge of mathematics may be accommodated only to a certain degree through the use of a multi-level program structure and applying cooperative learning as a framework of classroom interaction.

4. It is very hard to find textbooks that meet the needs of learners in any given program. The most appropriate solution recommended in the literature is to have, in addition to a basic textbook, a resource bank of pooled materials which would include doable, workable content-based (amongst other) resources.

5. The most effective intensive orientation program is one in which the learners themselves feel that their needs are properly identified and addressed and that they would reap some tangible benefits out of the experience. Consequently, the program structure and design will consider carefully the entering levels of students in English, math, and IT skills.

Program goals

The program goals attempt to address the specific English language needs as well as the requisite mathematics content competencies and IT skills of the learners through designing and offering a series of intensive English, mathematics, and IT courses that take into consideration the following principles and methodologies of modern education and best practice in teaching.

Program governance1. The program will have an Advisory Board consisting of members of the AUB team of experts

involved in the project.

2. The program will be an independent unit reporting to REP with a director and supporting staff.

3. The directors, instructors, and supporting staff will be seconded or adjunct by AUB through the REP.

4. The program will have academic coordinators for English, mathematics, and IT.

5. Level coordinators will be appointed for the English program; their duties include looking after the administrative and academic matters in addition to teaching. This includes coordinators of Material Development, Assessment, Computer Laboratory, Writing Center, and Self Access Center.

6. The faculty members who will be teaching in the program should have appropriate credentials, normally MA degrees in their areas of practice and experience.

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Organizational Structure

AVISORY BOARD

Program Director ONE

ReceptionistONE

Math & IT InstructorsTWO

English Instructure THREE

Of�ce Administration ONE

English Instructure FIVE

English Instructure SEVEN

English Instructure NINE

English Instructure ELEVEN

Math & IT InstructorsTHREE

Math & IT InstructorsFOUR

Math & IT InstructorsFOUR

Math & IT InstructorsFIVE

American University of Beirut Foundation ProgramFY

201

8FY

201

9FY

202

0FY

202

1FY

202

2

Organizational Structure in the �ve years period 2018-2022

Figure 14: Organizational structure forecast

Duration of the Program

The Program will be normally completed in one, two, or three regular semesters depending on the entry level of the learner as well as on the skills and content targets that need to be achieved.

Since the development of English language communication skills is one of the major goals of the program, more time will be dedicated to these skills in the program schedule. It should also be noted that students with the lowest level of English may be required to focus on English with less emphasis on mathematics and IT skills. This emphasis decreases as students become more proficient in English.

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Placement and Promotion in the Program

All applicants to the Foundation Program will be assigned a learning level in each of the three subjects (English, Information Technology, and mathematics) based on their performance on special tests designed to measure their abilities, skills, and knowledge in these three areas.

In the English program, other specially prepared diagnostic tests may be used to test the mastery level in the various language skills and elements (listening, speaking, reading, writing, grammar, and vocabulary).

All the proficiency, placement, and promotion tests in all the areas taught will be designed, administered, and scored under the supervision of the program director.

Promotion to a higher level in each of the three subjects (English, IT, Mathematics) is not automatic; learners must demonstrate that they have successfully met the instructional objectives set for the current level before moving on to a higher level. The placement test will be administered again to serve as a measurement of progress made by the learners over the period of one semester.

Learner Evaluation

In addition to traditional achievement tests and quizzes, learners will be assessed by alternative forms of assessment that are more formative and qualitative in nature, such as portfolios, focused observations with checklists, self and peer assessment, interviews, projects, oral presentations, and conferences.

Exit from the program will be determined upon achievement of a satisfactory score on well-designed measures of proficiency in the various areas.

THE ENGlISH PROGRAM

Description

The proposed English language program will be communicative in nature, shifting the emphasis from traditional teaching of grammatical structures to authentic, meaningful oral and written communication. The program approaches language as a tool of communication and stresses oral proficiency, reading and writing skills as the three main keys to the pursuit of a university education through the medium of English.

The program emphasizes helping students develop the basic communication skills of listening comprehension, oral communication, reading comprehension, and written communication in an integrated manner. It also emphasizes the development in students of critical thinking, cultural awareness, and proper study skills. In order to achieve these goals, these skills are presented in an integrated manner using authentic, communicative socio-cultural and academic tasks. Towards that end, the program also emphasizes the integration of English and subject matter areas, specifically mathematics and Information Technology, so that students get familiarized with academic English and at the same time learn the needed content in these areas. Furthermore, there is heavy reliance on the use of communicative, interactive, hands-on teaching methods and techniques (Cooperative Learning, Natural Approach, Total Physical Response, Suggestopedia), educational technology (videos, computer software, overhead projector, LCDs, cassette recorders), and global alternative forms of assessment (portfolios, tests, observation, self-evaluation, conferences, reports, and the like).

The detailed distribution of English hours in the three levels appears on the following page.

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foundation Unit Curriculum

Level i

SKILL NUMBER OF HOURS/wEEK

Writing 4

Listening/Speaking 4

Reading 5

Vocabulary 2

Grammar 3

Extensive Reading 1

Pronunciation 1

Study Skills 1

Total 21

Table 10: Foundation program curriculum: Level I

Level ii


Writing 5


Reading 5

Study Skill/Lab 1

Total 16

Table 11: Foundation program curriculum: Level II

Level iii


Writing 5


Reading 5

Study Skill/Lab 3

Total 16

Table 12: Foundation program curriculum: Level III

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Learning Outcomes

Upon completion of the program, learners will have achieved the following outcomes:

Speaking Skills

> Demonstrate knowledge of sounds, stress and intonation > Converse in a clear participatory fashion in various academic and social settings > Use strategies of initiating, maintaining and bringing to closure in a wide range of communicative

tasks > Employ a range of appropriate registers/functions for various communicative situations > Show ability to perform tasks of questioning, asking for clarification, interruption, apology,

disagreement, description, summary, paraphrasing, and expressing opinions > Employ communication strategies to compensate for lack of vocabulary, e.g. circumlocution

and paraphrasing > Prepare and deliver presentations and short talk using visual aids

writing Skills

> Identify features of basic writing texts in relation to punctuation, layout, spelling and organization of text

> Use a range of cohesive devices (indicating the beginning, sequence and the end of a writing text) > Employ a range of note-taking, paraphrasing and summarizing writing skills > Write texts beyond paragraph level and effectively communicate ideas > Modify and review draft texts and identify errors > Evaluate content and information, organization, mechanics, and word choice of one’s written work > Show ability to draft and plan written tasks > Use research, note-taking, paraphrasing and summarizing skills to produce a short report

Listening Skills

> Recognize formal and informal registers > Recognize linguistic clues e.g. discourse markers, signal words in spoken discourse > Identify specific/ factual information from spoken discourse > Identify main ideas and details of connected discourse or extended listening text e.g. lecture, news,

etc. > Employ prediction strategies to anticipate content of listening texts > Demonstrate ability to identify aspects of spoken discourse e.g. setting, participants, topic, tone,

etc. > Use contextual clues to understand meaning of spoken discourse

Reading Skills

> Recognize structural features of a text, e.g. format, reference markers, the difference between a quote and a paraphrase

> Identify main ideas, supporting ideas, and organization of various text types > Demonstrate ability to use both intensive and extensive reading strategies, e.g. skimming,

scanning, predicting, hypothesizing, connecting parts of a text; inferring meaning of a text, deducing meaning of new words

> Use the table of contents page and the index to locate information > Apply a variety of reading strategies and critical thinking skills to select, read and analyze advance

reading materials > Demonstrate understanding of information from formatted and unformatted texts e.g., narrative,

comparison contrast, graphs, charts, figures and so forth

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Study Skills managing Time and Accepting Responsibility > Work in pairs or groups and participate accordingly i.e., take turns, initiate a discussion, interrupt

appropriately, and express an opinion. > Follow university policies on attendance and punctuality > Bring required materials(pens, pencils, folders, etc) to class > Work according to imposed deadlines > Use a variety of study techniques > Complete homework on time > Continually revise one’s work > Independently access and use computer labs and the internet for language learning > Organize and maintain a system of recording vocabulary (keep a vocabulary log) > Organize and maintain a portfolio of one’s work

Research Skills

> Use the library system for finding, borrowing, and returning library material > Use an English-English dictionary for language learning > Use the table of contents page and the index to locate information in a book > Extract relevant information from a book or article using a battery of reading strategies

(e.g. skimming, scanning, etc.) > Locate a book, journal in the library using the catalogue > Find topic-related information in a book/journal in the library, using the catalogue > Find specific information using internet search engines and electronic resources > Cite a source in accordance with academic conventions > Classify and sort new information > Select or reject a source based on difficulty level, relevance and currency > Assess the reliability, objectivity, and authenticity of a source > Summarize and paraphrase information in one’s own words.

Taking notes

> Recall and define main concepts > Utilize abbreviations and symbols > Use English rather than Arabic for notes in margins and glossing vocabulary > Extract and record key information (the gist) from a written or spoken source based on own

interpretation of information > Support key points with relevant additional details > Organize information to enable quick reference at a later date > Use notes to create a summary > Reproduce key information and supporting details from notes in one’s own words > Sort out information and reject irrelevant pieces

giving Presentations

> Plan and conduct a presentation based on information from written material, interviews, surveys, etc.)

> Address questions from the audience > Use presentation language (discourse makers etc) > Make use of audio/visual aids when giving oral presentations > Maintain some eye contact with audience > Speak from notes in front of an audience using index cards > Observe time restrictions in presentations > Organize and present information in a logical order at a comprehensible speed > Invite constructive feedback

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Special features of the English Program in the foundation Unit

In order to facilitate the work of the teachers, provide motivation for the majority of the students, and address the special needs, interests, and learning problems that some students have, the English language program of the Foundation Unit will have the following features:

1. Computer Laboratory: This laboratory should be networked with access to the internet. The laboratory may be used for teaching grammar, reading comprehension, listening, and writing as well as for training in test-taking. For teaching writing, we recommend the use of one of the software programs designed for this purpose, such as Commonplace and Daedalus. A list of computer programs and useful internet links for teaching English will be prepared and made available to teachers.

2. Self-Access Center: This center will have computers that students can come to and work at their own pace on accessing materials on the internet for their assignments. In the initial stages, it is preferred that this wok be supervised by instructors who would help students choose materials and monitor progress.

3. Learning Resource Center: This center should have instructional materials and references that both students and teachers can use. Available textbook series, grammar references, encyclopedias, general and specialized dictionaries, SRA boxes, writing manuals, college handbooks, and the like should constitute the basis for such a center.

4. Writing Clinic: The purpose of the writing clinic is to provide individual attention to students who have difficulties with their writing. This clinic may be developed into a writing center to be used by all students in need of guidance with their written assignments and papers.

5. Materials Development Unit: The purpose of this unit is to select, adapt, and develop additional instructional materials that may be otherwise unavailable in the desired form for use in the classroom. This unit could also be in charge of developing isolated content modules as needed by teachers to cater to the special demands of the teaching context in some areas of study at the University, such as Information Technology, Business, or Engineering.

6. Assessment Unit: This unit is in charge of developing major tests such as exit tests.

7. Midterms, and finals to help ensure uniformity among various sections of the same level. It is also in charge of providing guidelines for teachers in the use of new assessment techniques as well as methods of ensuring validity and reliability of tests used.

THE MATHEMATICS PROGRAM

Program Description

The Mathematics program of the Foundation Program is designed to be an intermediate stage between the secondary school mathematics program in the GCC settings and the standard university level mathematics. It is envisaged that there are four basic considerations that must be taken into account in designing the program to make it successful and effective; these are: (a) the mathematical background of students graduating from the GCC secondary school system, (b) the variations in these backgrounds, (c) the variations in the English language proficiency of these students, and (d) the study skills they have acquired so far.

The program intends to achieve the following objectives:

general Objectives > To remedy the mathematical deficiencies in the students’ background > To prepare students for a smooth transition to the academic programs in professional schools > To teach students to think and reason

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Specific Objectives > Understanding mathematical concepts > Applying mathematical concepts to real problems > Developing problem-solving techniques > Learning to formulate and formalize real problems mathematically > Developing computational and graphical skills > Improving mathematical writing skills > Developing mathematical study skills

Program Structure

The Foundation Unit Program in Mathematics will consist of two levels (Level 1 and Level 2) and will involve mostly College Algebra and Trigonometry. Each level will be covered in one semester on the basis of five contact hours per week. Students will be expected to go through both levels unless they pass a placement examination in which case they can go directly to Level 2; that is, Level 2 is compulsory to all incoming students to the program. Successful completion of or exemption from Level 1 is a prerequisite for entry into Level 2, and successful completion of Level 2 is a requirement for university admission.

needed Resources

In view of the prevalent conviction these days that computer algebra systems must not be used indiscriminately, it is recommended to have a computer laboratory with access to an on-line interactive tutorial and course management system for mathematics and statistics designed for students to:

> Work on relevant exercises for practice, > Have a free access to live on-line tutoring sessions, > Experience step-by-step instruction for solving problems similar to those in the textbook, and > Watch some lecture videos.

Learning Outcomes and Course Content

Level One (Semester One) By the end of the semester, students are expected to master the following:

> Basic Algebraic Operations: Algebra of the Real Number System, Exponents, Radicals, Algebraic Expressions, Fractional Expressions, Polynomials and basic operations, Factoring.

> Equations and Inequalities: Linear Equations and Applications, Linear Inequalities, Absolute Value, Equations and Inequalities involving absolute values.

> Complex Numbers and Operations. > Quadratic Equations and Applications. > Rectangular Coordinate System: Graphs and Equations, Lines, Functions: Graphs, Graphs of Linear

and Quadratic functions, Operations on Functions, Composition of functions, Inverse functions. > Polynomial and Rational Functions: Division, Zeros (Real and Complex) of Polynomials, Rational

Functions. > Exponential and Logarithmic Functions: Exponential Functions, Logarithmic Functions, Properties

of Logarithms, Exponential and Logarithmic Inequalities.

Level Two (Semester Two)By the end of the semester, students are expected to master the following:

> Trigonometric Functions: Angles and their Measure, Trigonometric Functions, Properties of Trigonometric Functions, Graphs of Trigonometric Functions, Inverse Trigonometric Functions, Trigonometric Identities (The Addition and Subtraction Formulas, Multiple-Angles Formulas, Product-Sum and Sum-Product Formulas,) Trigonometric Equations, Law of Sines and Cosines.

> Plane Vectors: Polar Coordinates, Polar Functions and Graphs, De Moivre’s Formula. Dot Product. > Conic Sections: Parabola, Ellipse, Hyperbola, Translation and Rotation of Axes.

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> Systems of Equations and Inequalities and Matrices: Systems of Linear Equations in Two Variables, Systems of Linear Equations in Three variables, Systems of Linear Equations and the Gauss-Jordan Elimination Method, Matrices and Operations, Systems of Linear Equations and Matrix Inverse Methods, Systems of Nonlinear Equations, Systems of Linear Inequalities in Two Variables.

> Sequences, Mathematical Induction and Probability: Sequences and Series, Mathematical induction, Arithmetic and Geometric sequences, Permutations and Combinations, Sample space and Probability, Binomial Theorem.

Suggested Textbooks: One of the following textbooks is recommended in descending order of priority:

> College Algebra with Trigonometry, by Barnett, Ziegler, Byleen, McGraw-Hill International Edition. > Algebra and Trigonometry with Analytic Geometry; by Stokowski/Cole, Latest addition, Brooke/Cole. > Intermediate Algebra, by Aufmann, Barker, Lockwood, Houghton, Latest addition, Mifflin Publishers.

LEVEL 1 (SEMESTER 1) 5 HOURS PER wEEK

LEVEL 2 (SEMESTER 2) 5 HOURS PER wEEK

> Basic Algebraic Operations: Algebra of the Real Number System, Exponents, Radicals, Algebraic Expressions, Fractional Expressions, Polynomials and basic operations, Factoring.

> Equations and Inequalities: Linear Equations and Applications, Linear Inequalities, Absolute Value, Equations and Inequalities involving absolute values.

> Complex Numbers and Operations.

> Quadratic Equations and Applications.

> Rectangular Coordinate System: Graphs and Equations, Lines, Functions: Graphs, Graphs of Linear and Quadratic functions, Operations on Functions, Composition of functions, Inverse functions.

> Polynomial and Rational Functions: Division, Zeros (Real and Complex) of Polynomials, Rational Functions.

> Exponential and Logarithmic Functions: Exponential Functions, Logarithmic Functions, Properties of Logarithms, Exponential and Logarithmic Inequalities.

> Trigonometric Functions: Angles and their Measure, Trigonometric Functions, Properties of Trigonometric Functions, Graphs of Trigonometric Functions, Inverse Trigonometric Functions, Trigonometric Identities (The Addition and Subtraction Formulas, Multiple-Angles Formulas, Product-Sum and Sum-Product Formulas,) Trigonometric Equations, Law of Sines and Cosines.

> Plane Vectors: Polar Coordinates, Polar Functions and Graphs, De Moivre’s Formula. Dot Product.

> Conic Sections: Parabola, Ellipse, Hyperbola, Translation and Rotation of Axes.

> Systems of Equations and Inequalities and Matrices: Systems of Linear Equations in Two Variables, Systems of Linear Equations in Three variables, Systems of Linear Equations and the Gauss-Jordan Elimination Method, Matrices and Operations, Systems of Linear Equations and Matrix Inverse Methods, Systems of Nonlinear Equations, Systems of Linear Inequalities in Two Variables.

> Sequences, Mathematical Induction and Probability: Sequences and Series, Mathematical induction, Arithmetic and Geometric sequences, Permutations and Combinations, Sample space and Probability, Binomial Theorem.

Table 13: Foundation year program in mathematics

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THE INFORMATION TECHNOlOGY PROGRAM

Description

The information technology (IT) program of the AUB FP is designed to ensure that students are equipped with the basic skills, concepts, and capabilities that will enable them to use today’s technology in their own fields of studies. The term skills in the IT context refers to proficiency with modern computer applications and particular hardware. Skills make the technology immediately useful to students and give them practical experience on which to base other learning. The term concepts covers the basic principles and ideas of computers, networks, and information technology. Concepts provide the principles on which students will build new understanding as IT evolves. Capabilities refer to higher-level thinking processes such as problem solving, reasoning, complexity management, and troubleshooting. Since reasoning and problem solving are heavily used in IT, they constitute a focus in this program. In addition, a major component of the learning process in this program, i.e. the practicum part, involves integration with other subject matter areas, such as English and Mathematics.

The program is inspired by the reports of the National Research Council commissioned by the National Science Foundation, and the ACM k-12 Task Force Curriculum Committee.

general Learning Outcomes

Upon completion of the IT program, students are expected to

1. Demonstrate skills in using computers and networks fluently

2. Demonstrate an understanding of the fundamental concepts and principles that underlie IT

3. Engage in higher-level thinking (problem solving, troubleshooting, complexity management) in IT

4. Reach an appropriate level of proficiency in using the keyboard with correct fingering

5. Use basic operating system features of a personal computer

6. Use a word processor to create a text document

7. Use basic features of graphics and/or artwork package to create illustrations, slides, or other image-based expressions of ideas

8. Use a computer to communicate with others

9. Use the basics of a spreadsheet to model simple processes or financial tables

10. Use a database system to access useful information, and

11. use on-line help and instructional material to learn to use new applications or features of such applications

Curriculum

The IT program covers the following topics:

1. Keyboard Utilization. This includes familiarity with the keyboard, touch typing, proper finger usage, and a minimum speed of typing.

2. How computers work. This includes the following:a. Basic components of a computer system: hardware, software applications, operating system,

and users b. Representation of information: various kinds and their storage c. Basic operating system functionality d. Network communications between computers and people

3. Foundations. This includes the following:a. Introduction to the World Wide Web and the Internet

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b. Hardware and software for surfing the Web c. Software and Multimedia. This covers:

i. Basic multimedia elements: sounds, graphics, videos ii. Word processing: file managing, editing, formatting, table managing, spelling,

and multimedia inserting iii. Graphics: basic image editing, drawing, and coloring iv. Spreadsheet: basic worksheet, workbook, formulas, functions and charts v. Presentations: design, layout, editing, multimedia insertion, and printing vi. Gathering, retrieving and analyzing information from Databases

4. Empowerment. This includes the following:a. Use of computers to increase personal knowledge b. Extending human abilities by pursuing intelligent computer systems c. Basic ethics, security and privacy

5. Problem Solving. This includes the following:a. Debuggingb. Programming using a visual languagec. Programming using a procedural language

Program Structure

The program will consist of two courses:

1. IT1: Information Technology I (4 hours)

2. IT2: Information Technology II (4 hours)

Each of these courses is taught into two sessions of 2 hours each.

The table on the next pages shows the contents of these courses.

CATE

GORY

TOPI

C

LEVE

L 1

LEVE

L 2

Keyb

oard

Ut

iliza

tion

Keyb

oard

ing

• Familiarity with keyboard• Touch typing• Proper Finger Usage

• Familiarity with keyboard• Touch typing• Proper Finger Usage

How

com

pute

rs w

ork?

Conc

epts

• Computers in the society. • Types of computers. • Components of a computer o Input deviceso Output deviceso Secondary storage deviceso Basic knowledge about system unit

• Types of Softwareo Applicationo System

• Operating System: basic functionality

• Components of a computer in o Review: Input ,Output, Secondary storage

deviceso Components System unit o Types of Communication devices

• Types of Application Softwareo Productivity toolso Specialized programs

• Object linking and Embedding• Computers as Communication Systems

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CATE

GORY

TOPI

C

LEVE

L 1

LEVE

L 2

How

com

pute

rs w

ork?

Win

dow

s an

d Fi

le M

anag

emen

t • Windows handling. • Files and folders. • Shortcuts. • Organizing files and folders. • Saving files in correct locations• Opening more than one file at the same time. • Switching among open files.• Choosing Good file names. • Methods of displaying files and folders.• Recognizing file sizes. • Distinguishing among file types. • Finding files and applications.

• Types of files: Executable files, Graphics files • Installing and uninstalling programs: o Checking for disk capacity. o Selecting appropriate folders for new

software. o Uninstalling programs.

• Customizing desktop. • Screen saver.• Methods of viewing files. • Control Panel • Viruses and antivirus. • Recognize, open, and record an audio file. • Recognize and open a video clip.

Foun

datio

ns

Inte

rnet

and

Web • Access: providers and browsers

• Communication: e-mail, groups, instant messaging

• Search tools: engines and directories• Improving searching techniques

• Improving searching techniques (revisited)• Internet filters• Understanding the concept of WebPages

and links• Understanding the role of a browser• Organizing favorites

Foun

datio

ns

Text

Pro

cess

ing

• Environment• Editing: o Copying, Pasting, Moving text. o Find/ Replace

• Basic formatting: o Formatting texto Formatting Paragraphso Columnso Drop Capso Borders and shading

• Insertingo Page Breakso Clip artso Picture from files

• Page Formattingo Background coloro Headers and footers

• Printingo Page setupo Print preview

• Editing: o Advanced Find/ Replaceo Spell checking

• Bullets and Numbering• Formatting using styleso Applying built-in styleso Customizing styleso Changing styles sets and color sets

• Setting tab stops• Insertingo Tableso Watermarkso Word art

• Customizing headers and footers

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CATE

GORY

TOPI

C

LEVE

L 1

LEVE

L 2

Foun

datio

ns

Spre

adsh

eets

• File structure and the environment• Worksheeto Add, Rename, Delete, Move, Copy

• Cells:o Active cello Name box

• Rows and Columns:o Insert, Delete, Hide, Unhideo Autofito Adjust Height/Width

• Delete vs. Clear• Gridlines vs. Borders• Comments• Selecting Rangeso Sheeto Row/Columno Adjacento Non Adjacento Name box + Operators

• Formatting Cells:o Manual formatting

• Format Painter • Formulas and functionso References: Relative, Mixed, Absoluteo Precedence Ordero Sum, Average, Max, Mino Today, Nowo Round, Roundup, Round down

• Plotting simple Charts

• Worksheet (revisited)o Add, Rename, Delete, Move, Copy

• Cells(revisited):o Active cell, Name box• Formatting Cells:o Manualo Conditional Formattingo Conditional Formatting with editing ruleso Using cell style

• Filling datao Autofillo Autofill using Custom Listo Autocompleteo Autocomplete using pick list

• Formulas and functionso References: Relative, Mixed, Absolute

(revisited)o Precedence Order (revisited)o SumA, AverageA, MaxA, MinAo Count, CountA, CountIf, CountBlanko SumIf, AverageIf

• Plotting Charts with multiple serieso Formatting Chart elements

• Page Setup and Printing

Foun

datio

ns

Data

bas

es

• Basic DBMS Concepts:o DBMS definition: Data Base Management

System. o Functions of a DBMS:

Query Form Report

• Table Structure:o Field name, Field types, Field properties.

• Manipulating an existing table:o Adding new records to a table.o Modifying and deleting records.o Displaying and printing existing reports.o Running an existing query.

• Sorting and Filtering Data• Creating a table:o The design process.o Creating a table.o Changing a table design o Renaming and deleting a table.

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CATE

GORY

TOPI

C

LEVE

L 1

LEVE

L 2

Foun

datio

ns

Grap

hics

• Drawing and coloring tools: o Pens, brushes, airbrushes, filling. o Geometric shapes. o Line thickness.

• Opening files: o New files.o Existing files. o Saving files with meaningful names in

appropriate locations. o Producing work in coordination with art

classes. • Selecting colors. • Line thickness. • Geometric shapes.

• Editing images (copying, cutting, and pasting).

• Copying parts of outside images and integrating them into the present image.

• Importing image files and integrating them with the present image.

• Importing movies and animations. • Printing graphics files.

Foun

datio

ns

Pres

enta

tion

Grap

hics

• Create a new presentation• Insert new slide• Apply design template• Add content• Format text• Add clip art• Saving and printing

• Change slide layout• Reorder slides• Hide slides• Inserting tables• Animating slides • Using a master slide

Prob

lem

Sol

ving

Debu

ggin

g an

d Pr

ogra

mm

ing

• Debugging• Programming using a visual language (Alice)

• Programming using a procedural language (Java)

Table 14: Foundation program structure

integration and Teaching methodology

A modified version of active learning is the instructional model recommended for adoption in this program. More specifically, a combination of the typical lecture model and the Problem-Based Learning model will be used in the teaching of these courses. It is also recommended that the team-work learning approach be used in various lab activities. The contents of lab assignments should be designed to reinforce the mastery of appropriate IT skills and concepts by integrating contents from other subjects such as English and Mathematics.

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Resources

The following resources are needed to implement the program:

1. A number of Labs. Each of these labs should accommodate a maximum of 20 students and should be equipped with the following:

a. A PC for every student, and one for the instructor. A server is also needed for uploading exams, assignments, etc.

b. Internet facility c. Printing facility d. Scanning facility e. Digital photography facility f. E-mail facility g. Screen monitoring facility h. LCD projection facility

The computers in each lab should be properly laid out to allow for the lecture model of teaching, team-work learning, and lab exams.

1. A number of free access labs for outside classroom activities. Each of these labs should be assigned one or more TA to provide immediate help to students.

2. Suggested textbook. Fluency with IT Skills, Concepts, and Capabilities by Lawrence Snyder, AW (Latest Edition). The book will be finalized later.

3. Handouts. The suggested textbook can be used to cover the contents of the program related to the foundational concepts. For the contemporary skills, handouts are needed and should be prepared/supervised by AUB.

4. Software. This should cover the following basic areas:a. Word processingb. Spreadsheetc. Graphicsd. Class Monitoringe. Typing software

A detailed list with suggested suppliers and educational cost is under preparation.

Assessment

Assessment in each of the IT courses should take into consideration the two types of knowledge indicated above. A typical assessment includes the following:

1. Lab Assignments,

2. Written exams, and

3. Lab exams.

There will be several written and lab exams. Each of these exams should be designed to assess the student in one or more of the essential topics of the program. For the keyboarding component, the needed typing software should be able to monitor the students’ performance even outside the classroom. The goal is to reach a minimum number of words per minute.

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financial Projection

strategiC Component tYpe FunDing

status FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022

PROJECTED REVENUEStudent Enrollment 104 156 225 300 375

Tuition Revenue Operating Unfunded $1,248,000 $1,928,160 $2,864,430 $3,933,817 $5,064,790

total projected revenue Operating Unfunded $1,248,000 $1,928,160 $2,864,430 $3,933,817 $5,064,790

PROJECTED ExPENDITURESsalaries and Benefits

Program Director Operating Unfunded $91,000 $93,730 $96,542 $99,438 $102,421

Administrator Operating Unfunded $58,500 $60,255 $62,063 $63,925 $65,842

Receptionist Operating Unfunded $39,000 $40,170 $41,375 $42,616 $43,895

Instructors Operating Unfunded $279,500 $460,616 $652,347 $794,085 $1,006,655

Benefits Operating Unfunded $70,200 $98,216 $127,849 $150,010 $182,822

total salaries and Benefits Operating Unfunded $1,006,200 $1,407,758 $1,832,503 $2,150,137 $2,620,449

iCt equipment

Smart Classrooms Capital Unfunded $81,000 $40,500 $40,500 $40,500

Personal Computers Operating Unfunded $13,200 $3,600 $16,800 $19,200 $10,800

total iCt equipment $13,200 $84,600 $57,300 $59,700 $51,300

program licensing Operating Unfunded TBD

administrative expenses

Office Space and Utilities Operating Unfunded $200,000 $300,000 $600,000 $600,000 $600,000

Legalization formalities Operating Unfunded $2,340 $3,274 $4,262 $5,000 $6,094

Stationary for students Operating Unfunded $12,480 $18,720 $27,000 $36,000 $45,000

Miscellaneous and Contingencies Operating Unfunded $30,000 $50,000 $50,000 $50,000 $50,000

total administrative expenses Operating Unfunded $244,820 $371,994 $681,262 $691,000 $701,094

TOTAL PROJECTED ExPENDITURES $1,264,228 $1,864,363 $2,571,079 $2,900,853 $3,372,862

TOTAL NET SURPLUS/(DEFICIT) ($16,228) $63,797 $293,351 $1,032,964 $1,691,928

Table 15: financial projections for the foundation program

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FINANCIAl PROJECTION ASSuMPTIONS

Tuition revenue

ASSUMPTIONS FY 2018 FY 2019 FY 2020 FY 2021 FY 2022

Tuition Fee per student $12,000 $12,360 $12,731 $13,113 $13,506

Tuition inflation rate 3% 3% 3% 3%

Student EnrollmentStudents will be enrolled in the AUB FP under the following scenario:


Cohorts 4 6 9 12 15

Student per cohort 26 26 25 25 25

Faculty and StaffFaculty and staff headcount are as follows:


Program Director 1 1 1 1 1

Administrator 1 1 1 1 1

Receptionist 1 1 1 1 1

Instructors 5 8 11 13 16

Faculty and staff cost of employment and compensation is also calculated as follows:


Program Director $7,000 $7,210 $7,426 $7,649 $7,879

Administrator $4,500 $4,635 $4,774 $4,917 $5,065

Receptionist $3,000 $3,090 $3,183 $3,278 $3,377

Instructors $4,300 $4,429 $4,562 $4,699 $4,840

Table 16: financial projection assumptions

The above numbers are subject to a 3% increase per year effective at the start of year 2. > The annual compensation is based on a 13-month year taking into account the End of Service

Indemnity of 1 month for every full year of service. > The benefits package represents 15% of the total annual compensation > Legalities related to residencies, local employment taxes, etc. is estimated at 0.5% and is subject

to review and validation in the future.

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iCT equipment > Classrooms will be smart classrooms effective end of FY 2019 with an estimated cost of smart

boards, audiovisual and PCs of $14,700 per classroom and will be installed in FY 2019 for all operating six classrooms, and followed by 3 new classrooms in the following years.

> Every faculty and staff will be equipped with a personal computer. PCs will be renewed at the end of the third year of their purchase.

Program Licensing

Program licensing will be determined during FY 2017, and will be estimated based on the regulatory requirements at the time. It has not been investigated at this point in time as yet.

Office space

Based on a quick review of commercial rental space in the Knowledge Village, Business Bay and Academic City in Dubai, an average rental cost of $600 has been estimated for a space estimated based on number of students and required related space. The details of the space estimation in terms of meter squared is as follows:

DESCRIPTION SQM

15 class rooms (5 x 8) 600

7 Offices (5 x 5) 175

Reception Area 75

Utilities, storage, etc 150

1,000

Table 17: Estimates of office space

ItisestimatedthatthespacerentalinFY2018onewillbe⅓oftheabovespace,increasedto½inFY2019, and arriving to a full space in FY 2020 and beyond.

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chApter oneREP Performance in 2016–17

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new Projects AcquiredIn 2016-17, REP signed 30 new projects for a total face value of US $5.6 million in various areas of specializations including project management, maternal and child health, nursing, technical assistance and environmental and chemical safety. The below table highlights the new projects in chronological order.

no. projeCt name Client Client's CountrY

CountrY oF impaCt start Date termination

Date

1 Certified Business Analysis Professional

KeyLearn SAL Lebanon Lebanon June 20, 2017 August 31, 2017

2 Development of TOT Package & Training of UNICEF Partners on Inter Personal Communication

UNICEF Lebanon Lebanon June 16, 2017 December 31, 2017

3 Evaluation of the Maternal & Child Health Program

Medical Aid for Palestinians Lebanon Lebanon June 15, 2017 March 15, 2018

4 Inspection, Certification, Calibration of Safety Cabinet & Clean Bench

Numelab Lebanon Lebanon June 15, 2017 July 31, 2017

5 Project Management Professional: Bank Aljazira

Leap to Success United Arab Emirates

Saudi Arabia June 2, 2017 June 8, 2017

6 Syrian Refugee Initiative at AUB - Year I

Trustee Charif Souki USA Syria June 1, 2017 May 31, 2022

7 Advanced Management Program: Learn. Impact. Grow

The Lebanese League for Women in Business

Lebanon Lebanon May 12, 2017 January 31, 2018

8 Proposal Writing Boot Camp Training

Foundation Center USA MENA May 6, 2017 July 31, 2017

9 INJAZ Curriculum Upgrade JA Worldwide "INJAZ AL ARAB"

Jordan Jordan May 1, 2017 March 31, 2018

10 Building a Result-Driven Team Executive Education Program

Banque Libano-Francaise Lebanon Lebanon April 26, 2017 August 5, 2017

11 Occupational Health & Safety for Ministry of Labor Inspectors Workshop

International Labour Organization

Lebanon Lebanon April 19, 2017 July 31, 2017

12 Step Up Program Lebanese Down Syndrome Association

Lebanon Lebanon March 22, 2017

August 31, 2017

13 Project Management Professional

Dar Al Handasah Lebanon Lebanon March 21, 2017

March 31, 2017

14 Training on Older People with Focus on Humanitarian Context

HelpAge International United Kingdom

Lebanon March 10, 2017

December 31, 2017

15 Capacity Building in Effective Health Behavior Change Communication Programs Workshop

Jordan Breast Cancer Program

Jordan Jordan February 28, 2017

August 31, 2017

16 Technical Assistance to Mohammed Al Mana' College for Health Sciences

Mohammed Al Mana' College for Health Sciences

Saudi Arabia Saudi Arabia February 22, 2017

February 21, 2020

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Date

17 Nursing Training Courses to the Ministry of Health Training & Development Center in Dubai

Tristar Gulf for Training Technical Management

United Arab Emirates

United Arab Emirate

February 14, 2017

June 30, 2017

18 Supply Chain Management Module - Casablanca

Jazeera Pharmaceutical Industries


February 2, 2018

19 Teaching Certificate Program - III

Dar Jana International School

Saudi Arabia Saudi Arabia November 7, 2016

November 6, 2017

20 Inventory management Program for Janssen Partners

Johnson & Johnson Middle East


Iraq October 18, 2016

April 18, 2017

21 Executive Municipal Education Program & Municipal Education Program

The Muhanna Foundation Lebanon Lebanon September 23, 2016

February 28, 2017

22 Technical Assistance to Ahfad Unviersity for Women 16-19

Ahfad University for Women Sudan Sudan September 20, 2016

September 19, 2019

23 Fire Protection, Environmental & Chemical Safety, and Radiation Safety Expertise

Keserwan Medical Center Lebanon Lebanon September 8, 2016

March 31, 2017

24 Adaptation of ePM+ Materials for Use in Lebanon

World Health Organization Malaysia Lebanon August 25, 2016

November 14, 2016

25 technical Assistance to Support Youth Development in Lebanon

The British Council United Kingdom

Lebanon August 15, 2016

July 18, 2018

26 Training of Trainers Capacity Building - II

UNICEF Lebanon Lebanon July 26, 2016 December 31, 2016

27 The Future Developer Summer Camp 2016

Lebanon Lebanon July 18, 2016 August 5, 2016

28 Project Management Diploma: Risk Management

Advisors Lebanon Lebanon July 14, 2016 September 17, 2016

29 Real Estate Brokerage Certificate - I

Real Estate Syndicate of Lebanon

Lebanon Lebanon July 12, 2016 July 11, 2017

30 The Genius Mind Summer Camp 2016


Table 18: New projects in 2016–17

REP Projects managed in 2016–17Diversifying the portfolio of projects is of significant importance to AUB. It will assert our commitment to engage as many faculties, academic and administrative units as possible. In 2016-17, we have managed 77 projects with a face value of US $13.3 million. Out of the 77 projects, we had nine multidisciplinary projects that involved a wider component of our community. Those multidisciplinary projects included in addition to the academic faculties, academic support units prominently the Office of Institutional Research

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& Assessment (OIRA), the Center for Teaching and Learning (CTL), The Office of Admissions, The Office of the Registrar, Office of Student Affairs, Academic Assessment Unit, among others. On the Administrative Units side, we have engaged the Comptroller’s office, Human Resources, Information Technology, Environment Health Safety and Risk Management, Procurement & Contracts Management, among others. The below table illustrates the list of all active projects in chronological order.



Date

1 Certified Business Analysis Professional

KeyLearn SAL Lebanon Lebanon June 20, 2017 August 31, 2017

2 Development of TOT Package & Training of UNICEF Partners on Inter Personal Communication

UNICEF Lebanon Lebanon June 16, 2017 December 31, 2017

3 Evaluation of the Maternal & Child Health Program

Medical Aid for Palestinians Lebanon Lebanon June 15, 2017 March 15, 2018

4 Inspection, Certification, Calibration of Safety Cabinet & Clean Bench

Numelab Lebanon Lebanon June 15, 2017 July 31, 2017

5 Project Management Professional: Bank Aljazira

Leap to Success United Arab Emirates

Saudi Arabia June 2, 2017 June 8, 2017

6 Syrian Refugee Initiative at AUB - Year I

Trustee Charif Souki USA Syria June 1, 2017 May 31, 2022

7 Advanced Management Program: Learn. Impact. Grow

The Lebanese League for Women in Business

Lebanon Lebanon May 12, 2017 January 31, 2018

8 Proposal Writing Boot Camp Training

Foundation Center USA MENA May 6, 2017 July 31, 2017

9 INJAZ Curriculum Upgrade JA Worldwide "INJAZ AL ARAB"

Jordan Jordan May 1, 2017 March 31, 2018

10 Building a Result-Driven Team Executive Education Program

Banque Libano-Francaise Lebanon Lebanon April 26, 2017 August 5, 2017

11 Occupational Health & Safety for Ministry of Labor Inspectors Workshop

International Labour Organization

Lebanon Lebanon April 19, 2017 July 31, 2017

12 Step Up Program Lebanese Down Syndrome Association


August 31, 2017

13 Project Management Professional

Dar Al Handasah Lebanon Lebanon March 21, 2017

March 31, 2017

14 Training on Older People with Focus on Humanitarian Context



December 31, 2017

15 Capacity Building in Effective Health Behavior Change Communication Programs Workshop


Jordan Jordan February 28, 2017

August 31, 2017

16 Technical Assistance to Mohammed Al Mana' College for Health Sciences

Mohammed Al Mana' College for Health Sciences


February 21, 2020

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Date




United Arab Emirate

February 14, 2017

June 30, 2017

18 Supply Chain Management Module - Casablanca

Jazeera Pharmaceutical Industries


February 2, 2018

19 Teaching Certificate Program - III

Dar Jana International School

Saudi Arabia Saudi Arabia November 7, 2016

November 6, 2017

20 Inventory management Program for Janssen Partners

Johnson & Johnson Middle East


Iraq October 18, 2016

April 18, 2017

21 Executive Municipal Education Program & Municipal Education Program

The Muhanna Foundation Lebanon Lebanon September 23, 2016

February 28, 2017

22 Technical Assistance to Ahfad Unviersity for Women 16-19

Ahfad University for Women Sudan Sudan September 20, 2016

September 19, 2019

23 Fire Protection, Environmental & Chemical Safety, and Radiation Safety Expertise

Keserwan Medical Center Lebanon Lebanon September 8, 2016

March 31, 2017

24 Adaptation of ePM+ Materials for Use in Lebanon

World Health Organization Malaysia Lebanon August 25, 2016

November 14, 2016

25 technical Assistance to Support Youth Development in Lebanon

The British Council United Kingdom

Lebanon August 15, 2016

July 18, 2018

26 Training of Trainers Capacity Building - II

UNICEF Lebanon Lebanon July 26, 2016 December 31, 2016

27 The Future Developer Summer Camp 2016

Lebanon Lebanon July 18, 2016 August 5, 2016

28 Project Management Diploma: Risk Management

Advisors Lebanon Lebanon July 14, 2016 September 17, 2016

29 Real Estate Brokerage Certificate - I

Real Estate Syndicate of Lebanon


30 The Genius Mind Summer Camp 2016


31 Provision of Regional Analysis on Youth in Arab Countries for UNESCWA

UNESCWA Lebanon Lebanon June 28, 2016 June 30, 2017

32 SPRINT MISP Training International Planned Parenthood Federation

United Kingdom

MENA June 16, 2016 September 16, 2016

33 Technical Assistance to Rafik Hariri University

Rafik Hariri University Lebanon Lebanon May 17, 2016 May 16, 2017

34 Media Capacity Building UNICEF-Syria Syria Syria May 17, 2016 July 31, 2017

35 MISP Capacity Building UNFPA-ASRO Egypt MENA May 16, 2016 November 30, 2016

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Date

36 IP1 - Maternal & Child Health Impact Study

Medical Aid for Palestinians United Kingdom


June 17, 2016

38 IP2 - Mental Health & Psychosocial Support Intervention Impact Study

Medical Aid for Palestinians United Kingdom


July 17, 2016

39 Building Regional Capacity in Health Economics - I & II

3M Gulf United Arab Emirates

MENA March 16, 2016

March 15, 2017

40 GMAT Preparatory Course Test Prep Institute S.A.R.L. Lebanon Lebanon March 16, 2016

July 31, 2016

41 Leadership Skills for NGOs and Municipalities

Arab Student Aid International/Lebanon


February 7, 2017

42 Numelab Cabinet Inspection Numelab Lebanon Lebanon March 9, 2016 June 30, 2016

43 Instructional Course Design in Social Sciences

Arab Council for the Social Sciences

Lebanon Lebanon March 7, 2016 September 6, 2016

44 Water Treatment Project American Community School at Lebanon (ACS)

USA Lebanon February 25, 2016

December 31, 2018

45 Nursing Simulation & Objective Structured Clinical Examination Training

Ministry of Health - Ibn Sina College of Health Sciences

West Bank West Bank February 22, 2016

May 22, 2016

46 Pharmaceutical Certificate Programs

3SUMMITS Lebanon Lebanon March 3, 2015 July 19, 2017

47 Secondment of Acting Rafik Hariri University President

Rafik Hariri University Lebanon Lebanon February 4, 2016

March 31, 2017

48 Decision Making Tool UNFPA/Iraq USA Iraq January 1, 2016

February 29, 2016

49 Pre-Study FITS KIDS Nestec Ltd. Switzerland MENA December 18, 2015

May 31, 2016

50 Capacity Building - NGOs & CBOs

International Medial Corps USA Lebanon December 9, 2015

July 31, 2016

51 Tuition for Syrian Refugee Students

SPARK Netherlands Syria December 2, 2015

August 31, 2016





January 23, 2016

June 30, 2016

53 Biosafety Cabinet - Inspection & Calibration

Numelab Lebanon Lebanon November 30, 2015

September 30, 2016

54 Youth & Reproductive Health Programs - Libya

UNFPA/Libya Country Office Libya Libya November 27, 2015

December 31, 2016

55 Leaders for Democracy Fellowship - LDF 16-17

World Learning USA MENA November 19, 2015

July 30, 2017

56 MUDUN University Association for Charity & Culture

Lebanon Lebanon October 19, 2015

June 30, 2017

57 Aviation Management Certificate & Diploma

MENA Aviation Pioneers Lebanon Lebanon March 6, 2015 March 5, 2018

58 Development of ToT on Inter Personal Communication

UNICEF Lebanon Lebanon September 11, 2015

August 31, 2016

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Date

59 Adaptation of the Massively Open Online Course on Media & Information Literacy (MIL MOOC)

UNESCO France MENA September 7, 2015

March 10, 2017

60 Princess Nora bint Abdulrahman University Education & Student Services Consulting

King Abdullah Institute for Research & Consulting Studies

Saudi Arabia Saudi Arabia August 2, 2015

August 1, 2017

61 High Fliers Program National Bank of Kuwait Kuwait Kuwait July 13, 2015 September 30, 2016

62 Jordan's Competitiveness Program

Development Alternatives Inc.

USA Jordan June 22, 2015 October 30, 2016

63 Media in Violent Conflicts Ludwig Maximilans Universitat Munchen

Germany Syria/Lebanon

June 11, 2015 December 31, 2015

64 Support to Reforms - Environmental Governance, Lebanon (StREG)

GFA Consulting Group Germany Lebanon May 26, 2015 December 15, 2017

65 Management Soft Skills Training

Philips Healthcare Lebanon Lebanon April 16, 2015 August 31, 2016

66 Supporting Coordination & Cooperation in Water Management in the Euphrates & Tigris Region

International Center for Biosaline Agriculture


Iraq March 17, 2015

September 30, 2017

67 Social & Behavioral Change communication Workshop in the Breast Cancer in the Arab World Conference 2015


Jordan Jordan March 16, 2015

August 31, 2016

68 Media & Journalism Sarah Al Fadl USA Lebanon December 1, 2014

November 30, 2017

69 Management of HelpAge NCDs Project


Lebanon October 15, 2014

May 30, 2017

70 Technical Assistance to Fahad Bin Sultan University

Fahad Bin Sultan University Saudi Arabia Saudi Arabia June 6, 2014 June 5, 2019

71 Technical Assistance to Ahfad University for Women 14-18

Ahfad University for Women Sudan Sudan May 14, 2014 May 13, 2018

39 Certified Nonprofit Accounting Professional Training Program

Fiscal Management Associates, LLC

USA Lebanon June 18, 2013 December 20, 2018

72 Advanced Management Program

Banque Audi Lebanon Lebanon December 12, 2013

December 11, 2017

73 Support the development of child-rights based National Child Protection Policy system

UNICEF-Iraq Iraq Iraq December 1, 2013

December 31, 2017

74 MEA Cadet Pilot Project Middle East Airlines Lebanon Lebanon November 6, 2012

March 4, 2017

75 University for Seniors Lebanon Lebanon October 1, 2012

Expiry of Funds

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Date

76 Translation & Cultural Adaptation of the Arabic Version of the Community Tool Box

University of Kansas USA USA November 1, 2010

September 30, 2016

77 Health Care Assistance Program

Medical Welfare Trust Fund West Bank West Bank June 30, 2006 July 24, 2020

Table 19: Total projects in 2016–17

geographic SpreadSince 2006, where AUB Board of Trustees approved REP expansion of operation beyond its then existing areas of operation, we have seen considerable increase in geographic spread. 77 active REP projects were spread in 13 countries. The highest concentration of projects was in Lebanon, primarily due to significant increase in funding for development projects flushed toward Lebanon.

COUNTRY2016–17

NO. OF PROJECTS %

Egypt 2 3%

Iraq 3 4%

Jordan 4 5%

Lebanon 43 56%

MENA 4 5%

Kuwait 1 1%

Libya 1 1%

Saudi Arabia 6 8%

Sudan 2 3%

Syria 4 5%

United Arab Emirates 3 4%

USA 2 3%

Palestine 2 3%

TOTAL 77 100%

Table 20: List of countries of impact with number of projects in each country

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USA3%

No. of Projects: 2

PALESTINE3%

No. of Projects: 2

EYGPT3%

No. of Projects: 1

IRAQ4%

No. of Projects: 3

JORDAN5%

No. of Projects: 4

LEBANON56%

No. of Projects: 43

MENA5%

No. of Projects: 4

KUWAIT1%

No. of Projects: 1

LIBYA1%

No. of Projects: 1

SAUDI ARABIA8%

No. of Projects: 6

SUDAN3%

No. of Projects: 2

SYRIA5%

No. of Projects: 4

UAE4%

No. of Projects: 3

Figure 16: REP projects (per country of impact)

Geographically we spread throughout the Levant, Mesopotamia and GCC regions with projects in Syria, Lebanon, Jordan and Palestine. In the Levant area, we had 10 projects, excluding Lebanon. In Mesopotamia, we had three projects in Iraq. In the GCC, we had projects in Saudi Arabia, Kuwait, Qatar, and the United Arab Emirates. The “dear to our heart” project of Ahfad University for Women in Ummdurman, Sudan is continuing with an expanded scope of work.

Our geographic spread was exceptionally successful in spite of the political and economic downturn that the MENA region and beyond has seen in the past several years. The security situation in our neighboring countries remains a major concern and a hindrance towards opening up newer and needy markets such as Syria, Iraq, Egypt, Libya, to name a few. Add to that the introduction of local regulations that restrict access of foreign entities to do business in the GCC mounts the challenges that we face. In spite of all those challenges, we have been successful to have new projects in our troubled MENA region.

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11

15

2018 17

12 1215

13

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8

12

16

20

24

15

Figure 15: Geographic spread (by country of impact)

Our location distribution has also seen a good progress in spite of the aforementioned constraints. Our 19 locations in 13 countries represent a consistent ratio of location to countries as per our historical trend. In 2016-17, our location to country ratio is at par with the decade average.

15

22 23 24 24

1517

20 19

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Figure 16: Geographic spread (by location)

Our geographic spread efforts in 2016-17 targeted newer countries and/or cities for the first time in the history of REP but due to political instability and security situation, no project materialized. The most promising were two opportunities in the health and medicine sectors in Zanzibar, Tanzania and Sulaimani, Kurdistan Region, where financial and political considerations prevented the materialization of the opportunities respectively. Nevertheless, and in consistency with our mission, we shall continue with great diligence chasing each venue and opportunity to raise AUB’s flag and to advance AUB’s mission in every project.

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In a quick analyses on the active projects we notice that 6% of 2016-17 projects were over $500K, 27% were in the between $500K - $100K, and 66% of the projects were less than $100K.

COUNTRY2016–17

NO. OF PROJECTS %

MENA 1 20.0%

Saudi Arabia 2 40.0%

Sudan 2 40.0%

TOTAL 5 100%

Table 21: REP Projects valued over $ 500K

MENA20%

No. of Projects: 1

SAUDI ARABIA40%

No. of Projects: 2

SUDAN40%

No. of Projects: 2

Figure 20: REP projects valued above $500K

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COUNTRY2016–17

NO. OF PROJECTS %

Iraq 1 5%

Jordan 1 5%

Saudi Arabia 1 5%

Lebanon 10 48%

Kuwait 1 5%

Syria 3 14%

Palestine 1 5%

UAE 1 5%

USA 1 5%

Libya 1 5%

TOTAL 21 100%

Table 22: REP projects valued between $100 and $500K

IRAQ5%

No. of Projects: 1

JORDAN5%

No. of Projects: 1

SAUDI ARABIA5%

No. of Projects: 1

IRAQ5%

No. of Projects: 1

IRAQ5%

No. of Projects: 1

IRAQ5%

No. of Projects: 1

IRAQ5%

No. of Projects: 1

IRAQ5%

No. of Projects: 1

IRAQ5%

No. of Projects: 1

IRAQ5%

No. of Projects: 1

Figure 21: REP projects valued between $100K and $500K

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COUNTRY2016–17

NO. OF PROJECTS %

Egypt 2 3.92%

MENA 3 5.88%

Lebanon 33 64.71%

Jordan 3 5.88%

Iraq 2 3.92%

USA 1 1.96%

UAE 2 3.92%

Saudi Arabia 3 5.88%

Syria 1 1.96%

Palestine 1 1.96%

TOTAL 51 100%

Table 23: Active REP projects less than $100K

EYGPT3.92%

No. of Projects: 2

MENA5.88%

No. of Projects: 3

LEBANON64.71%

No. of Projects: 33

JORDAN5.88%

No. of Projects: 3

IRAQ3.92%

No. of Projects: 2

USA1.96%

No. of Projects: 1

UAE3.92%

No. of Projects: 2

SAUDI ARABIA5.88%

No. of Projects: 3

SYRIA1.96%

No. of Projects: 1

PALESTINE1.96%

No. of Projects: 1

Figure 22: REP projects valued less than $100K

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faculty involvement in REP ProjectsAUB continuously strives to consolidate the accrued academic and professional experience of the university through REP’s consulting, training, and technical assistance services. Along this vein, REP works to maximize the engagement of AUB faculty in its consulting opportunities. Moreover, such opportunities further hone faculty’s practical skills beyond the classroom and expose stakeholders to the expertise of AUB faculty and staff.

To reach this end, REP relies on AUB’s six faculties, with the dedication and support of their leadership and members whereby in 2016-2017 the number of projects per faculty have reached 77 projects with more faculties taking part in REP initiatives with more diverse projects.

2007

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-17

TARG

ET

Number of faculty participating in REP 59 83 75 55 79 79 62 83 86 79 77

Number of Secondees and Adjunctees 3 7 8 4 2 4 5 6 1 1 1

Total AUB Faculty Involved as REP Consultants 62 90 83 59 81 83 67 89 87 80 82

Number of non-Academic Consultants 17 24 24 37 46 36 26 48 58 52 43

Total AUB Consultants 79 114 107 96 127 119 93 137 145 132 124

Number of non-AUB Consultants 33 10 23 15 55 65 45 44 45 68 41

Total REP Consultant Pool 112 124 130 111 182 184 138 181 190 200 180

Percentage of instructional faculty members participating in REP activities

15% 21% 18% 13% 15% 15% 12% 16% 11% 9% 9%

Table 24: Faculty involvement in REP Projects

Notably, there has been a decade high increase in the number of consultants engaged in REP activities to reach 200 in 2016-17.

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112 124 130111

182

138

181 190 200

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Fiscal Year

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100

150

200

250

184

Figure 17: Number of AUB consultants involved in REP projects

15%

21% 18%

13%12%

16%

11%9%

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15%15%

Figure 18: Percentage of instructional faculty members involved in REP projects

There has been a steady state in the percentage of Instructional Faculty Members Involved in REP Projects despite the decrease in previous years due to exponential increase in the full time faculty members. The increase in number of consultants engaged in REP projects in 2016-17 was a factor leading to the stability of the percentage.

Additionally, there is a notable increase in demand for non-academic expertise due to their accumulated knowledge in their subject areas with specific expertise in higher education academic institution setup and operation.

In addition to the above, one AUB faculty members were seconded to REP projects in 2016-17. Table 25 illustrates the name of faculty members are assigned on REP projects to serve in key senior management

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positions to steer the institutions forward into the path of success on the academic as well as the operational levels.

REP SECONDEES

Dr. Riad Chedid Secondee Acting President

Table 25: REP secondees

REP leadership is keen on involving a large percentage of AUB faculty members in REP projects. Furthermore, cooperation between faculties is exceptionally important to provide clients with the most comprehensive service possible. In 2016-17, percent of multi-disciplinary projects to total projects was 12%.

35%

28%

22% 23% 21%18%

15%13% 12%

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12%

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0%5%

10%15%20%25%30%35%40%

21%

Figure 19: Multi-disciplinary projects (percentage of total projects)

Faculty involvement also extends to individual faculties where the expertise of the faculty members is key to the execution and success of each project. In this sense, the next figure displays the distribution of projects by faculty.

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FAFS1%

No. of Projects: 1

FAS4%

No. of Projects: 3

OSB9%

No. of Projects: 7

FEA3%

No. of Projects: 2

FM3%

No. of Projects: 2

FHS30%

No. of Projects: 23

MULTI-DISCIPLINARY

& ASU23%

No. of Projects: 18

CEC27%

No. of Projects: 21

Figure 20: Distribution of projects portfolio per faculty

FAFS FAS OSB FEA FM FHS ASU CEC TOTAL

2016-17 1 3 7 2 2 23 18 21 77

2015-16 1 9 9 4 2 18 19 16 78

2014-15 0 11 12 6 1 8 18 12 68

2013-14 0 7 13 5 1 8 16 10 60

2012-13 0 6 16 1 2 11 22 8 66

2011-12 0 5 16 0 5 20 1 1 48

Table 26: Distribution of projects portfolio per faculty (5-year comparative)

man-days Delivered and BilledMan-days are the number of days that REP consultants work on the various REP projects during the year. During 2016-2017 a total of 2,227 man-days were delivered by REP consultants as illustrated in Figure 21.

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1,624

2,179 2,060

1,149

2,792

2,1852,031

3,060

2,227

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3,5002,800

Figure 21: Man-days delivered and billed

REP’s Client ProfileAs illustrated in Figure 22, REP has maintained a diverse client profile with projects distributed among public, private and mix (international organizations & NGOs). Over the 10-years, there is a significant increase in the mix client category and a plateau in the Private sector. The considerable decline is noticeable in the Public Sector. This is attributed primarily to the reduction in government spending on elevating higher education at the expense of military spending. Although this policy is counterproductive on the longer term, governments continue to value security over education, for the sixth year in a row.

15%

15%

15% 21%

21%

18%

18%

18%

13%

13%

13%

12%

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12%16%

16%

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9%

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30%

40%

50%

60%

70%MixPrivate Public

15%

15%

15%

15%

15%

15%

15%

Figure 22: Client profile by sector

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CHAPTER ONE

2007

–08

2008

-09

2009

-10

2010

-11

2011

-12

2012

-13

2013

-14

2014

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2015

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2016

-17

TARG

ET

Public 37% 50% 53% 15% 4% 4% 11% 12% 6% 3% 8%

Private 52% 36% 29% 50% 54% 57% 53% 56% 57% 54% 50%

Mix 11% 14% 18% 35% 42% 39% 36% 32% 37% 43% 42%

Table 27: Client profile by sector

One of our Key Performance Indicators is our ability to retain clients and regenerate project opportunities. To this effect, REP leadership was successful to secure 43% client retention. This is above the decade average and target of 40%. The number of repeat clients in 2016-17 was 27 out of 63 clients. Figure 23 displays the Percentage of Repeat Clients.

35% 33% 35%

46% 45% 46% 44% 43%

2007

-08

2008

-09

2009

-10

2010

-11

2011

-12

2012

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2013

-14

2014

-15

2015

-16

42%

2016

-17

Targ

etFiscal Year

0%5%

10%15%20%25%30%35%40%45%50% 45%

Figure 23: Percentage of repeat client (5-year comparative)

iT AchievementsIn a continuation of the collaborative efforts between AUB-IT and REP staff that started in 2012-13, multiple systems were introduced to facilitate operations, automate processes, structure information and provide business insight and reporting. 2015-16 saw the beginning of a major upgrade to our existing workflow with the aim to upgrade the functionality of our existing Consultancy Agreement and Consultancy Compensation Request Form. The workflow has been transformed from a SharePoint based application to a workflow platform adding major improvements in application processing times, security, enhanced functionality, ease of upgrades and modifications, tightened controls, among others. Another major benefit of the upgrade, in the second phase, will be the reporting tool that will be made available to the various stakeholders, which will add value to efficacy of REP operations as well as access to project, and consultant related information to the deans and heads of departments.

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CHAPTER ONE

FACILITATING OPERATIONS

As REP projects trend to exponentially increase in number and volume, a more advanced project management system was introduced to support the requirements of this growth. A complementary system was customized based on SharePoint technology and integrated with AUB’s Oracle enterprise resource planning system. This system comprehensively supports the project activities cycle that starts with planning and assigning consultants to tasks up to the task’s completion. The impact of this system contributed to an enhanced project management in terms of accuracy, structuring, productivity and efficiency.

AUTOMATING PROCESSES

REP operation reaches out to AUB community through faculty and staff consulting, compensation and other activities. REP consulting is processed through contract and compensation forms that follow a multiple level approval cycle involving consultants, their managers, deans, project technical, administrate and financial managers and REP management. This process used to be time consuming and demands the physical signature and presence of each of all the stakeholders. In 2013, this process became automated through an online (web-based) electronic system integrating the relevant information and approvals. The consultancy and compensation systems facilitate the approval time of these forms by reducing the average time required by more than 80%. Moreover, this system allowed the introduction of business controls and validations such as the automatic consultancy rate calculation as it is fully integrated with AUB HR system and the project management and AUB ORACLE systems. Moreover, the system allows for secure electronic information capturing, which would feed into statistical data and business reporting tools.

As outlined in the below figure, the project implementation takes several steps and involves the Dean of the implementing Faculty or Faculties, the Chairpersons of the concerned departments and the whole team at REP. The process includes identifying and assigning a Technical Coordinator from AUB faculty who exercises technical quality control and due diligence on the project deliverables and consultant work output. Under the direction of the Dean and Chairpersons, a team of subject matter experts is formed, and work is initiated. The process also involves developing a Work Breakdown Structure (WBS) and time allocation to each task, as well as assigning one or more consultant to each task. The project is managed administratively by the Business Development and Projects Manager and often accompanied by a short-term contracted Project Assistant. A steering committee is formed consisting of AUB and client representatives whose task is to make strategic decisions and oversee overall project implementation, and discuss high-level constraints or bottlenecks.

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CHAPTER ONE

Project Implementation

Project Data Input in Oracle(CIM)

Project Assigned to anAdministrative Coordinator

(by VPIAVP)

Project Assigned to a Technical Coordinator

(by Dean)

Consultancy TaskAssigned

(CA created)

ConsultancyCompensation(CCRF created)

Comtractual Amendments(CIM)

Project briefs/reportings

Project Team Formed

Project Implementation Initiated

Project Streeing Committee Formed(when applicable)

Technical ReportingTechnical Coordinator

Financial Reporting(PFM)

BDPM

AVP

ClientProject Closure

1. REP reconciliation2. Preparation of �nal �nancial report3. Sending of �nal �nancial report to Client4. Closure on Oracle

Figure 24: Project implementation process

The project management and implementation process involves the automation of two major steps. In figure 25 we outline the Consultancy Agreement (CA) process and the various checks and balances that is exercised at various levels before contracting a faculty member to serve as a consultant on the project. The CA is initiated by the Project Manager and it involves the work to be performed, the number of days required for the tasks, the compensation rate, among many other relevant fields. It is noteworthy that compensation of faculty members is defined in a policy approved at the institutional level. The compensation takes into account the academic rank of the faculty and the seniority in the rank, similarly for the non-academic consultants. Once the approval process takes place by all respective parties, the CA become final and goes into effect with the approval of the Vice President for Regional External Programs. Upon completion of work, a Consultancy Compensation Request Form (CCRF) is created by the consultant associated with proof of service delivery. Upon validation of quality of work by the project Technical Coordinator, the due process for payment takes place seamlessly. See figure 26 for CCRF approval process.

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CHAPTER ONE

Project Awarded Project opened on Orade

WBS de�ned(Scope of work,Time frame,Person days,Pro�les)

Project Technical Coordinator& Dean / VP / Director Appoint

Consultants

Consultancy Agreements Initiated

Consultants' con�rmation

REP �lls in project data

PFM validates funds & caps

AVP 2nd validation

validationInfo/A

pproval

Consultants' direct manager

Consultants' Head of Unit

REP VPCA Active

Figure 25: Consultancy agreement (CA) approval process

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CHAPTER ONE

Remunerating Consultants

Consultants' Task/Activity Completed

Consultancy Compensation Request Forms Initiated

PFM Processes payments through HR/Comptrollers

PFM Validates �nancial/cap

Consultant �lls & submits CCRF

Technical Coord. Validates / Con�rms & Approves Work Done

BDPM Validates WBS

validationInfo/A

pproval

AVP validates overall project components

REP VP approves

CA Active

Figure 26: Consultancy compensation request form (CCRF) approval process

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CHAPTER ONE

INFORMATION STRUCTURING

To further support the growth needs of the Regional External Programs office; an online content management system was implemented in 2013. Based on the famous SharePoint technology REP staff is now significantly utilizing the features of document storage, file sharing, archiving and other tools. As a result, REP is now able to share information among different stakeholder levels, such as internally within REP staff, AUB community with consultants and technical stakeholders and externally with clients and other relevant entities.

BUSINESS INSIGHT AND REPORTING

As a result of the introduction of different information systems at REP, a major outcome is the ability to process the data from these systems to provide business insight and reports to support analysis and decision-making. Different dashboards have been developed to support different stakeholders such as project managers, faculty deans and others.

We have been extensively involved in the design and revamp of our workflow application onto that will provide greater system stability, proper system archiving, greater interface flexibility with legacy systems, and higher scalability for future upgrades. The uniqueness of the new application is that it will allow us to perform data mining and instant reporting to various approvers reflecting the number of projects each consultant worked on during the semester or the academic year, number of day control, consultant rate, contract rate, forecasted overhead return to the faculty, among many other enhancements.

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chApter twoREP/CEC Financial Success

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CHAPTER TWO

As the American University of Beirut (AUB) is a not-for-profit organization, the income generated from the consulting and technical assistance projects of the Office of Regional External Projects (REP) is included to the AUB general pool of funds. REP-generated funds go towards providing scholarships to outstanding and needy students, developing AUB facilities, furthering research, and other activities that advance AUB mission. REP continuously strives to surpass its record results in the established key performance indicators (KPI).

face valueThe value of the consulting business is measured in terms of face value of current projects during any single year and the face value of new business acquired during the year. In the below figures we display the total face value of current projects during 2016-17 including the CEC and excluding the CEC respectively.

OVERALL FACE VALUE

The overall face value of current projects (including CEC) in 2016-17 amounted to $13.3 Million, while the face value of current projects (excluding CEC) amounted to $12.0 Million.

$8.6

$12.4 $12.7$15.6

$19.3$21.7

$16.2$17.8

$13.2

2007

-08

2008

-09

2009

-10

2010

-11

2011

-12

2012

-13

2013

-14

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2015

-16

$13.7

2016

-17

Targ

et

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ions

Fiscal Year

$0.0

$5.0

$10.0

$15.0

$20.0

$25.0

$19.3

Figure 27: Overall REP operations face value (including CEC)

It is not surprising that the raging war in Syria, Yemen, and Iraq has had its impact overall MENA region. As the war in Syria enters its sixth year, with little sight of relief in the horizon, we consider it exceptional performance for our team to maintain such a high volume of business in a troubled region. The expectations for our team continues to be positive as we strive to solicit new businesses relentlessly.

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CHAPTER TWO

$8.2

$11.8 $12.0

$15.1

$18.7 $20.2

$14.9$13.4

$12.020

07-0

8

2008

-09

2009

-10

2010

-11

2011

-12

2012

-13

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$13.0

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Targ

et

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ions

Fiscal Year

$0.0

$5.0

$10.0

$15.0

$20.0

$25.0

$18.5

Figure 28: Overall REP operations face value (excluding CEC)

The political uncertainty that permeates across the MENA region, had a considerable impact on the face value of new businesses. The budget tightening on a number of Public Sector projects. The face value of new business acquired (including CEC) was $5.6 Million whereas the Face Value of New Business Acquired (excluding CEC) was $4.8 Million. The below figures display the results respectively.

$5.8$4.9

$6.5 $6.1

$8.2 $7.5

$4.3

$13.4 $5.6

2007

-08

2008

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$6.0

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Targ

et

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ions

Fiscal Year

$0.0

$2.0

$4.0

$6.0

$8.0

$10.0

$5.4

Figure 29: Face value of new business acquired (including CEC)

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CHAPTER TWO

$5.8$4.9

$6.5$6.1

$8.2

$7.5

$4.3

$13.4 $5.6

2007

-08

2008

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2009

-10

2010

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2011

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2012

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2013

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$6.0

2016

-17

Targ

et

Mill

ions

Fiscal Year

$0.0$1.0$2.0$3.0$4.0$5.0$6.0$7.0$8.0

$5.4

Figure 30: Face value of new business acquired (excluding CEC)

net RevenueNet revenue represents the revenue generated during the year net of the all expenses related to the project, including but not limited to, consultant fees, project related costs, etc. The net revenue for the fiscal year 2016-17 was $2.5 million, while the gross earnings excluding CEC were $1.3 million. These noticeable results were made possible this year due to the accumulated efforts of both the administrative and technical coordinators for each project. It is also the result of the diligent and hard work of AUB consultants who provided quality service to our clients, and the client-focused service of REP staff thus maximizing the efficiency and effectiveness of the REP-client relationship.

$1.9

$2.8 $2.9

$1.7$1.9

$2.2$2.0

$2.3$2.5

2007

-08

2008

-09

2009

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2010

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$2.2

2016

-17

Targ

et

Mill

ions

Fiscal Year

$0.0

$0.5

$1.0

$1.5

$2.0

$2.5

$3.0

$3.5

$2.4

Figure 31: Net Earnings (including CEC)

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CHAPTER TWO

$1.5

$2.4 $2.4

$1.3 $1.4$1.6 $1.5 $1.5

$1.320

07-0

8

2008

-09

2009

-10

2010

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2011

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2012

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2013

-14

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$1.6

2016

-17

Targ

et

Mill

ions

Fiscal Year

$0.0

$0.5

$1.0

$1.5

$2.0

$2.5

$3.0

$2.0

Figure 32: Gross earnings (excluding CEC)

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chApter threeREP Results

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CHAPTER THREE

KPi Comparison Overviewnon-finAnciAl kPis

The below table provides an overview of REP’s Non-Financial KPI performance during the fiscal year. The comparison is made between fiscal year 2016-17 results and those from the previous year, the 5-year running average, and the Decade running average. As we constantly thrive for the better, we do operate in a very volatile and fragile environment that has seen so many uncertainties both locally and regionally.

2015–16 2016–17 target

Five Year running average

DeCaDe running average

% From previous

Year% From DeCaDe

Geographic Spread (by Country) 15 13 12 14 15 87% 87%

Geographic Spread (by Location) 20 19 17 19 20 95% 95%

Consultation Person-Days Delivered

3060 2227 2255 2574 2255 73% 99%

Number of faculty participating in REP

86 79 77 78 77 92% 103%

Repeat Clients 30 27 25 24 22 90% 123%

Triangulation 17 21 13 14 14 124% 150%

CEC Student Count 2115 1275 2000 1389 1082 60% 118%

CEC Total Course Count 230 107 210 144 107 47% 100%

Figure 33: Comparison overview of non-financial KPIs

FINANCIAL KPIS

The below table provides an overview of REP’s Financial KPI performance during the fiscal year. The comparison is made between fiscal year 2016-17 results and those from the previous year, the 5-year running average, and the Decade running average. In spite of all the challenges, our financial results were among the decade top in terms of Face Value of New Business and Face value of Business during the year.

2015–16 2016–17 target

Five Year running average

DeCaDe running average

% From previous

Year% From DeCaDe

REP Face Value of New Business

$5,020,521 $4,814,938 $5,000,000 $5,473,626 $5,393,093 96% 89%

CEC Face Value of New Business

$883,874 $812,340 $950,000 $783,384 $616,964 92% 132%

REP Overall Face Value $13,435,557 $12,003,962 $13,000,000 $17,135,915 $14,760,715 89% 81%

CEC Overall Face Value $1,438,225 $1,266,574 $750,000 $1,158,189 $937,787 88% 135%

REP Net Revenue $1,465,868 $1,340,925 $1,615,000 $1,593,732 $1,733,365 91% 83%

CEC Net Revenue $812,746 $1,170,010 $574,500 $569,319 $558,035 144% 210%

REP Net Earnings $635,253 $488,073 $626,309 $793,118 $965,336 77% 51%

CEC Net Earnings $365,656 $677,092 $132,457 $166,799 $213,497 185% 317%

Operational Percentage Margin

44% 46% 35% 0% 100% 116% 99%

Figure 34: Comparison overview of financial KPIs

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Overall 2016–17 ResultsThe overall performance of REP throughout 2016-17 was favorable with fewer areas that require attention and continuous improvement. The Geographic spread continue to pose a major challenge in view of the political and security unrest. We voluntarily opted not to operate in certain geographic areas where instability was and continues to be an area of concern. Additional challenge is the increasing demand for a lower overhead by funding agencies, which in turn affected the face value of new business.

Consultation man-days and number of consultants engaged in REP activities is also an area that requires internal campaigning to elevate the desire of the faculty-members to participate in REP projects.

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TYPE KPIS FOCUS KPI DESCRIPTION 2016-17 TARGET

DECADE RUNNING AVERAGE

"PERFORMANCE RESULT

(YEAR-TARGET)"

"PERFORMANCE RESULT (YEAR-

DECADE)"

INST

ITUT

IONA

LLY

MAN

DATE

D KP

IS

Geographic Outreach

Geographic Spread (by Country) 13 12 15 108% 87% High

Geographic Spread (by Location) 19 17 20 112% 95% High

Financial

Total Face Value of New Business Acquired (Inc. CEC)

$5,627,278 $5,950,000 $6,010,057 95% 94% High

Net Revenue [Total Gross Earnings] $2,510,935 $2,189,500 $2,291,399 115% 110% High

Operational Percentage Margin 46% 35% 100% 134% 46% High

Community Outreach

CEC Student Count 2,273 2,000 1,242 114% 183% High

CEC Total Course Count 252 210 126 120% 200% High

REP

INTE

RNAL

MEA

SURE

S AN

D KP

IS

Financial

REP Face Value of New Business $4,814,938 $5,000,000 $5,393,093 96% 89% High

CEC Face Value of New Business $812,340 $950,000 $616,964 86% 132% High

REP Overall Face Value $12,003,962 $13,000,000 $14,760,715 92% 81% High

CEC Overall Face Value $1,266,574 $750,000 $937,787 169% 135% High

Total Overall Face Value $13,270,536 $13,750,000 $15,698,502 97% 85% High

REP Net Revenue $1,340,925 $1,615,000 $1,733,365 83% 77% High

REP Expenses $852,852 $988,691 $768,028 114% 89% Low

CEC Net Revenue $1,170,010 $574,500 $558,035 204% 210% High

CEC Expenses $492,918 $442,043 $344,538 88% 57% Low

Consultant Related

Consultation Person-Days Delivered

2,227 2,255 2,255 99% 99% High

Number of faculty participating in REP

79 77 77 103% 103% High

Number of Secondees and Adjunctees

1 1 5 100% 20% High

Number of non-Academic Consultants

52 43 37 121% 141% High

Number of non-AUB Consultants 68 41 41 166% 166% High

Total REP Consultant Pool 200 180 160 111% 125% High

Percentage of instructional faculty members participating in REP activities

9.05% 9.28% 15.56% 98% 58% High

Project Related

Number of New Projects 30 35 28 86% 107% HighNumber of Ongoing Projects 47 35 39 134% 121% High

Total Number of Projects 77 70 67 110% 115% High

Total Number of Budgets 84 85 85 99% 99% High

Number of Completed Projects 34 30 25 113% 136% High

Percent of Multi-Disciplinary Projects

12% 12% 19% 97% 60% High

Market Related

Repeat Clients 27 25 22 108% 123% High

Triangulation 21 13 14 162% 150% High

Target: For KPIs that do not have an institutionally set target, the stipulated target represents the decade moving average.

legend VALUE DESCRIPTIONexceed target 105% Greater than or equal to 105%

meet target105%

Between 105% and 90%90%

on target90%

Between 90% and 70%70%

Below target 70% Less than or equale to 70%

Figure 35: Select KPI results in 2016–17

Section Sixlooking Ahead

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SECT

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SIX

chApter oneLooking Ahead to 2013–17

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CHAPTER ONE

CContinuous improvement is in our DNA. It is our mission that we strive to learn, adapt and transform. As we look ahead toward 2017/18, we realize that the path forward is challenging. We learned from our experiences that our sustainability and perseverance come from our culture of lifelong learning. As we have adapted in the past to the forceful circumstances that permeated in Lebanon, and leveraged on the tremulous events in a positive manner, we will transform once again in the face of the challenges.

Our strategic directions focus toward faculty engagement, aggressive marketing intelligence, strategic alliances with key corporate entities are some of the key initiatives that we will undertake in the coming year.

Looking Ahead > Geographic spread was and will continue to be a strategic direction. We will focus on penetrating

new geographic locations untapped before such as Easter European countries, Eurasia, and the African continent at large.

> Build strategic alliances with international development and aid organizations

> Raise the level of AUB visibility as a Key Regional change agent in the future rebuilding and reconstruction efforts on the neighboring countries for rebuilding and developing countries post conflict (Syria, Iraq, Yemen, etc.)

> Establish several AUB REP-CEC branches in the GCC region for all Consulting and Corporate Relations activities including, but not limited to, academic consulting, continuing education, executive education, student recruitment, medical consulting, continuing medical education, etc.

> Increase efforts towards soliciting multi-disciplinary projects in existing and newer territories, with special focus on Anglophone Africa

> Expand REP deliverables into health sector and medical field in a major way to capitalize on the institutional capabilities of AUBMC.

> Position REP as the ambassadorial arm of AUB across the region with governments, corporates, educational institutions, international organizations and diaspora.

> Becoming the single point of contact for AUB, a one-stop-shop approach for external programs

> Going global with CEC Online Courses, ACCET accreditation and global partnerships.

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CHAPTER ONE

OUR nExT 40 yEARSREP is a key strategic arm of AUB. It is an arm that plays a key role for us as we talk about our next 150 years being about more impact; and as we look at becoming truly a global university. REP is 40 years old and holds a very impressive portfolio of undertakings and accomplishments. REP is more than just generating revenue or making friends. It is about making AUB’s impact more global and enhancing that impact.

As we look at strategic partners in the Gulf and beyond, we are looking at branding AUB as a truly global university. An institution that can make an impact, not only in places which are very strategic for AUB from a fiscal perspective, but places that may not seem strategic and take AUB’s most noble missions further into unchartered waters. The Vice President for REP: Consulting and Corporate Relations will be the champion in taking AUB mission as far, as wide and deep as can become.

It is fundamental that AUB follows this modus operandi: AUB is a transformative institution, but, if we want to be a transformative institution in the new era, we really want to stretch beyond our comfort zone. There are key areas that we need to explore in addition to our educational partnerships. We also need to look at strategic alliances not just with universities but with not for profit corporations in order to further our mission.

Fadlo R. Khuri President, AUB

Appendix Ameet the team

APPENDIX A

169

VP OFFICE SuPPORT

HASSAn B. DiAB, PHD Vice President for Regional External Programs (REP)Professor of Electrical and Computer Engineering

SAMIR KFoURy Projects Financial Manager

ELIAS AoUN Driver

PIERRE DAGHER Messenger

IMAN JURAyJ WAKIM Contracts and Projects Information Manager

RoGER BoULoS Projects Financial Assistant

APPENDIX A

170

INSTITuTIONAl CONSulTING

SAMI GHERIAFI Director of Institutional Consulting

AFIF TABSH Business Development and Projects Manager

ZAHRAA SHAITo Projects Administrative Coordinator

LINA KHAyyAT Projects Administrative Coordinator

SANDy HADDADProjects Administrative Coordinator

APPENDIX A

171

CONTINuING EDuCATION CENTER

ZIAD SHAABANDirector of Continuing Education Center

MAy ABU HAyDAR CEC Executive Secretary

SAMER SALAM Senior Office Clerk

MAyA ABI CHAHINE University for Seniors Coordinator

MARWAN AL ARABICorporate Programs Manager

AMANI ZEIDANUniversity for Seniors Program Assistant

RABIE BARAKATJournalism and Communication Training Program Coordinator

HALA BARAKATAcademic Manager

APPENDIX A

173

American University of Beirut Regional External ProgramsBliss Street, PO Box: 11-0236Riad El Solh, Beirut 1107 2020LebanonTel: +961-1-759673Fax: +961-1-744468E-mail: [email protected]: rep.aub.edu.lb

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