Academic Philosophies

The most important characteristic of leaders/managers must be their deep awareness of the responsibilities that are being placed on their shoulders and the high expectations of their constituencies. In the person of the academic administrator, the community, the industry and the unit’s faculty and staff see more the Institution and less that person. The administrator’s actions mold the perceived image of the Institution - an image that has to be kept at the highest level of integrity.

One of the responsibilities toward the unit’s faculty and staff is the administrator’s concern for the professional growth of each and every member of the team, as well as the increase of the collective worth of that unit. The successful fulfillment of these responsibilities calls for foresight, ability to prioritize and delegate, vision, self motivation, expertise in respective discipline, and the ability to be a team player sharing the credit but not the responsibility.

Academic leadership also includes the pursuit of institutional visibility within the respective industry and community, and the attraction of resources to the educational institution. The academic leader makes the institution an integral part of the respective industry and community, and as such, it becomes a natural recipient of support.

Leadership, especially in the academic setting, must be more engaging and cooperative and less authoritative. This way, it will foster a friendly yet productive work atmosphere – creating an environment where each member plays a unique and valuable role. It is an environment where the interests of all stakeholders are being equally served.

Administration in the academic setting is the art, as well as the science, of utilizing all tangible and intangible resources to best serve and benefit all the associated stakeholders in a balanced manner.


The purpose of education is to produce citizens – shining pebbles in the social mosaic – who can be useful to themselves and to others. Those citizens will need to be aware of what is right, what is ethical, and what is ecological.

Through education citizens will be led by their own moral subconscious alone, making external rules on ethical behavior unnecessary. This is where the educators come in, from Pre-K to Post-Doc, to instill into the recipients of education a community spirit and social responsibility.

To address today’s needs, education has to be interdisciplinary and continuous. The principle of lifelong-learning should serve as the cornerstone of any personal philosophy.

Education can be viewed as two-tier; for personal development and for the acquisition of employable skills. The former is for character development and is more or less static. The latter is a dynamic one aiming at the individual’s successful integration into the society’s workforce.

The responsibility of the educational institution is to provide knowledge and skills that will enable the individual to serve the society for the immediate and near future, as well as to prepare the individual for lifelong-learning through appropriate programs.

To fulfill this responsibility the educational institution must be itself aware of the trends in the various areas in which education is being offered. This awareness can be acquired through continuous collaboration with industry, business and government, who after all are the eventual employers of the university’s graduates.


Knowledge is indeed a blessing. Without it we are intellectually blind. Knowing another person, another area, another language or another culture is an irreplaceable intellectual resource. A campus is meant to be a fountain of intellect and should therefore strive for such knowledge.

The world is changing from countries with impregnable trade and cultural barriers, to an earth community where people can travel, trade, work or live practically anywhere. A university needs to prepare students for this new global community in the same way a technology related curriculum provides students with current and relevant expertise.

The strength of a country, as well as that of an individual, is internationality – a concept that needs be emphasized and cultivated. The physical presence of foreign students and foreign faculty in a campus is a cultural asset that offers students an experience that cannot be acquired by reading books. Similarly, studying and teaching abroad enriches a scholar’s intellect, develops the personality, and enables the individual to draw wisdom out of differing cultures.

Campus internationalization can be briefly described as: Study of foreign languages, faculty and student exchanges with academic institutions from many diverse parts of the world, hosting of international conferences, establishment of permanent extension programs abroad, faculty research for foreign organizations, student internships in foreign organizations, and publication of multilingual journals, to mention a few.

All of the above campus internationalization components should be integrated into the academic programs and into the campus life, thus collectively creating internationally minded graduates. Such graduates will successfully tackle the globalization problems of today, and will gainfully capture the opportunities of tomorrow.


Successful management/administration is the effective and efficient utilization of resources toward the fulfillment of the objectives of a particular mission. Included are human resources, material resources, and most important the resource of time. Such success should be measured in the context of its environment and in balance with the numerous issues that comprise the educational system.

Technology as a resource can play a very important role in the management of the educational processes. Technology is the ever-expanding infrastructure that maximizes the productivity of the utilized resources.

In an educational setting there are at least five areas where technology could be embedded.

In the Curriculum. With additional courses that cover the specific technologies of the curriculum's discipline. Also, with courses on how to harness the cyber power, and how to make electronic presentations and communications that are powerful and effective.

In the Course Syllabi. With lectures on technology utilization, as it applies to each course's content. Also, with research assignments that utilize available technologies.

In the Classroom. With the utilization of instructional technologies that enhance lecture delivery, and make knowledge absorption easier and faster.

In the Course Support. With the use of advanced technologies of course management and delivery, where a structured instructor-student interaction will maximize knowledge transfer and acquisition. And,

In the e-Administration. With a continuously updated comprehensive and interactive institutional website providing reliable information that is always accessible by the academic community.


Over the years, making students learn has become my intellectual intake and a challenge when it comes to developing new teaching methods and new teaching and learning metrics.

Teaching in an academic setting requires the utilization of all tangible and intangible resources to best convey the intended education to the student recipients. At the same time such resources - physical and intellectual - need be continuously updated to reflect the social, pedagogical and technological evolution.

I personally aspire to the often said proverb that a teacher should a: “Guide by the side and not a sage on the stage”.

I believe that learning is 60% student motivation and 40% teaching process. Along this belief, I try to motivate students in valuing learning as an irreplaceable personal investment, and the acquired knowledge as their intellectual estate.

I try to encourage students to view knowledge not as a commodity but as a permanent infrastructure – personal and social – on which to build a personality or a profession.

In the classroom I seek student participation, which I invite through frequent questions, and through an uninhibited ambiance. Through this practice, I also measure student learning, as well as the effectiveness of my teaching.

I highly value positive relations with students, colleagues, staff and administrators, which I try to create and maintain through office hours, consultations and accessibility.


The purpose of research is to advance the level of knowledge especially that of technology, and to create an enhanced socio-economic and educational infrastructure that will eventually maximize the productivity of the utilized resources.

In an academic setting, research can parallel that of the respective industries and can greatly contribute in the improvement of the educational process. Through research faculty not only do they stay abreast of developments in their own field, but can also contribute to the body of knowledge.

To fulfill this responsibility faculty must themselves be aware of the trends in their own respective areas of expertise. This awareness can only be acquired through continuous research in collaboration with industry, business and government, and with student participation.

My personal research activities over the past decade have been on the e-world area; namely, e-commerce, e-government and e-education.

My current research activities and focus are on computer security. Along this interest, I recently completed an Information Assurance Postdoctoral Fellowship that I was awarded by the University of Maryland. Also, I serve as the editor-in-chief of the International Journal on Information Assurance and Cybersecurity, a new publication in this area.

Cybersecurity has been of special interest and concern to me, especially when I think of the numerous critical SCADA (Supervisory Control And Data Acquisition) systems that are Web accessible and consequently exposed to cyber crime.