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The Saint-Petersburg State University of Engineering Economics is one of the most established and most prominent Universities in Russia in engineering and economics training disciplines. ENERCON Dubai is the principal global campus of Saint-Petersburg State University of Engineering and Economics and the leading college in Dubai, offering Undergraduate and Postgraduate degrees in both Russian and English lingo. ENERCON has been well known for its brilliance in business training and research for a long time. It takes after the crucial principles of Russian advanced education during the procedure of delivering its Bachelor's and Master's programs in Dubai. It consolidates them effectively to understand the regional culture and Arabic language. ENERCON Dubai premises are situated in Dubai Knowledge Village, near the most current business and remote regions. The region supplies all the facilities for effective learning and student prosperity, such as professional training institutions, sports complexes, healthcare centers, and moderate dining choices. ENERCON today Over 21,000 students, including those from Africa, Asia, and Europe Ten departments in various fields of economic and financial aspects, and administration Sixteen branches and two delegated workplaces in Russian Federation. ENERCON Dubai the primary global campus outside the Russian Federation Multidisciplinary progressive specialized education Essential and applied research in innovation, financial matters, and administration Offices and Services: Up-to-date computer centers with Internet availability. Large lecture halls with video-conferencing services, Smart Boards, and LCD projectors Completely prepared classrooms for language learning Library (450 000 titles) and e-library Wi-Fi for all student and staff Customized e-accounts for all students with the right to use learning materials, on-line tests, staff consultations. Student activity room with tea/espresso machines, table tennis, and different exercises and amusements. Student ceremonies and international symposiums. Vocational counseling for students and graduates. Lodging advice (through an outsider). Visa and administration assistance. Programs Saint Petersburg State University of Engineering and Economics is providing both undergraduate and graduate programs in Dubai. Undergraduate studies are embodied by Bachelor of Management courses in three majors: Bachelor of Management Bachelor of Management (Tourism and Hospitality) Bachelor of Management (Logistics) Bachelor of Management degrees in Dubai is accessible in the Russian language with a few English subjects. Master of Management program with a major in International tourism Management intends to merge theoretical aspects with realistic empiricism in the tourism field. All degree programs are recognized by the KHDA (Knowledge Human Development Authority of Dubai) Non-degree short programs (short courses) are additionally offered in various languages (Arabic, Russian, English, French, and other), mathematics, information technology, and business.
Paris-Sorbonne University Abu Dhabi, set up in 2006, is an Emirati college that takes advantage of the 760 years of experience of the prestigious Sorbonne, with a new campus situated on Al-Reem Island that consolidates comfort with the effectiveness of innovations. The system, education, and degrees are French and issued by Paris-Sorbonne in the humanities field by Paris-Descartes for law, administration, and economics and by Université Pierre et Marie Curie (UPMC) in the sciences. Paris-Sorbonne University Abu Dhabi is happy to proceed with a remarkable legacy of scholastic magnificence that has been sustained since the twelfth century and a similar quest for flawlessness that has made our parent organization in Paris one of the world's most prestigious signals of edification. At present, more than 700 students from more than 75 nations are selected at Paris-Sorbonne University Abu Dhabi. We give our students the world-class norms of Parisian training, offering a degree coordinate from the colleges in Paris at our exceptional and exciting area inside the Arab world and its new social center point, Abu Dhabi. This is the absolute best of both universes, and we guarantee that we are continually raising students to the pinnacle of their dream professions. Thanks to the Abu Dhabi Government, the Paris Sorbonne University Abu Dhabi has had the advantage of a fresh out of the box new campus on Al-Reem Island since 2009. This demonstrates the elevated expectations of resource improvement in the UAE as Abu Dhabi is putting resources into world-class training assets. This campus respects the traditional architecture with comparable design to the chapel of La Sorbonne in Paris while offering the facilities and innovations of a present-day campus. Sorbonne Abu Dhabi has an assortment of facilities at its Al-Reem Island campus, including: Large lecture rooms and an auditorium that accommodates up to 700 individuals. An exceptional exercise center and sports complex, with Abu Dhabi's most noteworthy indoor rock climbing wall. Music and Art rooms intended to cultivate inventiveness and coordinated effort. A Cafeteria is offering a wide variety of sound dishes for breakfast, dinners, and snacks at reasonable rates. A Medical Center is outfitted for emergencies with expert healthcare staff and offers a counseling facility every week. Underground parking that helpfully gives space to 1,000 cars. A majestic piano in the Atrium, open to skilled students to play at whatever time of the day. A Student Open Center (SOC) that likewise includes a majlis. Arabic and French gardens. Outside terraces space for students to assemble and study, talk, or simply unwind. ATM/cash machine facility available 24 hours a day.
We are one of the 2.8 % top Universities in the world. Abu Dhabi University is the largest private university in the UAE. It is committed to becoming the institution of choice for students across all Emirates and more widely. With four Colleges offering over 40 undergraduate and postgraduate programs, campuses in Abu Dhabi, Al Ain, Dubai, Al Dhafra Region, and multiple affiliations with globally renowned institutions, a UAE-wide, truly international quality education is guaranteed for all of our students. Gender: Abu Dhabi and Al Ain Campuses: Segregated Dubai Campus: Co-education
Hüsnü M. Özyeğin Foundation began its efforts to found Özyeğin University in the autumn of 2005. The foundation of Özyeğin University entailed a comprehensive study that involved more than 500 persons, including businessmen, faculty members, as well as university and high school students, in addition to a study entitled "Developing Sectors and Professions in Turkey and the World." Taking the results of these studies as a baseline, the university's core values and vision are discussed and identified in collaboration with all stakeholders in line with the design efforts carried out by ARAMA. Participating in Management Consultancy. As such, Özyeğin University started to shape its vision through a series of workshops held with more than 300 participants, including business people, faculty members, university students, and new graduates.
The international is a priority in the strategy of development of the University of Picardie Jules Verne. Its presence on the international scene is manifested by expanding its partner universities' network, its participation in effective exchange programs, and its accession to the Agence Universitaire de la Francophonie and the Agency National Campus France. In the early '60s, Amiens grouped four pre-university level establishments: a national school of medicine and pharmacy, a law school, a science college, and an art school. However, these structures did not supply a complete cycle of studies, forcing Amiens to continue their studies elsewhere. Students coming under an exchange agreement attend the same classes and courses and are subject to the same assessments as local students. Grades obtained while studying abroad are recorded, and validation by their university is guaranteed. This course is entirely free of charge, takes place throughout the academic year, and refreshes and develops French language skills. Courses are available at different levels (elementary, intermediate, advanced, and highly advanced) with 5 hours per week and per level: 2½ hours on French culture and civilization, 2½ hours on the French language, making a total of 50 hours per semester. These courses can give up to 8 ECTS credits per semester for validation by the student's home university. An FLE course registration form is sent to students and must be completed and returned to the Department of International Affairs before arrival. The FLE Centre regularly offers courses in French for University Objectives (FUO), which feature intensive French language courses before the start of the academic year (at the beginning of September). These courses allow for a comprehensive review of language basics and help prepare students for university life in France. Conferences about France and cultural activities are also included in the program. Furthermore, this course provides an ideal first opportunity for international students to meet up. A great way to start the year.
The University of Poitiers, founded in 1431 by Pope Eugene IV, later confirmed by French King Charles VII’s letters patent, was initially composed of five Colleges: theology, canon law, civil law, medicine arts. As early as the 16th century, the University of Poitiers was the centerpiece of its cultural life. It was considered the second most important University in France after Paris 4,000 students attended the University. Some of them were to become famous: Joachim du Bellay, Guez de Balzac, François Rabelais, René Descartes, Francis Bacon, Scévole de Sainte Marthe, etc. After the French Revolution, which abolished provincial universities, the University of Poitiers was refounded and strengthened by adding new colleges (literature and science) during the 19th century. The University of Poitiers currently serves more than 26,000 students. It employs more than 3,000 people: Teachers and Academics / Librarians, engineers, technicians, workmen, administrative, service and health workers / Temporary teaching and research staff / Language assistants / Contract Ph.D. students / and Contract teachers. The international dimension is one of the major priorities of the University of Poitiers. This is materialized each year by the reception of about 4,200 students from 122 different countries. With 16% of international students, the University of Poitiers is above the national average. The reasons for this success lie in its broad and diversified range of programs, but also in the human size of our University, allowing for personalized student follow-up and a relaxed yet culturally rich experience. To strengthen the international influence of the University of Poitiers, we have long-standing commitments to major international exchange, training, and research programs, which benefit the whole University community through various pedagogical, administrative, financial, and logistical support programs. The University of Poitiers Law College, founded in 1431, enjoys an excellent reputation, mainly due to well-renowned lecturers and researchers in the three areas of private law, public law, and the history of law. The long list of famous alumni bears witness to this reputation: Tiraqueau, Rabelais, du Bellay, Ronsard, Bacon, Viète, and Descartes. The College of Economics offers undergraduate programs in economics and management and highly specialized, vocational programs. The various partnerships it has developed over the years offer students a wide range of opportunities to flesh out their curriculum, e.g., stays abroad or internships. Teaching programs and research in automation, biology, cell biology, plant biology, biochemistry, chemistry, electronics, electrical engineering, environment, computer, mathematics, mechanics, physics, robotics, health sciences, and Earth sciences. The College of Literature, Languages and Performing Arts of the University of Poitiers focuses on teaching programs, research and vocational courses in such areas as Classics, modern French literature, foreign languages, literature and culture, applied foreign languages, performing arts, and language sciences. The College of Social Sciences and Arts of the University of Poitiers offers undergraduate and graduate programs in 8 areas. All courses allow students to develop critical thinking and personal study skills and language skills, and summarizing and analytical skills, all of which will prepare students for a wide range of jobs. The College of Medicine and Pharmacy is a few establishments to teach these two specialties under the same roof. The first year also leads to such careers as midwifery, physiotherapy, and dentistry. The College of sport Sciences attracts almost 1,000 students each year for undergraduate and graduate studies in Physical Education and Sports Science. SIP trains high-level executives who can adapt to future technological changes and become actors in the European and international economic world. With its vast network of industry partners, SIP offers a three year-engineering degree focusing on booming areas, especially engineering, for the protection of the environment. Training and research in industrial computing, electronics, networks and telecommunications, physical measurements, mechanical engineering, manufacturing, environment, chemistry, and business, management, and services. At the Angoulême Institute of Technology, there are almost 700 students in 11 specialties, from the traditional two-year technology diploma (DUT) to vocational three-year degrees. In addition to national and European recognition, these programs offer various specialized fields and opportunities (postgraduate studies or professional integration). The 50-year-old Poitiers Institute of Business Administration (IAE) has made a name for itself in the teaching of business management, finance, and marketing. It is the second-largest IAE in France (2,500 students) and offers more than 25 study programs (graduate, postgraduate, and Ph.D.) that have gained national and international recognition. IPAG enables students to have completed at least two years of post-secondary education to take a degree program while preparing for the French public service (State, local, and hospital exams). A non-degree program, which prepares candidates for internal competitive exams, is also available to any contractual or permanent public service employee.
The University of Vaasa educates responsible leaders and experts on the needs of the future. The education and research that the University provides are wide-ranging, spanning from business studies, administration, and technology to communicate. Our research is relevant to our time, and we produce scientific knowledge of high international quality. The strength of our University is the community spirit, which promotes multidisciplinary studies and research. The campus is located on the western coast of Finland and offers a modern study environment for 5000 students on the shore of the beautiful archipelago. The faculty of Business Studies is one of the largest in its sector in Finland. Internationality is visible in the continually increasing number of international students and staff. Achieving EPAS quality accreditation indicated that our education programs are of a high international standard. The quality of education has been one of the guiding values and success factors of the faculty. Our key areas of research have been internationally awarded. The mission of the University of Vaasa is to energize business and society. The University of Vaasa is a business-oriented, multidisciplinary, international university. Our focus of areas are: management and change energy and sustainable development finance and economic decision-making The University of Vaasa will make significant investments in world-class research activities, quality, and influence. Attractive, world-class research environments and phenomenon-based research platforms will entice the best researchers in the focus areas to come to the University of Vaasa. Researcher education at the University of Vaasa is diverse and strongly networked, both nationally and internationally. The education will be high-quality, efficient, and useful. The University will revamp its degree programs to ensure that wide-ranging bachelor's programs provide a route for transitioning onto profiled, more internationalized master's programs. The degree programs will address society's educational needs, and the emphasis on relevance to working life will improve employability. Education that utilizes new digital tools will be developed systematically. The University is a strong provider of adult education all over Finland. Exports of education services will be systematically developed. The University of Vaasa systematically promotes societal influence by producing up-to-date, high-level research and education. The region's nationally significant competence center in the energy sector operates on global markets, and the University of Vaasa has close interaction with the competence center in terms of teaching, research, and staff mobility. Management and operations managers ensure that the University of Vaasa reaches its objectives concerning its strategy, quality, Performance, and policies. The means used to achieve the objectives are action- and financial planning, quality assurance of operations, and communication of operations. The University of Vaasa carries out quality assurance by operations management. The development of operations management develops quality assurance alike. The Rector leads the development of operations management of the University of Vaasa. This website's subfolders contain information about the goals towards which the operations of the University of Vaasa are aiming at and what kind of methods and tools the University utilizes for management, operations management, and quality assurance. Strategy, Performance, and Quality Goals page contains information about the University of Vaasa's objectives concerning strategy and quality, Performance, and policies compatible with norms. The Means of Operations Management page contains information about the procedures of action- and financial planning, quality assurance, and communications. The highest decision-making body of the University of Vaasa is the Board, which is appointed by the University Collegium. The university operations are lead by the Rector chosen by the Board. The Rector is supported in their tasks by the Steering Group, which consists of the Deans, the University's employer representatives, Vice-Rector, and the Rector, who acts as the chair. The Rector can also call other persons to be members of the Steering Group. The University has a Council of Research and Education, the administrative body responsible for the quality of research and education. The council is chaired by the Vice-Rector and includes one representative from each of the schools and nine other university community representatives and their deputy members. The University of Vaasa has four Schools for research and teaching. These are the School of Management, the School of Accounting and Finance, the School of Marketing and Communication, and the School of Technology and Innovations. The Management Group and The Dean of each respective faculty are responsible for its administration. The University of Vaasa is going to have three multidisciplinary research platforms: Vaasa Energy Business Innovation Centre - VEBIC, Digital Economy, and Innovation and Entrepreneurship InnoLab.
As the third Egyptian University, Ain Shams University was founded in July 1950 under the name of "Ibrahim Pasha University." It participated with the two earlier universities, "Cairo University" (Fua'd the 1st ) and "Alexandria University" (Farouk the 1st), in fulfilling the message of universities and meeting the increasing demand of youth for higher education. When it was first established, Ain Shams University comprised several distinguished faculties and academic institutes, which were later developed into University. After the revolution of the 23 rd of July 1952, it was suggested that Egyptian universities be given names that were strongly linked with the roots and historical landmarks of the country. Thus on 21 st of February 1954, the name of the University was changed to "Heliopolis," and then changed in the same year to its present name "Ain Shams," the Arabic for "Heliopolis," or "On," which was the oldest University in history. "On" University was established about 5000 years ago, and it had a wide fame as a center of knowledge and learning, especially in astronomy, engineering, and medicine. Perhaps a perfect example of "On" teachers' knowledge and skill is Imhotep, the chief priest, minister, and architect. They, in 2700 B.C., designed the first large structure of stone known in history, Zoser's Step Pyramid in Sakkara. Westcar Papyrus also states that the founder of the Fifth Dynasty was the Rector of "On" University before ascending the throne. However, the most important achievement of "On" University was the call for worshipping a single deity, the solar disk of Aton, at the hands of Akhenaton, who was influenced by the ideas of "On" priests. The University is now located in the Zaafaran Palace area, built during the regime of Khedive Ismail. The Palace was so named because the area surrounding it was famous for saffron (in Arabic Zaafaran) plantations. The Palace was used to host the Egyptian University administration offices when it was established in 1925. It was used by the Ministry of Foreign Affairs (as a guest house) for accommodating important visitors. The Palace also witnessed the signing of the 1936 Treaty between Egypt and Great Britain. Finally, in 1952, it came to be used as the administrative headquarters of Ain Shams University. Being a major scientific and cultural institution, Ain Shams University is fully aware of these challenges. It is confident that it has - with other Egyptian Universities - a problematic challenging responsibility for creating the generation. In 1973 the faculty of Al-Alsun was made the tenth member in the University. However, the history of this faculty dates back to 1835. In 1994, a decree was issued to establish two more faculties, the faculty of Pharmacy and the faculty of Dentistry; the actual study was started the following year in both faculties. In the same year, it was decided to establish the faculty of Computers and Information Sciences, and the study started the following year. The last faculty to join the University is the faculty of Specific Education, in 1998. Faculty of Nursing was established in 1980, and the Institute of Childhood Postgraduates Studies was established in 1981. The establishment of the Institute of Environmental Research and Studies was in 1982. Ain Shams University comprises seven campuses, all of which are situated in Great Cairo. The university administration, faculties of Arts, Law, and Science are all located on the main campus, El-khalifa El Mamoon Street, Abbasi. The faculties of Commerce, Al-Alsun (languages), Pharmacy, Dentistry, Computer and Information Sciences, Institute of Postgraduate Childhood and Institute of Environmental Studies and Research, and the specialized Hospital are located on the second campus on the other side of the street above. Faculty of Medicine and Faculty of Nursing and the university hospitals are located on another campus at Abassia. Faculties of Engineering, Specific Education, Education, Women, and Agriculture are located on a separate campus in Abbasi, Heliopolis, and Shoubra El-Kheema. Our mission is to Integrate a culture of total quality and continuous improvement in the educational process and research. Enrich the theoretical knowledge and applied the following ethical standards, social and cultural life of society. Spreading the culture and ethics of scientific research. Strengthen cooperation between the University and other universities, scientific research centers locally, regionally, and globally. Development of educational programs in light of the standards of local, regional, and global levels. Strengthening continuing education and distance education. Activating the centers and units of an unusual nature to provide research and advisory services to the community.
Al-Azhar University is a natural expansion of the great mosque of Al-Azhar, which was completed in 972 (361 AH) in Cairo, Egypt. It is one of the oldest universities in the world and the most esteemed of Islamic academic institutions. The first lectures were delivered there in 975. While ten thousand students once studied in the Al-Azhar Mosque, today, university classes are conducted in adjacent buildings, and the mosque is reserved for prayer. The University of Al-Azhar continually promotes intellectual unity among Muslims everywhere in the Islamic world, safeguards its language, and seeks to reform Islam's cultural heritage and illuminate it for humanity's benefit. Its classical focus has been upon the Quranic sciences, fiqh (Islamic jurisprudence), and the Prophet's traditions.
Welcome to ISAL. We are thrilled to have you on our premises, a place where strong will, motivation, and knowledge are shared. SAL, as an institution of Higher Studies, initiated its activity in Madeira Autonomous Region – the Pearl of the Atlantic- in 1984. This year it commemorates its 30 years of existence. In the beginning, ISAL developed several Higher Studies which granted a Cacharel degree in Management and Tourism Areas. To accomplish further goals, ISAL acquired new facilities which allowed the adequate development of new actions within the area of Higher Studies. These new facilities were inaugurated in 2004 and they represent the first phase of the investment. 2005 was a marking year not only for ISAL but also for Madeira Autonomous Region itself once ISAL obtained permission to offer its first degree. For the very first time, a degree in Tourism was created in Madeira Autonomous Region. In 2006 ISAL began a new adventure: Postgraduate Studies. In that year a Postgraduate Study in Hotel Management was created and, thanks to its success, ISAL annually launches several new Post graduations in decisive areas always bearing in mind what is needed in the Region. In the next school year, we will promote the following Post graduation: Local Accommodation Management (New), Human Resources Management (5th Edition), Management and Logistics ( New), Management of Health Services and Social Institutions (6th Edition). With the setting up of the Bologne Agreement, ISAL created the following Degrees in 2007/08: Management, Hotel Management, Tourism. From 2008 to 2014 ISAL has developed several TSC´s(Technological Specialisation Courses): Human Resources Administrative Management (7 editions), Environmental Tourism ( 4 editions), Commercial Management (1 edition). Nowadays ISAL has acquired new facilities which will allow the development of consistent studies not only in the areas of Post graduations but also in new studies known as PHTS – “ Higher Technician Studies” along with the existing degrees. We acknowledge there is still a long way to go and to accomplish our goals we are also counting on the active participation of all the intervenients, besides new strategic measures which include a strong bet on post-graduation studies and, in the future, the offering of second-cycle studies (masters). ISAL is a nonintegrated Private Polytechnic establishment of Higher Studies. Its genesis dates back to 1971, a period when other institutions of Teaching and Professional Studies were created in Lisbon and which developed synergies that were determinant for the organization and functioning of ISAL in Madeira. In 1984, the Regional Secretary of Education of the Autonomous Region of Madeira granted the needed permission for this Institute to function. This way, the very first private institution of pos-secondary studies was born in the Region. The ISAL also develops, together with the higher studies of tourism and management, several complementary or connected activities to that level of studies, namely in the areas that allow the perfecting and counseling in management and tourism. The expansion of ISAL permitted the use of a wide variety of equipment which allowed not only the improvement of the scientific and pedagogical levels but also an increase in the offer of courses. In the school year of 2007/2008, the implementation of the adequacy of the courses offered at ISAL to the juridical regime, dated 24. March, thus making possible the aims of the Bologna Declaration, was relevant to explicit the adhesion of this Institute to a paradigm – a teaching system based on the acquisition and development of competencies- that is somehow already present in the working methodology adopted at ISAL.
Adam Mickiewicz University in Poznań is the major academic institution in Poznań and one of the top Polish universities. Its reputation is founded on tradition, the outstanding achievements of the faculty, and the attractive curriculum offered to students. In addition to its facilities in Poznań, it has campuses in Gniezno, Kalisz, Piła and Słubice/Franfurt-Oder. The University currently employs nearly 3,000 teaching staff, including 371 tenured professors and other professors with title, 1407 assistant professors, 369 senior lecturers and lecturers, and over 2200 nonacademic employees. The University was founded in 1919 and currently, its student population is nearly 40 000 students (over 1000 are international students). Students may choose between 180 possible professional specializations. In recent years the educational offer has become increasingly diverse. New educational projects include integrated studies in humanities, natural sciences, social sciences, and programs carried out in cooperation with other institutions both in Poland and abroad. The mission of the University is to advance knowledge through high-quality research and teaching in partnership with business, the professions, public services, and other research and learning providers. In 2002-2013 our professors coordinated or were partners in over 40 research projects funded by the European Union Framework Program for Research and Technological Development. AMU is a member of EUA - European University Association, EUCEN - European University Continuing Education Network, The Compostela Group of Universities, The Santander Group - European University Network, European Chemistry Thematic Network, and other European Research Networks. The University is a center of academic excellence, where research and teaching are mutually sustaining, and where the context within which research is conducted and knowledge is sought and applied is international as much as regional and national. The University continuously extends and updates research programs and contents of study curricula, with special emphasis on their interdisciplinary and international nature.
The mission of the National University of Modern Languages is to establish, sustain and enhance itself as a quality-centric higher education institution that provides an excellent academic environment and opportunities for creating educated, productive, and responsible citizens of Pakistan and the global citizenry through intellectual, personal and professional growth. The National University of Modern Languages was established as an institute in 1969 to help people communicate and understand each other in different oriental and occidental languages, to assimilate different cultures, and act as a springboard for emerging disciplines. Initially, the institute provided language training facilities to personnel of armed forces and other government services of Pakistan. It was upgraded to University on May 29, 2000. In achieving this benchmark of a fully autonomous University, it has crossed many barriers and achieved a status of a seat of learning contributing new knowledge in the local and global perspective and now teaches 27 oriental and occidental languages in addition to several emerging disciplines. Now, the University has a vibrant and well-grounded research program, offering MS/MPhil and Ph.D. research degrees in various disciplines. The University is open to all classes and creeds, persons of sex, religion, race, color, or persons with physical disabilities without any discrimination. Located in the South West of the stunning capital city of Pakistan, Islamabad, in the backdrop of Margalla Hills, it is spread over an area of 25 acres. It can accommodate over 10,000 students for on-campus education. There are more than 35 teaching departments. There is a unique composition of the student body in the University which comprises of foreign students from Saudi Arabia, China, Korea, Iran, the Middle East, Central Asia, and other countries, a large number of Pakistani students, armed forces personnel, and government officers of Pakistan and foreign countries. The University has more than 500 well-qualified faculty members to manage the teaching and research activities in various disciplines. The University campus consists of five multi-story academic blocks and an IT block. It has four hostels for students’ accommodation. More development /construction plans are in the offering to provide maximum facilities. The library of the university has over 150,000 books with facilities of information communication technology. With a large fleet of buses, it comfortably meets the commuting requirements of both students and faculty members. The University has seven regional campuses in all four provinces of Pakistan. These campuses are fully functional and offering programs in various disciplines. The National University of Modern Languages has grown to become Pakistan’s flagship in languages and research-led university, recognized for excellence in teaching, research, and service to the cause of education and society. As we look to the future one thing is certain – knowledge will be a key resource for the socio-economic progress of the nation and the world. Our challenge will be to generate ideas and cultivate capacities in our students’ for critical thinking and complex reasoning, that will benefit society at large. To educate and train students who after graduation can work in fields with confidence, where they could be valued both for their specialized knowledge, and for their ability to research, communicate and solve problems. Premier center of excellence in higher education, research and innovation, and expression for development of languages and other branches of learning, and creation of new knowledge. The mission of the National University of Modern Languages is to establish, sustain and enhance itself as a quality-centric higher education institution that provides an excellent academic environment and opportunities for creating educated, productive, and responsible citizens of Pakistan and the global citizenry through intellectual, personal and professional growth. To advance its pristine vision and mission of creating educated, productive and responsible citizens, the university shall focus its efforts on 3 goals: high student achievement and success, institutional and competitive excellence, and responsible public service. These interrelated goals will be facilitated by adopting the following means: distinguished intellectuals as faculty who challenge and mentor students to attain their fullest potential talented, desirous, and promising students who are devoted to the pursuit and advancement of knowledge broad-based quality programs state-of-the-art facilities, and new trends in e-learning and information communication technologies exemplary administration and qualified administrative staff dedicated to the highest professional standards and service that thus share a common vision and an integral commitment to continuous improvement at all levels and to ensure competitive excellence and international compatibility.
The Amsterdam University of Applied Sciences (AUAS) is based in the Netherlands, in Amsterdam. Amsterdam is a cosmopolitan city where 175 different nationalities live and work together and where the English language is primarily spoken. The city is a hotbed of education and research in all conceivable areas: culture and society, trade, logistics, aviation, shipping, ICT, sports, healthcare, education, and much more. At AUAS, we take full advantage of this wealth of opportunities to provide the best possible education and produce cutting-edge research. Amsterdam is a very diverse, cosmopolitan city, where people of no less than 175 different nationalities live and work alongside each other. Amsterdam University of Applied Sciences (AUAS) perfectly reflects this eclectic diversity. Our identity is based on typical Amsterdam character traits such as courage, ambition, creativity, hospitality, and an eternal enterprise spirit.AUAS trains the professionals of tomorrow. Our graduates have open and inquisitive minds, they thrive on diversity, and they possess all of the knowledge and skills required to excel in their professional field. Amsterdam is a hotbed of education and research in all conceivable areas: culture and society, trade, logistics, aviation, shipping, ICT, sport, health care, education, and many. We take full advantage of this wealth of opportunities to provide the best possible education and produce cutting-edge research. Practically oriented research is an essential component of the educational programs offered by AUAS, each of which relates to one or more research disciplines. Our research always addresses a real-world problem from the professional field, and we conduct it in close collaboration with academics and professionals working in this particular discipline. Our close cooperation with the University of Amsterdam is incredibly valuable for these purposes. AUAS programs offer students a clear perspective of the professional field and the working environment in which their future careers will unfold. Students gain a great deal of their knowledge from practical work, via work placements, projects, research, and labs. This demands a great deal of independence, although they also receive intensive supervision throughout their development programs. During this learning process, contact with lecturers, fellow students, and people from their future profession is crucial, as interaction with other people is vital to education. Students participate in various groups and networks as part of the program, both within AUAS and the outside world. In this way, they come in contact with new ideas and opinions, and they learn to approach problems from various perspectives. After all, Amsterdam may be a world in itself, but there is more to the world than Amsterdam. The business sector needs graduates who have both intercultural and international (work/study) experience. For this reason, AUAS ensures that internationalization is integrally embedded in our educational programs and the research activities of our schools. The AUAS trains the professionals of tomorrow. Practically orientated research is an essential component of the educational programs offered by our faculties. Our research always addresses a real-life world problem from the professional field, and we research in close collaboration with academics and professionals working in a particular discipline. The AUAS consists of seven faculties. We have a total of 46,000 students and offer a total of 80 bachelor and master programs. We have 250 partner institutes across 50 different countries and contribute to various educational projects such as curriculum development, research projects, student/professor exchanges, and work placements within an international working field. This ensures that the education provided by AUAS is truly internationally orientated. The AUAS is actively involved with the University of Amsterdam, one of the oldest and most comprehensive research universities in the Netherlands. Together, the AUAS and UvA offer students a wide range of education pathways. The AUAS aims to see all its students graduate, so it seeks to give each student the education that suits him or her. It, therefore, offers a wide range of educational routes with tailor-made student guidance. In order to facilitate this, the AUAS closely cooperates with the University of Amsterdam. If a student appears to have made the wrong choice of program in the first year, they are steered towards a more appropriate program within either the AUAS or the UvA. In light of this, AUAS and UvA have increasingly synchronized their student guidance facilities.
During all its years of existence, the Lebanese Canadian University - LCU has continuously worked to provide its students with the skills, both academic and professional, to play an active role in a globalized world. It aims to cultivate excellence in a broad range of fields and disciplines in management, technology, arts, engineering, and humanities. Moreover, it offers top-quality education leading to national and international degrees. The Lebanese Canadian University: LCU is a Lebanese institution of higher education, recognized by the presidential decrees No 3585 / 2000, No 778 / 2007, and No 8395 / 2012. Therefore, all the diplomas issued by this institution are officially accredited by the Lebanese Ministry of Higher Education. The academic value LCU provides to its students is measured by the extent of its learning methods and the diversity of its educational resources designed to develop students’ skills and expand their knowledge while allowing them to gain a practical experience to help them integrate into the labor market. The Lebanese Canadian University: LCU is devoted to excellence in teaching a wide range of disciplines providing rich learning and research programs to sculpt the students’ academic and professional skills and develop leaders in all majors to foster a significant difference in our world. Always ready to listen to your ideas, we aim to spread knowledge most innovatively thanks to our quality education and our wide range of majors that will meet your ambitions, academic needs, and market’s needs. As part of our mission, we endeavor to align our values, practices, resources, and commitments to create stronger bonds with you and offer you the necessary support, namely the academic orientation and advising. At the heart of the green campus of Aintoura and the one established in Hadrat in compliance with the environmental certification LEED, you can enjoy the state-of-art technologies facilities, including sports complexes, labs, computer labs, libraries, cafeterias, and dorms. LCU aims always to be a reference in higher education that guarantees the best career choice for each student and supports his academic success.
The youth who believe in education and the scholars who look for specialized and encyclopedic knowledge are the pillars of nations and their civilizations' premises. Based on these facts, Jinan University was founded in 1988. Jinan University was officially licensed by the Lebanese Republican Decree no. 1948 in 1999. So it has become a higher educational institution rewarding official academic degrees of all levels: Bachelor, Honor, Master's, and Ph.D. Degrees. Jinan has an elite academic and administrative staff using modern curricula, methodology, and technology recognized worldwide. Technology has been used to form a complete academic program that addresses the twenty-first-century student's and scholars' requirements, consistent with the quality of education on national and international levels. Jinan University is located in the capital of the North of Lebanon, Tripoli. Nevertheless, the university attracts students from all over Lebanon, including Beirut. This encouraged the university administration to work hard to open new classrooms in Sidon. The university took this initiative to help the students evade travel fatigue and the costs of living away from home. The hard work continues to open new branches in the other Lebanese areas. Jinan University has never been limited to Lebanese students. Due to her global culture and good relations with Arab, Islamic, and international surroundings, Jinan has become the destination for students, scholars, thinkers, and specialists from different countries and nationalities. This has enriched Jinan with a diversity of thoughts, perspectives, and knowledge. These unique human components' intimate presence features Jinan with the global connectivity aspect in a broad meaning. Students gain a memorable experience and excellent relations, which they can never find, but in universities with a universality aspect.
The German-Jordanian University (GJU) is a public university located in Mushaqar. It was founded in 2005 by a Royal Decree, following a memorandum of understanding reached between the Ministry of Higher Education and Scientific Research of the Hashemite Kingdom of Jordan and the Federal Ministry of Education and Research of the Federal Republic of Germany. In August 2004, a founding committee began up its activities in Jordan. The committee was in close cooperation with the Ministry of Higher Education and Scientific Research. At the same time, the German planning office opened at the University of Magdeburg-Stendal in close cooperation with the Federal Ministry of Education and Research BMBF and the German Academic Exchange Services DAAD, which funded the university project for four years. The project is funded by the Federal Ministry of Education and Research (BMBF) and the German Academic Exchange Service (DAAD) under the category "German Study Programmes Abroad." The laying of the cornerstone took place on April 25th, 2005, under the patronage of His Majesty King Abdullah II and in the presence of Her Excellency Ms. Edelgard Bulmahn, the German Federal Minister of Education and Research His Excellency Dr. Khaled Touqan, the Minister of Higher Education and Scientific Research in Jordan at the time His Excellency Professor Jan-Hendrik Olbertz, the Minister of Cultural Affairs of Saxony-Anhalt the DAAD Vice President, Professor Max Huber and many other notables. The University was modeled on the German applied-sciences model, characterized by their focus on putting knowledge into practice and promoting knowledge transfer. We aim to play a significant role in promoting links between Jordan and Europe, particularly Germany. By taking advantage of the best educational practices in Jordan and Germany, the University has positioned itself as a leader in its field. The University's focus is on providing undergraduate and graduate programs of the highest quality. We offer over 20 programs, with a student body of around 5,000, drawn predominantly from Jordan and international students. We take pride in our student-centered learning environment and believe that quality education is founded upon close associations between faculty and students. GJU recognizes research and research-led teaching as primary responsibilities of its academic staff and places value on fostering, publishing, and disseminating research of the highest quality internationally. The University's mission, goal, and strategy statements reflect this strong emphasis on the importance of quality research. We provide lifelong learning opportunities for a diverse spectrum of people, capitalizing extensively on partnerships with private companies and public agencies in the region. The University has grown in both size and stature over the past few years. It has positioned itself as a leading institution of higher learning, known for its dedication to service, its innovative approach to academic management and human resource development, and its relentless pursuit of excellence in all fields of applied research and instruction. GJU is linked with many other universities through bilateral agreements for cooperation, collaboration, and exchange of faculty members and students. These include Arab universities in the region and European, North American, and Asian universities. The University is intended to serve as a unique university of applied training, experiential learning, and professional excellence, oriented towards market and industry needs. It is thereby expected to have a remarkable impact on Jordan and the region by capitalizing on the best practices and expertise in higher education in Germany and Jordan. The University has an objective to prepare highly skilled graduates with relevant knowledge of the industry, to contribute positively to socio-economic development, to be able to survive today's fiercely competitive and technologically oriented world, and to boost the industrial and economic standing of Jordan and the region. The School of Applied Medical Sciences was established in September 2005. Two programs, then, constituted the core of the school, namely, Pharmaceutical-Chemical Engineering (CPE) and Biomedical Engineering (BME). Biomedical Engineering was created in response to continual changes and the emergence of new areas of expertise commensurate with rapid advances in technology. Some of the well-established specialties in biomedical engineering include bioinstrumentation biomaterials biomechanics cellular, tissue and genetic engineering clinical engineering, medical imaging orthopedic surgery rehabilitation engineering, and systems physiology. The School of Applied Technical Sciences (SATS) was established in 2005. The SATS offers undergraduate programs in three engineering disciplines giving the students the knowledge and skills they need for success in a technically oriented career. Graduates of the SATS are expected to fill the gap in the Jordanian and the regional markets in critically needed disciplines concerning technology transfer, innovation, and management. The faculty's approach is to foster applied learning in all courses offered via practical projects, teamwork, technical writing, and presentations. The faculty will capitalize on the great opportunity of studying and training its students in Germany during the fourth year to facilitate transfer and management of technological resources via a partnership with many reputable universities in Germany.
Yarmouk University (YU) was established in June 1976 by a Royal Decree. Yarmouk University has developed steadily into one of the largest and most prestigious state-supported educational institutions in Jordan. We currently have 27850 students, 936 faculty members, and 1740 administrative and technical staff spread over 13 faculties that offer 56 bachelor degree programs, 63 master degree programs, and 19 Ph.D. programs in various specializations. We also have 11 centers for research and career development. The University has carved a unique niche for itself in northern Jordan through the diversity of its programs, which aim to strike a fair balance between the humanities on the one hand and science and engineering specializations on the other. We hope to inspire our young students by offering various specializations combined with excellence in teaching, opportunities for community service and extra-curricular activities, and encouragement of innovation. Our aim is not merely to produce degree-holders but rather productive citizens with integrity, vision, reasoning, tolerance, and a sense of purpose. In recent years, the phenomenon of globalization, coupled with an overall economic decline, has resulted in an unprecedented scarcity of employment opportunities almost everywhere – Jordan is no exception. At Yarmouk University, we aim to combat this challenge by offering courses and training programs for both students and staff through our centers and by partnering with business, industry, NGO’s, and other local or foreign institutions. Several companies have established incubators at the university to offer students training and work experience that prepares them for the broader job market and creates a climate conducive to entrepreneurship and innovation. Research is also one of Yarmouk University’s top priorities, especially within Jordan’s social, economic, environmental, and developmental needs. Several research projects are currently underway in partnership with local and international institutions. Also, the recent establishment of technology transfer offices in public universities, including ours, has served to encourage the commercialization of research findings and inventions – a development that many researchers find appealing. Much has been accomplished over the past three and a half decades since establishing this outstanding institution, but much still needs to be done. When the University was established in 1976, the then Faculty of Arts and Science included specializations in science, arts, economics, and administrative sciences. The departments of Arabic, English, Humanities, and Social Sciences were the core of the Faculty of Arts, established in 1981.
Science is the foundation stone for progress and development taking place in human life; the University of Jordan (UJ), which was founded in 1962, has grown to become Jordan's most extensive and leading University, excelling in pedagogy, research, and innovation and advancing in global standing, it has offered a wide choice of academic programs for students who can choose from more than 250 Programs from 24 schools in various disciplines. UJ offers 94 bachelors in different programs in Medicine, Dentistry, Pharmacy, Nursing, Rehabilitation Science, Science, Agriculture, Engineering, Information Technology, Art, Business Administration, Shari'a, Educational Sciences, law, Physical Education, Arts and Design, International Studies, Foreign Languages, Archaeology, and Tourism. At the graduate level, UJ provides 38 doctoral Programs, which represent more than 50% of doctoral programs in Jordan, and 111 master programs, which represent about 25% of master programs in Jordan, 16 higher specialization programs in medicine and one in dentistry, and three diploma programs. UJ has qualified academics working in parallel with its ambition and aspirations to excel; many of them have held many vital roles in academic, administrative, and political fields in Jordan; some of them are ministers, advisers, deputies, and heads of universities, while some are excelled in innovation, scientific research, and literature. UJ is looking to reach the highest level of excellence. However, it is also trying to apply the principles of total quality management and use the latest information technologies in its programs and strategies. The University of Jordan has achieved advanced positions in various international rankings: UJ is one of the best 600 Universities worldwide, one of the best 10 Arab universities, and it has recently achieved four stars according to QS. Also, UJ has gained many international accreditations for its programs, such as medicine, dentistry, pharmacy, engineering, rehabilitation, and other disciplines. Our mission is to provide students with fulfilling learning experiences, conduct knowledge-producing research, and build strong social ties within an environment conducive to creativity, innovation, and entrepreneurship making efficient use of resources and forging fruitful partnerships. The University of Jordan is celebrating its Golden Jubilee amid ever-growing global challenges to higher education. Over the past 50 years, the University has made great strides in becoming Jordan's leading and most comprehensive University that has provided successive generations with a solid education. That has contributed fundamentally to the making of modern Jordan. Much has been accomplished, and much is currently being done. There remains, however, much more to be done and ample space for improvement. The challenges of the times and the needs of a knowledge-based society make it imperative that the University charts new strategies for meeting the challenges and gaining global recognition. Excellence in education has been and will remain a priority for the University. However, there is a need to streamline academic programs in a manner that guarantees continued excellence while simultaneously meeting the demands of the rapidly-changing domestic, regional, and global job markets. The University will continue adapting to the internationally accepted best practices, and its faculty members will be encouraged to adopt blended-learning approaches. It will also vigorously seek to prepare its students for entrepreneurial careers by spreading entrepreneurship culture through integrating entrepreneurship education into curricula campus-wide. The University will focus on developing research capacity to meet domestic, regional, and global challenges. Providing a conducive research environment that promotes world-class scholarly activities is a high priority. The University's quest for global recognition necessitates establishing and nurturing Centers of Excellence that maintain a balance of basic and applied research and promote industry-oriented applied research and commercialization of research and development. Encouraging and supporting Business Incubators on- and off-campus will be high on the University's agenda. Faculty members will be encouraged to get involved and take initiatives in this regard. The University will also focus on transforming its students, faculty, and staff into global citizens capable of engaging not only each other but also people and cultures worldwide. We will seek to enhance campus diversity and further internationalize the student and faculty bodies. We envision the University as an intellectual and cultural melting pot that reflects positively on the values, lives, and careers of those affiliated with it. Students and faculty alike will be encouraged to contribute to University policy-making rather than be on the receiving end. With the University's internationalization initiatives, the dedication and hard work of its academic and administrative staff, and its students' excellence and creativity, the University will continue to lead the society and be Jordan's laboratory for innovation cradle of science and culture. They will pursue initiatives that will propel it towards joining the world-renowned universities' league in the not-so-distant future.- Huntingdon College is a community of faith, wisdom, and service. Huntingdon serves approximately 1100 students in the traditional undergraduate program and the Evening Studies program, providing an outstanding liberal arts education in an atmosphere that supports spiritual growth and inquiry. Huntingdon College is an institution with a rich liberal arts tradition grounded in the Judeo-Christian heritage of the United Methodist Church. The College embraces the development and growth of its students in faith, wisdom, and service, providing a solid foundation that will enable them to respond to the needs of today’s global and complex world. Through the use of traditional and non-traditional teaching and learning environments, Huntingdon College provides a foundational education in the liberal arts disciplines and professional academic studies across multiple degree levels for students from diverse backgrounds. A liberal arts core curriculum leads to a broad range of academic majors, pre-professional programs, and teacher certification programs for elementary, secondary, and P–12 levels. Placement rates into graduate and professional schools far surpass national averages excellent job placement upon graduation. A laptop computer is provided for each student for use all four years, his or hers to keep upon graduation wireless and wired Internet access available. Staton Center for Learning Enrichment, Honors Program, academic and pre-professional advising, individual counseling, and accommodations for students with disabilities, internships, Center for Career and Vocation, Elizabeth Belcher Cheek Concert Series, Rhoda Ellison Writers Festival, Jimmy Loeb Literary Series, and Stallworth Lecture Series. Huntingdon is consistently listed among U.S. News and World Report’s “America’s Best Colleges,” and the Princeton Review’s “The Best Colleges, Region by Region” the campus is listed on the National Register of Historic Places. The College has been named to the President’s Higher Education Community Service Honor Roll for three years. Washington Monthly, which rates colleges based on their contributions to the public good, places Huntingdon in the top 20% among 352 baccalaureate institutions. Huntingdon is a Tree Campus USA, and the campus is listed on the National Register of Historic Places. Huntingdon’s Evening Bachelor’s Degree allows working professionals with a convenient and flexible schedule for completing their bachelor’s degrees with majors in business management or criminal justice. Each course is offered just one night a week in five-week terms. The program is offered at sites around the state. Student Life Programs: More than 50 clubs and organizations, including Greek life, student government, academic honor societies, spiritual life organizations, and fine and performing arts programs. A wide range of music ensembles, lecture series, and visual arts opportunities. More than $20 million administered annually to nearly 100% of traditional day students traditional scholarships available for achievement, circumstance, and academic merit participatory grants in cheerleading, concert choir, pom squad, marching band dependents of Alabama Power, Alfa, and the U.S. Military Methodist students and others. Security measures include security guards on campus, 24/7 year-round phone boxes outside each residence hall, emergency phone boxes in Searcy, and Narrow Lane parking lots partnered with the police department for Campus Crimestoppers Critical Alert System campus emergencies. See Higher Education Act Disclosures. Huntingdon College is a smoke-free campus. All forms of lighted tobacco are prohibited on any Huntingdon College property. No tobacco in any form is permitted in classrooms or residence halls. Huntingdon is a college of the United Methodist Church, a member of the Alabama-West Florida Conference Campus Ministry programs are active and engaging. From your first-year forward, you will be challenged to think beyond comfortable boundaries, explore new ways of knowing, and learn what you are called to do with your life. A broad liberal arts core curriculum introduces you to subjects you have never thought about and careers you have never considered. Take your education into your own hands through involved learning opportunities, such as internships, student-faculty research, service, independent study, travel-study, academic clubs. And honor societies. You will graduate with a resume filled with experiences gained both inside and outside the classroom. Academic Departments Department of Accounting and Business, W. James Samford Jr. School of Business and Professional Studies, Dr. Samir Moussalli, Chair Department of Biology, Dr. Erastus C. Dudley, Chair Department of Chemistry, Dr. Maureen Kendrick Murphy ’78, Chair Department of Communication Studies and Psychology, Dr. Kristine Copping, Chair Department of Evening Studies, W. James Samford Jr. School of Business and Professional Studies, Dr. Renee Culverhouse, Chair Department of Fine Arts, Dr. Damion Womack, Chair Department of History and Political Science, Dr. Donna Manson, Chair Department of Language and Literature, Dr. Jennifer Fremlin, Chair Department of Mathematics, Dr. Anneliese Spaeth, Chair Department of Religion, Dr. Jason Borders, Chair Department of Sport Science and Physical Education, Dr. Michael Bamman, Chair Department of Teacher Education, Dr. Anna McEwan, Acting Chair Financial aid is available to Huntingdon College students who qualify for financial assistance in order to attend Huntingdon. Financial aid programs are prepared, using the package concept, which may include aid from the Huntingdon College Scholarship and Grant Programs, Federal PELL Grant, Federal Supplemental Educational Opportunity Grant (SEOG), the Federal TEACH Grant, Federal Direct Loan, Federal Direct PLUS Loan, and the Federal Work-Study Program. A student is eligible to apply for financial aid after applying for admission as a full-time or part-time student. However, no financial aid will be awarded until the student has been accepted. Students admitted as special (nondegree-seeking), or transient students are not eligible for financial assistance. All students, dependent and independent, who seek need-based federal, state, or institutional financial assistance, or non-need-based federal financial assistance to attend Huntingdon College, must annually file the Free Application for Federal Student Aid (FAFSA). From this, a Student Aid Report (SAR) will be produced by the Government’s Federal Student Aid Office and sent to the student. Each application for financial aid will be carefully evaluated when all required data and documentation have been submitted. The student will be notified in writing of the financial aid award prepared. The student has at least 14 days to accept or reject the financial assistance offered. 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- Welcome to Pillar College where we are dedicated to helping you pursue God’s purpose and your passions in higher education. Pillar is an undergraduate and graduate institution of higher learning that is faithful to classical Christianity, grounded on the authority of God’s Word, and committed to challenging Christians to serve Christ with passion and purpose. As He came into the world to serve God and humanity, you also are invited to learn how to invest your life to make a lasting impact on our world. Pillar College educates, inspires, and equips students for excellent scholarship, service, and leadership. Rooted in and committed to Pillar College has its roots as an educational ministry of the Pillar of Fire, International. The Pillar of Fire was organized in 1901. It is an evangelical organization with theological roots in the Methodist Episcopal Church and the nineteenth century American Holiness Movement. Originally called Zarephath Bible Institute, ZBI was founded in 1908 as a training school for missionaries, preachers, and teachers. Over the years, it has prepared many students to serve in various occupations in numerous Christian ministry organizations. ZBI became Somerset Christian College on March 23, 2001 When the New Jersey Commission on Higher Education issued the license to grant the two-year Associate in Biblical Studies degree. In 2006 the college was approved to offer four-year Bachelor of Arts degrees. After the loss of the Zarephath Campus due to Hurricane Irene in 2011, Somerset Christian College moved its headquarters to Newark NJ and in 2012 changed its name to Pillar College. Christian faith and love, Pillar fosters intellectual, spiritual, and social development among its diverse student population at various instructional sites. The following is a concise statement of the Wesleyan-Arminian theological doctrines upon which Pillar College is founded. While students are not required to subscribe to all of the following points, all agree to honor the rich tradition upon which this institution was established. We believe that there is one God, creator and sustainer of all things, infinite in love, perfect in judgments, and unchanging in mercy. God exists eternally in three persons: Father, Son, and Holy Spirit. We believe Jesus Christ is God’s Son incarnate, born of the Virgin Mary. He died for the sins of all, taking on Himself, on behalf of sinful persons, God’s judgment upon sin. He rose bodily from the grave and ascended to the right hand of the Father where He intercedes for us. We believe that the Holy Spirit is God present and active in the world. The Holy Spirit was given to the Church in His fullness at Pentecost. By the Spirit, Christ lives in His Church, the gospel is proclaimed, and the kingdom of God is manifested in the world. We believe in the divine inspiration, truthfulness, and authority of both the Old and New Testaments, the only written Word of God, without error in all it affirms. The Scriptures are the only infallible rule of faith and practice. The Holy Spirit preserves God’s Word in the Church today and by it speaks God’s truth to peoples of every age. Pillar College is an accredited learning community dedicated to building tomorrow’s leaders today. The only accredited Christian college in New Jersey, Pillar has been offering a Christ-centered education for over 100 years. We offer traditional four-year Bachelor of Arts degrees in addition to two-year and nontraditional degree or certificate options for adult learners. When you visit any of our three locations—in Somerset, Newark or Paterson—you’ll find that Pillar College is more than an address. It’s a community of supporters. As such, we offer a quality comprehensive education with the highest possible accreditation. Our academic programs are tailored to fit the specific needs of each student. It is our goal to meet you where you are as you pursue a brighter future, and to ultimately help you get there. We take pride in helping you to discover, clarify and to achieve God’s greater vision for your life. The Associate’s degree in General Studies offers students the opportunity to earn a traditional two-year degree in as little as four semesters, depending upon life experience. Students gain competencies in writing, verbal communication, problem solving, critical and creative thinking and emotional intelligence – essential skills for the workplace and for life-enhancement in general. An Associate’s in General Studies has the following advantages: preparation for employment at the entry level, development of career skills and preparation for further study at the bachelor’s degree level. The Bachelor of Arts in Elementary Education is designed for future elementary school teachers, kindergarten through sixth grade. Through this program, the student will gain the skills to communicate effectively with diverse learners, particularly in urban school districts, and to promote the intellectual, physical, emotional, and social development of young minds. Employment of Kindergarten and Elementary school teachers is projected to grow 6 percent from 2014 to 2024, about as fast as the average for all occupations. Employment of Kindergarten and Elementary school teachers is projected to grow 6 percent from 2014 to 2024, about as fast as the average for all occupations. Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2015-2016 Edition, Kindergarten and Elementary School Teachers. With every passing day our society becomes more and more diverse. With these changes the need for people with specialized skills and knowledge in cross-cultural relations becomes essential for any organization. In the Bachelor of Arts in Intercultural Communication program, you will be challenged to understand the dynamics of cross-cultural communication that will help prepare you for careers in national and international levels of Public Relations, Radio & TV, Journalism, and Community Development. The knowledge, insights, and praxis that students gain in this program will help empower them to transform your world. The Bachelor of Arts in Intercultural Communication is designed to be completed in four years (full-time). The first two years will introduce basic communication studies theory and practice, along with initial coursework in understanding diversity. In the final two years, through research and focus on particular cultural phenomena, the student will develop more specific goals and plans in order to engage the culture in a meaningful way. The Organizational Leadership Program is designed for those who seek to strengthen their leadership capabilities in corporate, non-profit, government or community organizations. Students will develop critical thinking and problem-solving skills, while learning to be effective leaders. They will also increase their capacity to understand and lead strategic change and renewal in organizations. This degree is offered in Pillar’s LEAD program. The Organizational Leadership Program is designed for those who seek to strengthen their leadership capabilities in corporate, non-profit, government or community organizations. Students will develop critical thinking and problem-solving skills, while learning to be effective leaders. They will also increase their capacity to understand and lead strategic change and renewal in organizations. This degree is offered in Pillar’s LEAD program. View full university
Located in the heart of Jeddah's metropolitan city, Dar Al-Hekma University is one of Saudi Arabia's leading teaching and research universities for young women. Since its opening in 1999, Dar Al-Hekma University is dedicated to endowing its students with the skills and knowledge they need to flourish and succeed in a rapidly changing world. Since its establishment in 1999, Dar Al-Hekma University has positioned itself as the leading private, non-profit, higher education institution for young women in Saudi Arabia. Dar Al-Hekma University comprises three major academic components: Hekma School of Business and Law, Hekma School of Design and Architecture, Hekma School of Education and Health Sciences, and offers bachelor's degrees in eleven different majors. The university's degree programs are developed in collaboration with international universities and are fully licensed and recognized by the Saudi Ministry of Education. Dar Al-Hekma University provides outstanding higher education to over 300 new local and international students every academic year. Dar Al-Hekma offers a generous portfolio of scholarships to recognize both excellence and achievement and financial support based on demonstrated need. We have built an enviable record for helping students secure funding, made possible in no small measure by our status as a premier, non-profit learning institution in Jeddah. Dar Al-Hekma University is accredited by the Ministry of Education of the Kingdom of Saudi Arabia (MOE) and the National Commission for Academic Accreditation and Assessment (NCAA). Our degree programs are endorsed by the MOE and are designed to ensure that our students are accepted and recognized globally through their academics. We ensure our students have a holistic environment in which to develop intellectually, spiritually, and physically through experiences of learning and research, leading and serving, and consideration and choice. Our programs integrate community service with academic instruction to give students a definitive edge in leadership skills, teamwork, critical thinking, and civic responsibility. Our community service program enhances academic education through meaningful service and learning experiences that benefit the community and address recognized needs. The Research Center is committed to ensuring the highest level of ethical conduct for research in Dar Al-Hekma. All researchers must adhere to the Saudi Intellectual Property Rights Laws and good ethical conduct. DAH is also obliged to protect its students, staff, faculty, and resources from any harm that may result from research activity. When DAH students engage in research exercises or projects as part of their course work that involves human participants, we require that they design and conduct research that is of 'low risk'. Students are required to get approval from their faculty advisor before starting any research projects. The Continuing Education Department (CED) offers a wide range of courses to both the student body and the local community. It supports the university's learning goals by offering a wide range of courses to meet the professional and personal developments of women in the local community. The CED also offers certificates in partnership with prominent institutions, such as Morgan International, Press Association, International Business Training Association (IBTA), and the British Council, which cater to working professionals' needs. The department also offers programs and provides space to local businesses and organizations for training activities. The CED is keen on employing local and international instructors with high qualifications to teach the programs offered. The Continuing Education Department has three main tracks: Educational Development, Professional Development, and Self-Development. Continuing Education also offers a summer course. Click to find out what summer courses are offered. "Over the years, Dar Al-Hekma University has awarded its students with millions of riyals worth of merit-based scholarships to undergraduate and graduate students. Most of our awards are for academic achievement, but we also offer awards to athletes and performers. So, if you are a go-getter, we want to help you accomplish everything you possibly can as a Dar Al-Hekma student." At Dar Al-Hekma University, we prepare young women to become competitive in the workforce and leaders in their professions and communities. To realize this goal, we rely upon our outstanding faculty members' dedication and contributions, our remarkable librarians, and our talented staff. I am proud that our faculty and staff members are known for their consistent commitment to providing students with a rich learning experience focused on excellence, scholarly practice, and above all, a dedication to service. At Dar Al-Hekma University, we prepare young women to become competitive in the workforce and leaders in their professions and communities. To realize this goal, we rely upon our outstanding faculty members' dedication and contributions, our remarkable librarians, and our talented staff. I am proud that our faculty and staff members are known for their consistent commitment to providing students with a rich learning experience focused on excellence, scholarly practice, and above all, a dedication to service.- The university of Jijel went through various restructuring stages. In 1986, an annex attached to the university of Constantine was founded by the decision N 72 of March 21st, 1986 of the Ministry of Higher Education and Scientific Research. By the executive decree N 62/88 of March 22nd, 1988, the annex was converted to Superior teacher's training college, having leading mission training in fundamental sciences In 1993, with the continuous evolution of the number of subscribers at the college, it was decided to join to this later the institute of the senior technicians into public works with a capacity of reception of 400 educational places and 250 beds. In July 1998, after the extension of the specter of training domains and the reception of educational infrastructures such as the institute of metal industry and also the acquisition of new scientific equipment, a university center was established instead of the ENS (TEACHER'S TRAINING COLLEGE) in the application of the executive decree N 221/98 of 27/07/1998including four institutes: the institute of technology, Computing, biology, and the exact sciences. The university center was set up as University of Jijel by the presidential decree N 03-258 of July 22nd, 2003, in the form of a public institution with central character endowed with a legal personality and with financial autonomy, including four faculties: the faculty of science, the faculty of science of the engineer, the faculty of law and the faculty of science of management. As a consequence and following the executive decree nN 09-92 of February 17th, 2009, modifying and completing the executive decree n 03-258 of July 22nd, 2003, the number and the vocation of the faculties making up the university of Jijel were modified as follows: - The faculty of natural and life sciences - The faculty of technology sciences - The faculty of exact and informatics - The faculty of law and political sciences - The faculty of economics, business, and management sciences - The faculty oh literature and languages - The faculty of human and social sciences Currently, the university of Jijel is distributed on two sit - University campus of Jijel: The university campus of Jijel includes the domains of training concerning technological sciences, exact sciences and natural and life sciences, grouped within three faculties: - The faculty of natural and life sciences - The faculty of technology sciences - The faculty of exact and informatics These three faculties 7716 students enrolled in graduation under the supervision of 390 permanent teachers and proposed training in two systems: classical and LMD The pole of Jijel groups in its new system of training LMD three levels: License degree, Master degree, and doctorate provide an essential volume of training in the following domains: - Technological sciences - Natural and life sciences - Earth and universe sciences - Materials sciences - Maths and computer sciences Eight thousand eight hundred sixty educational places are et the disposal of the students of the central pole of Jijel distributed mostly between 18 amphitheaters, 73 classrooms of educational T.D, and 51 laboratories. - University campus of Tassoust: The university pole of assist groups four faculties, namely: - The faculty economic sciences and management - Letters and languages - Human and social sciences - Arabic language and literature The theoretical carrying capacity in educational places is increasing to 12842 places, distributed between 20 amphitheaters, 164 T.D classrooms, 04 educational laboratories, 05 computer classrooms. 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- The University of Mustapha Stambouli in Mascara contributes significantly to the development of the town and its cultural aspect. It was founded in 1986 as a national institute of higher education (INES), specializing in agronomy. Later, it was elaborated to become a university that covers seven faculties and spread over three poles. This remarkable development has paved the way for the pursuit of the elaboration of the sought after program both in terms of the necessary space and the supply of diverse specialties to students, with emphasis on the excellent quality of the level. During thirty years, the University has passed through three stages The National Institute of Higher Education (INES) During the academic year (1986/1987), Mascara was endowed by the opportunity of creating a National Institute of Higher Education of Agronomy by the decree N°86/173 on 05/08/1986. Ninety-three students enrolled, and for five years, 143 students were formed in Agronomy. The University Centre of Mascara (CUM) When the fields of economy and technology were launched, the National Institute of Higher Education of Agronomy was transformed into the University Centre of Mascara in 1992 by the decree N°92/302 on 07/07/1992. As soon as it was set up, the CUM witnessed considerable development, notably the foundation of other fields (faculty of law in 1996/1997; Humanities and Social Sciences Letters in 2000/2001). At the beginning of the academic year (1991/1992); the CUM had 558 students, divided as follows: 258 students of Agronomy 122 students of economic sciences 178 students of technology. The University of Mustapha Stambouli (UMS) At the beginning of the academic year (2008/2009), the University Centre of Mascara was transformed into a University by the decree N°12/09 on 04/01/2009 under the name of Mascara University. In 2014 it was named after the Moudjahid "Mustapha Stambouli." During this year, 18792 enrolled and were distributed over five (05) faculties. Currently, the University has a critical infrastructure that is spread over three university sites, with a total capacity of 24600 pedagogical seats. Mamounia Site It is the old site which is situated in the north of Mascara, near the Oran-Algiers route. Teaching in this site began in 1986 when it was only an institute. It is currently one of the most crucial university poles, extending over an area of 34 hectares composed of two faculties with a capacity of 7600 pedagogical seats: Faculty of Sciences and Technology Faculty of Exact Sciences Answering students and teachers' needs, annexed were affiliated to the site, including, two specialized libraries, two computing centers, a research center with five laboratories, and intensive computing center, an intense center of teaching of languages (CEIL), administrative premises, two university residences, and diverse cultural, pedagogical and sports sectors. Sidi Saïd Site This site is new. It is situated in the north-west of Mascara, near Oran-Saida route, extending over an area of 30 hectares composed of three faculties with a capacity of 9000 pedagogical seats: Faculty of Economic Sciences, Commerce and management science Faculty of Nature and Life Sciences Answering students' and teachers' needs, annexed were affiliated to the site, including, the central library of 1000 seats, the auditorium of 600 seats, a restaurant, computing centers, administrative premises, and two university residences with a capacity of handling 3000 beds, 180 teachers' lodgings. Other infrastructures are being made, mainly: A seat of University rectorate Bloc of five research laboratories The New Site of Sidi Saïd (8000 pedagogical seats) This new site is situated in Sidi Saïd. It is extending over an area of 08 hectares that is composed of two faculties with a capacity of 8000 pedagogical seats: Faculty of Letters and Languages Faculty of Social Sciences and Humanities Answering student's and teachers' needs, annexed were affiliated to the site, including two libraries, a restaurant, administrative premises, one university residence with a capacity of handling 4000 beds, and a mini cultural and sports complex. View full university
Education at Wenzao Ursuline University of Languages is founded on the Christian concept of faith in the individual's uniqueness. Curricula are designed to foster the growth of this uniqueness and the development of the whole person. With the Chinese language and culture as the foundation, the University seeks through foreign language education to understand multi-culturalism and an international perspective. Students are equipped with the academic and professional skills, which will enable them to achieve linguistic excellence, acquire wisdom, develop leadership, and serve society. Wenzao Ursuline University of Languages was founded by the sisters of the Roman Union of the Order of St. Ursula in 1966. It was named in honor of Wenzao Lo, the first Chinese Bishop. Wenzao is known for its commitment to excellence in foreign languages teaching and research. At the beginning of its establishment, admission was only open to female students. Wenzao first opened its doors to male students in 1980. In 1999, Wenzao Ursuline Junior College of Modern Languages was officially restructured to become Wenzao Ursuline College of Languages and renamed to Wenzao Ursuline University of Languages in 2013. The University began to teach a more diverse group of students since then. In response, two-year and four-year college programs, post-graduate study, and extension education were added. Wenzao Arms REVERE THE DIVINE, LOVE THE HUMAN. With its motto, "Revere the divine, love the human." Sharing with that of all Ursuline schools, "Serviam" (I will serve), Wenzao hopes to develop students spiritually and prepare them for success in this highly demanding and competitive world. The University expects all Wenzaorians to acquire competent knowledge and useful skills inspired by Life, Language, and Leadership. The University has established and maintains pleasant and collaborative relations with over 200 universities and institutions from 30 countries in Asia, America, Europe, and Australia. Collaboration between Wenzao and the foreign universities and institutions covers various areas such as the exchange of students and faculty, study visits, and research teaching collaboration. Angela Merici's spirit is alive and well today in Ursuline education. Over 30 countries of the Ursulines of the Roman Union have schools and colleges, educational institutions, which are alive with values of Serviam (I will serve), Gospel justice, respect for the individual, the development of the whole person, and growing global awareness for all of God's creation.- The Amsterdam University of Applied Sciences (AUAS) is based in the Netherlands, in Amsterdam. Amsterdam is a cosmopolitan city where 175 different nationalities live and work together and where the English language is primarily spoken. The city is a hotbed of education and research in all conceivable areas: culture and society, trade, logistics, aviation, shipping, ICT, sports, healthcare, education, and much more. At AUAS, we take full advantage of this wealth of opportunities to provide the best possible education and produce cutting-edge research. Amsterdam is a very diverse, cosmopolitan city, where people of no less than 175 different nationalities live and work alongside each other. Amsterdam University of Applied Sciences (AUAS) perfectly reflects this eclectic diversity. Our identity is based on typical Amsterdam character traits such as courage, ambition, creativity, hospitality, and an eternal enterprise spirit.AUAS trains the professionals of tomorrow. Our graduates have open and inquisitive minds, they thrive on diversity, and they possess all of the knowledge and skills required to excel in their professional field. Amsterdam is a hotbed of education and research in all conceivable areas: culture and society, trade, logistics, aviation, shipping, ICT, sport, health care, education, and many. We take full advantage of this wealth of opportunities to provide the best possible education and produce cutting-edge research. Practically oriented research is an essential component of the educational programs offered by AUAS, each of which relates to one or more research disciplines. Our research always addresses a real-world problem from the professional field, and we conduct it in close collaboration with academics and professionals working in this particular discipline. Our close cooperation with the University of Amsterdam is incredibly valuable for these purposes. AUAS programs offer students a clear perspective of the professional field and the working environment in which their future careers will unfold. Students gain a great deal of their knowledge from practical work, via work placements, projects, research, and labs. This demands a great deal of independence, although they also receive intensive supervision throughout their development programs. During this learning process, contact with lecturers, fellow students, and people from their future profession is crucial, as interaction with other people is vital to education. Students participate in various groups and networks as part of the program, both within AUAS and the outside world. In this way, they come in contact with new ideas and opinions, and they learn to approach problems from various perspectives. After all, Amsterdam may be a world in itself, but there is more to the world than Amsterdam. The business sector needs graduates who have both intercultural and international (work/study) experience. For this reason, AUAS ensures that internationalization is integrally embedded in our educational programs and the research activities of our schools. The AUAS trains the professionals of tomorrow. Practically orientated research is an essential component of the educational programs offered by our faculties. Our research always addresses a real-life world problem from the professional field, and we research in close collaboration with academics and professionals working in a particular discipline. The AUAS consists of seven faculties. We have a total of 46,000 students and offer a total of 80 bachelor and master programs. We have 250 partner institutes across 50 different countries and contribute to various educational projects such as curriculum development, research projects, student/professor exchanges, and work placements within an international working field. This ensures that the education provided by AUAS is truly internationally orientated. The AUAS is actively involved with the University of Amsterdam, one of the oldest and most comprehensive research universities in the Netherlands. Together, the AUAS and UvA offer students a wide range of education pathways. The AUAS aims to see all its students graduate, so it seeks to give each student the education that suits him or her. It, therefore, offers a wide range of educational routes with tailor-made student guidance. In order to facilitate this, the AUAS closely cooperates with the University of Amsterdam. If a student appears to have made the wrong choice of program in the first year, they are steered towards a more appropriate program within either the AUAS or the UvA. In light of this, AUAS and UvA have increasingly synchronized their student guidance facilities. View full university
