SCIENCE AND SOCIETY

             • Academic Freedom

Dogmatic thought and ideas are contrary to MUGT's ideals. The rights to honest inquiry and legal protest are acknowledged and guaranteed. Under the principle of the "scientific approach", the right to determine how, to whom, and by whom knowledge is transferred, will be honored.

The university stands for humanism, for tolerance, for progress, for the adventure of ideas and the search for truth. It stands for the onward march of the human race towards ever-higher objectives.

The most important objective of education in the University is to inculcate universal human values and to prepare the citizens needed for the creation of a humane global family.

             • Interdisciplinary Approach

Interdisciplinary education and research are encouraged. The University will enable the faculty to work together on educational and research projects with educational centers and institutes outside their own academic units. The concept of the Assembly of Global Teams will be adopted. These teams will be professionally qualified to manage projects locally and abroad.

             • Life-Long / Continuing Education

MUGT will encourage Life-Long Education for its faculty, staff, graduates, and visiting scholars from all lifestyles, as well as provide them with cutting-edge scientific knowledge. Furthermore, the University will develop and apply Continuing Educational models suitable for different resources and constraints in different countries. In this way, the campus community will benefit more effectively and efficiently from the University experience and culture.

Life long
  • Failed university-industry links escalate joblessness

With many graduates across most of the developing countries unable to secure jobs, links between university education and industry are under intense scrutiny. The failure of companies to employ graduates is blamed largely on irrelevant course content that does not match industry needs. Participants drawn largely from higher education institutions and industry are exploring ways to build partnerships. Both are being blamed for growing graduate unemployment – higher education for its failure to translate theory into practice and curriculum irrelevance, and commerce and industry for lack of human resource planning.

Developing Countries urgently needed policies that would focus on matching universities and industry; a paradigm shift for university education from theoretical to both theoretical and practical. Universities were producing a generation of graduates whose qualifications do not meet job market needs, that universities were not getting it right if they assumed graduates would automatically fit the job market. Human resource plan is past due to help universities concentrate on producing skills demanded by industries, and define what the job market wants

There are no synergy between industries and universities. Both need each other and Partnerships with the private sector should be top of the agenda. Business entrepreneurs will be interested in being associated with universities, this way it is possible for entrepreneurs to fund ideas that go back to industry.

Industries are not in need of training units, there should be a synergy. There should be mentorship to bridge theory to practice. If people come with innovations and there is no industry to support them, you cannot move on. Jobless graduates could be ‘recycled’ for other use through a transient plan of Continuing Education. That is a proposed student mentoring by “successful individuals in the business world who are honest and genuine” and could draw on their lifelong lessons and experiences to impart guidance and workplace experience to students and graduates.

             • Thinking forward

Today knowledge moves with the ‘click of a mouse’. One way forward proposed lately by some Developing Countries is to attract highly qualified Faculty from abroad to return to staff new institutions. With virtual platforms, talented Professors who are part of the global academic community are far better positioned, to use their talents and the assets of the institutions, where they are located to provide support to knowledge-seekers in Developing Countries. In addition to access to such knowledge of Developed Countries, there is a major shift in an individual’s ability to demonstrate: That they have mastered a set of skills and to explore a more developed product that matches the best application or service in the local Countries.

One of the major weaknesses in education in Developing Countries, currently, and similar problems exist globally, is that individuals graduated with the requisite credits based on courses taken for a set period, are unable yet to effectively articulate that knowledge in a productive manner. The shift to competencies states that Demonstration of mastery and not time spent in class is the major transformation needed, particularly in Developing Countries today.

             • Language of Instruction

English, the global language of business and ideas will be the language of instruction at MUGT. Foreign languages classes will teach languages such as Arabic, Chinese and Japanese and thus help to serve the educational and research mission of the University. Agreements with schools and universities in emerging markets countries produce an annual exchange of faculty, students and researchers with their diverse culture and languages.