MUGT Faculty

This Technological University assembled a team of experts in education to establish the Bachelor, Master's and Doctoral degree programs, with an emphasis on the Moderate way of life. MUGT will adopt The American educational system, and will follow all standard accreditation practices. MUGT is a Non-Profit California Corporation funded by donations and grants from local and international organizations. The Board of the University is striving to turn this bright vision into the reality of a global institute of higher learning.



  • President: Dr. Hassan Bedair, Strategy, Planning & Technology Parks
  • Senior Vice President: Dr. Aws Nashef, Fund Raising, Start Ups & Incubators
  • Vice President: Dr. Faysal Kolkailah, Business Development, Curricula and Blended Learning & Research

Educational System Leaders

  • Dr. Hassan Bedair
  • Dr. Faysal Kolkailah
  • Dr. Aws Nashef

Board of Trustees

  • Dr. Hassan Bedair
  • Dr. Faysal Kolkailah
  • Dr. Aws Nashef

         ► Educational System

MUGT will strive to become a beacon of knowledge and information to countries around the world with the most modern means of communication available. The University will maintain the highest international standards. A faculty of prominent and distinguished professors will be the leaders of instruction and research in the areas of science, medicine, pharmacy, engineering and the arts. Moreover, the curriculum will be adapted to the Regional Countries’ environment and broadcast through distance learning to other countries under an international agreement of collaboration.


  •  Modern Education Trends

As technology surrounds our lives governing the basis of the way we communicate every day, learning too plays an important part for the younger generation. If we have to compare how a classroom looked 15 years ago, by nowadays education we will find that: Learning has taken a step ahead and become e- learning where the blackboards seem to be fading away. We are presently living in a digital age of learning from microchips and computer CPU’s. Initially it was reading and cracking an exam but today it is mere scrolling down an entire web page for answers. Now we have smart whiteboards and iPads issued across the Globe, which leaves education to leap forward into the future.

MUGT must work towards enhancing the credibility of their certifications. This is possible through offering quality coursework, having proper infrastructure, qualified lecturers and market-driven courses to produce quality graduates and gain employers’ trust.

The University will produce such critical thinkers, intellectuals, conscience-keepers and innovators, who can understand and draw inspiration from the past, live in the present and develop a vision for the future. The main objective is to produce industry ready workers equipped with scientific, technical and business perspectives for a knowledge-based economy.

The university uses all models of Advanced Learning: face-to-face teaching, broadcasting, telecasting, correspondence, seminars, e- learning as well as blended modes with fully computerized delivery of teaching materials.

There should be less focus on building traditional Institutes; and more on expanding high-speed broadband internet that will enable global cutting-edge knowledge delivered to students cost-effectively.


  • MUGT Lets Students Switch Back and Forth Online or In-Person

All students, when they register for a course they do not have to pick either Online or In-Person. Students will have access to both formats in the same course. Learners of all ages will plan to switch back and forth between attending class in person or online, based on which is more convenient for them on a given week. This system would allow students to miss class for illnesses, childcare, or other commitments without having to feel guilty, because they could complete their coursework online instead.

Some students might plan to take their classes in person, but use the online component to review information if they did not understand something. Others might plan to take most of their classes online, but make a trip to campus if they are struggling with a concept and want to discuss it further with a professor. The new model should not create extra work for professors — they all already teach their courses in both formats.

A complete residential and academic compound will permit the faculty, staff, students, associates and their families to enjoy a rich and broad range of educational programs and social amenities. In providing a strong foundation for all aspects of life and work at the University, the goal is to promote the successful social and cultural integration of its international academic community.



       ► Community Education

             • Technology Channel

A Technology Channel TV (TCTV) could be adopted to broadcast technology awareness to those countries that are in need of such information. This Science in Society Project (SSP) aims to disseminate knowledge created within MUGT while increasing the scientific literacy of receiving societies.

The University would elevate this TCTV satellite channel to a major educational source providing quality knowledge to students from all occupations, educational levels, age and languages groups and cultures. TCTV would transmit technological know-how from its original source, linked to the current advances in science, and present it in a simplified “movie” style that makes learning enjoyable and accessible to all, thus rapidly and democratically spreading knowledge throughout society.



  • TV Fans AS A New Audience OF MOOC

Modern Trend in some Universities plans to offer a four-week MOOC course based on the FX television series The Strain, which follows the spread of a disease with the “hallmarks of an ancient and evil strain of vampirism.” The course, “Fight or Die: The Science Behind FX’s The Strain,” will be hosted on Instructure’s MOOC platform Canvas Network. Three University faculty members will teach the course, which will focus on three topics that come from the show: Parasites, Cyber Attacks, and Disease Dynamics.

University Lecturers of distance learning in the school of physical sciences, hope that the MOOC will get people interested in mathematics and science by leveraging the popularity of the television show.



  • Blended Learning

A blended learning approach combines face-to-face classroom teaching methods with computer-mediated activities to form an integrated instructional approach. The goal of a blended approach is to join the best aspects of both face-to-face and online instruction. Classroom time can be used to engage students in advanced interactive experiences. Meanwhile, the online portion of the course can provide students with multimedia-rich content at any time of the day; anywhere the student has internet access:

• From MUGT computer labs • At a coffee shop • At the students’ homes.

This allows for an increase in scheduling flexibility for students, especially older graduate students. There are no rules in place to prescribe what the ideal blend might be. The term “blended” encompasses a broad continuum, and can include any integration of face-to-face and online instructional content. The blend of face-to-face and online materials will vary depending on the content, the needs of the students, and the preferences of the instructor.

Whether a course should be proposed as a face-to-face interaction, an online course or a blended course depends on the analysis of:

1. The competences at stake 2. The nature and location of the audience 3. The resources available

Depending on the cross-analysis of these three parameters, the course designer will opt for one of the three options. In his/her, course scenario he/she will then have to decide which parts are online, which parts offline.

Some of the advantages of blended learning include:

• Cost effectiveness for both the MUGT institution and the learner with resource constraints • Accessibility to a post-secondary education • Flexibility in scheduling and timetabling of course work

The University assumes that students have:

• Computer and internet access • Moderate knowledge in the use of technology and modern study skills.



  • A new model for higher education

A recent initiative announced by some universities in collaboration with edX, (a partnership between MIT and Harvard for MOOC classes), will allow students to do their entire first year of an undergraduate program online. This Global Freshman Institutes will give learners anywhere in the world the opportunity to earn freshman-level university credit after successfully completing a series of digital immersion courses hosted on edX, designed and taught by leading scholars.

By allowing students to learn, explore and complete courses before applying or paying for credit, the Global Freshman Institute reimagines the freshman year and reduces academic and monetary stress while opening a new path to a college degree for many students. So, one institution – be it a school or another organization – would award or accept credit from a variety of education providers, be it MOOCs or other types of online, on-campus, or other forms of higher education, and bundle them together to award a degree.

With this initiative, students might be able to take courses or MOOCs from a variety of ‘rock star’ professors across the globe and string them together to create a bespoke degree.

Higher education



             • 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.