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Emil Mathew

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Finance

We connected with Professor Emil Mathew, who is currently pursuing his doctoral degree at ���ҹ�����’s Lubin School of Business while also teaching as an adjunct professor. His journey with ���ҹ����� spans approximately seven years, beginning with his master’s studies and continuing through his doctoral work, all while staying actively engaged in the classroom.

This dual perspective as both a current student and adjunct instructor gives Professor Mathew a unique understanding of the student experience. Drawing from his time on both sides of the classroom, he is passionate about helping students navigate their programs with confidence while preparing them for meaningful success beyond the University.

Why Finance?

A childhood trip to the New York Stock Exchange with my father in the 1980s lit the spark. The energy, the people, and the idea that information and judgment could move markets drew me in. That early curiosity became a lasting passion as I studied finance and built a career at major firms—especially focusing on markets, valuation, and decision-making.

Why Lubin/���ҹ�����?

I chose the Lubin School of Business for its reputation and flexibility. While working full-time, I needed an MBA program that fit a demanding schedule without compromising quality. Once enrolled, the experience exceeded expectations. The faculty were deeply knowledgeable and committed to student success, and my cohort included accomplished professionals who built a strong, supportive community. That combination of academic rigor and meaningful relationships inspired me to pursue a doctoral program at ���ҹ�����—where I’ve found the same level of support and engagement.

What are your research interests/areas?

My research interests include mergers and acquisitions (M&A) valuation, economics, trading, and business operations—with a particular focus on technology-driven firms.

Why is it important to advance research in this area or these areas?

These areas matter because small errors in valuation, market assumptions, or operating forecasts can lead to significant economic costs—mispriced deals, distorted incentives, and inefficient investment. Research that clarifies key mechanisms—such as valuation inputs, market frictions, and operating drivers—strengthens governance, improves market efficiency, and informs better strategic decisions. This is especially critical in the technology sector, where uncertainty, intangibles, and high stakes make accurate measurement more challenging.

What do students learn in your classroom?

In my classroom, students learn to apply finance concepts to real-world decisions—not just memorize formulas. We focus on transferable skills such as analytical thinking, structured problem-solving, clear communication, and effective teamwork. Learning is highly experiential: students work with real market data—often using Bloomberg and AI tools—build and defend investment theses, and present recommendations as they would in a professional setting. For example, student teams construct portfolios, track performance, and deliver executive-style pitches explaining their investment thesis, risks, and catalysts.

We focus on transferable skills such as analytical thinking, structured problem-solving, clear communication, and effective teamwork.

Tell us about your time as a student with Lubin. You’ve mentioned that you completed your master’s here and are currently in our DPS program. What has that experience been like for you?

My experience at the Lubin School of Business has been genuinely formative. I completed my master’s while working full-time, so I was initially looking for a program that was rigorous yet realistic for a working professional. What I found was a learning environment that was both challenging and highly supportive—professors like the late Professor James C. Hall, who were accessible, practical, and deeply committed to student success, and a cohort of experienced professionals who enriched every classroom discussion.

That experience is a key reason I chose to continue my education through the Doctor of Professional Studies (DPS) program at ���ҹ�����. The DPS program has offered the same strengths: strong faculty mentorship, applied learning, and a community that encourages critical thinking and connects research to real-world business decisions.

What made you choose Lubin for your master’s and doctoral studies?

I chose the Lubin School of Business for its strong reputation and flexibility while working full-time. The faculty’s expertise, focus on applied learning, and the quality of my cohort made the experience deeply valuable—so continuing into the doctoral program felt like a natural next step.

What are some challenges you had to overcome to get to where you are today?

Balancing a full-time career—often working weekdays and part-time on weekends—while pursuing my education was a major challenge. Managing long workdays, late nights, and competing priorities required consistency and focus without letting standards slip. I also had to embrace reinvention: taking on greater leadership responsibilities, stepping into the classroom, and later transitioning into research—where the questions are harder, and the answers take longer. Each phase pushed me to build discipline, grow my confidence, and adapt quickly. That process has shaped who I am today.

Of which triumph are you most proud?

After completing my MBA, my career accelerated, and I had the opportunity to take on increasingly senior leadership roles—including Senior Vice President, Interim Chief Technology Officer, and Chief Operating Officer.

Still, the achievement I’m most proud of is the impact I’ve had on students: helping them connect classroom concepts to real-world decisions, build confidence, and communicate their thinking with clarity. Watching students progress from learning the material to owning the analysis and defending their recommendations is deeply meaningful. I’m especially proud of those who have earned internships and full-time roles at leading financial institutions—their resilience in today’s market has been truly inspiring.

Can you tell us about the Alpha Seekers competition you coordinated?

I coordinated the Alpha Seekers equity research competition at the Lubin School of Business to give students a real way to stand out in a competitive job market. After seeing many strong candidates face repeated rejections, I wanted to create an experiential platform where students could demonstrate their skills—not just submit resumes.

The competition was designed to mirror real-world equity research. Teams developed an investment thesis, supported it with analysis and valuation, and presented their recommendations in a professional setting with live Q&A. One of the key goals was to bring senior industry leaders to campus so they could engage with students directly, see the quality of their work, and offer real-time feedback.

Companies and organizations represented at the competition included Bloomberg, Egan-Jones, Spear Ventures Ltd., Webster Bank, 2ndGenPartners, Cooley LLP, Vanguard, and Financial Modeling Institute, among others.

We also invited students from neighboring colleges, which elevated the competition and created valuable networking opportunities. It gave participants a broader view of the talent landscape and helped them practice thinking on their feet and communicating with confidence—exactly the skills they need to succeed in recruiting and on the job.

What is the single most important lesson you’d like to impart to your students?

Learn to think and communicate clearly. In finance—and in any career—your advantage comes from turning complexity into a simple, defensible decision: what you recommend, why you recommend it, what could challenge it, and what you would do next.

What does #LubinLife mean to you?

#LubinLife means community and momentum—practical learning, faculty who are truly invested, and a network of students and alumni who challenge and support each other. It’s the combination of academic rigor, real-world application, and lasting relationships that stays with you long after the class ends.

Classes Professor Mathew Teaches

• MBA802: Business Economics
• FIN671: Behavioral Finance
• DVF350: Trading
• FIN260: Financial Management
• FIN351: Principal of Investments
• FIN330: Personal Financial Planning
• FIN359: Principals of Fixed Instruments and Markets

���ҹ����� continues to lead on the efforts to develop understanding of the need to implement the UN Sustainable Development Goals (SDGs) through faculty scholarship, institutional strategy, and student-led programs with measurable outcomes.

A new interdisciplinary volume, Pathways to Sustainable Development, edited by Narinder Kakar, distinguished senior fellow at the Elisabeth Haub School of Law, and Anna Shostya, PhD, professor and chair of economics at Dyson College, brings together global scholars and practitioners to address priorities in the UN Common Agenda. The book, published last November, outlines forward-looking strategies tied to environmental governance, inclusive economic and social development, and multilateral cooperation.

The conclusion of the book emphasizes the importance of these strategies in our shared effort as an international community to advance sustainable development principles. It highlights the definition from the Brundtland Commission’s report: “Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their needs.” It also reminds us of a familiar and urgent refrain: “We have not inherited the Earth from our ancestors, we have borrowed it from our children.”

Sustainable development rests on three essential pillars: economic growth, social equity, and environmental protection. These values guide ���ҹ�����’s research and teaching across disciplines. Faculty continue to translate scholarship into policy frameworks, curriculum, and campus-based programs that address climate resilience, access to quality education, affordable healthcare, and other long-term domestic and global challenges.

Universities across the globe are well positioned to play an important role in shaping strategies and policy-frameworks that focus on sustainability. This is exactly what President Marvin Krislov called for in January 2026, when he spoke at the World University Leaders seminar at the World Economic Forum in Davos, Switzerland. Invited as the only US university leader on the panel, Krislov joined peers from around the world to discuss the growing role of universities in global governance and SDGs leadership.

At the Forum, Krislov emphasized how universities can operate beyond the constraints of election cycles or market pressures. He spoke to the importance of academic freedom, interdisciplinary research, and student engagement in shaping sustainable policies. He also addressed the need for institutional alignment, ensuring that the values taught in the classroom are reflected in operations, partnerships, and planning. Krislov also highlighted faculty work, student leadership, and a strong tradition of civic engagement throughout the University.

That commitment is also reflected in the growing number of ���ҹ����� students selected for the Millennium Fellowship, a global program coordinated by the United Nations Academic Impact and the Millennium Campus Network. This year, 34 students from across the University were selected, the largest cohort in ���ҹ�����’s history.

Chosen from more than 60,000 applicants representing 130 countries, the fellows are leading projects focused on gender-based violence prevention, food systems, mental health, refugee support, education access, and environmental justice. The group includes students from Dyson College of Arts and Sciences, the Lubin School of Business, the School of Education, the Seidenberg School of Computer Science and Information Systems, and the College of Health Professions.

One team, ���ҹ�����’s Blue CoLab, is partnering with students from Finland’s Häme University of Applied Sciences to develop a proposal in support of SDG 6: Clean Water and Sanitation. Together, they are building a case for a global right-to-know standard on water quality, which they will present at the United Nations in Fall 2026.

Through research, international collaboration, and student leadership, ���ҹ����� is not only supporting the goals of the 2030 Agenda but also helping define how universities contribute to a more sustainable and equitable future.

There were game nights, movie nights, and stuff-a-plush nights—but nothing that asked students to slow down and really talk. Tyler McShane ’26, a student on the Pleasantville Campus, wanted to change that, but he wasn’t interested in simply adding another event to the calendar. He wanted to create something specifically for couples: a space that felt deeper, more intentional, and rooted in real connection.

As vice president of the Psychology Club, he understood how powerful that kind of space could be. And with the support of the club, he brought that idea to life in Hearts & Minds Date Night, a relationship-focused event that invited couples—romantic and platonic alike—to connect more meaningfully.

"...the idea of an event focused on relationship wellness and couples’ growth was meaningful to me.” —Tyler

“Before becoming vice president of the Psychology Club, I had long believed that the organization should host an event centered on relationships,” Tyler explains. “My boyfriend and I have been together for nearly five years, so the idea of an event focused on relationship wellness and couples’ growth was meaningful to me.”

As he rose through the ranks of the club, Tyler found the opportunity to make it happen. And Hearts & Minds Date Night wasn’t just a themed night out—it was intentionally designed to feel different from other events on campus. “None of the other events I saw were specifically tailored to couples,” he explains. “I think one of the reasons this event was so successful has to with how novel the idea was.”

The Psychology Club also brought in the kind of insight that only ���ҹ����� could provide. “At the Pleasantville campus we have a professor who also practices as a sex and relationships therapist,” says Tyler. “So I thought it would be fitting to have her come and do a talk on communication in relationships, romantic and platonic alike.”

"I think one of the reasons this event was so successful has to with how novel the idea was." —Tyler

That professor was Christine Romano, PhD, assistant professor in the Dyson College of Arts and Sciences, who guided attendees through a hands-on communication activity. Each pair received two pieces of paper, one with an abstract image and one blank. One partner described the image while the other attempted to recreate it without seeing it. The exercise wasn’t about the picture itself, instead it focused on exploring communication with your partner.

“This event focused on creating a safe, open, and judgment-free space to explore communication, emotions, and sexuality in an intentional and empowering way,” explains Romano. “My goal was to blend psychology, real-life examples, and an interactive activity—such as the drawing communication exercise—to educate the audience on improving interpersonal dynamics and day-to-day interactions with the people they care about.”

More than 50 students and their partners attended, including many off-campus guests. Tyler noted that it offered something rare: a space to bring significant others into students’ campus experience. “It also gave students an opportunity to bring their off campus significant others on campus for the first time, which I noticed was quite common,” he says. “So this event also served as a means for those students to share a bit of their little world with their partner.”

"This event focused on creating a safe, open, and judgment-free space to explore communication, emotions, and sexuality in an intentional and empowering way." —Romano

The atmosphere reflected the event’s intention. Thoughtful decorations, soft lighting, and a warm tone helped set the stage for connection. Even students outside the event took notice. “Another student passing by, Nelson Lovell, saw the decorations and asked what was going on. We told him what the event was, he loved it so much he offered to take the photos for free,” says Tyler. “Just a stunning example of how awesome the ���ҹ����� Community is.”

With a professional photographer stepping in, Tyler was able to enjoy the evening as a participant rather than through a camera lens. And there was plenty to capture. Along with the communication activity and relationship talk, guests were treated to Italian catering, decorated photo backdrops, and gift bags to take home.

If photos weren’t proof enough of the event’s success, attendees had plenty to say about their experience.

“This event was my first introduction to ���ҹ�����,” said Alex, a guest who attended with his partner, Vanessa. “I thoroughly enjoyed it—it exceeded my expectations. The food, the activities, the photographers—everything was amazing. It actually made me a little jealous of their events.”

Annalia, who attended with her boyfriend Cole, agreed. “Professor Romano's communication activity was fun and engaging. The food was great, and the photographer captured some really special moments of us. I’m definitely looking forward to the next event.”

"I think that level of intimacy and bonding our event explored was something new and exciting that people wanted to try out." —Tyler

With more than 50 attendees and overwhelmingly positive feedback, Tyler knew they had struck a chord. “I think that level of intimacy and bonding our event explored was something new and exciting that people wanted to try out. It’s an opportunity for openness that is not typically presented at other events,” he says.

Now, the Psychology Club is building on that success with a second event—timed perfectly for Valentine’s Day.

will take place February 10, 2026 at 7:00 p.m. in the Kessel Gottesman Room. “This time we’re going all out,” promises Tyler. “Fairy lights on the ceiling, floating hearts, cupids, rose petals, and the balloon arches are making a return!” Though on the Pleasantville Campus, Tyler assures all students are welcome as long as they RSVP.

"Expect a guided, interactive experience designed to deepen emotional connection..." —Romano

And Romano will return with even more guidance for couples. “Expect a guided, interactive experience designed to deepen emotional connection—through love map questions, love languages, and intentional communication that helps partners feel seen, understood, and valued,” she says.

What began as one student’s idea turned into an event that clearly resonated, with plenty of momentum for what’s next. According to Tyler, “Clearly there is a want for more. And we aim to deliver.”

Make sure to to join in on the fun.

My name is Rafad Shlla (Raf Sabawi), and I am a fourth-year student double majoring in International Business Management and Entrepreneurship at ���ҹ�����’s Lubin School of Business in New York City.

I immigrated to the United States from Iraq at the age of eight. I arrived without knowing English and was placed in English as a Second Language (ESL) classes, where I learned to navigate both a new language and a new culture. With strict, protective parents and the limitations of my asylum status, independence often felt out of reach. However, my parents instilled in me the drive to excel and education quickly became my pathway forward.

���ҹ����� has given me the freedom to grow, to lead, and to explore opportunities that once felt unattainable.

Through discipline and resilience, I became a top student throughout high school and receiving a full-ride scholarship to ���ҹ����� marked a turning point in my life. ���ҹ����� has provided me with more than an education. ���ҹ����� has given me the freedom to grow, to lead, and to explore opportunities that once felt unattainable.

At Lubin, I have studied in the heart of one of the world’s most competitive business hubs. Through the ���ҹ����� Education Abroad Program, I also had the chance to leave the United States for the first time to study at City, University of London. That experience was both academically enriching and personally transformative.

A quote from Joseph Lubin, displayed on a wall at ���ҹ�����, continues to guide me: “It was financial freedom from poverty. And I felt that education was definitely a necessity as a stepping-stone in that direction. And I never stopped learning, going to school. Never.”

Looking back, ���ҹ����� has changed the trajectory of my life.

Those words remind me that education is about more than degrees. It is about creating freedom, growth, and meaningful impact. Inspired by that belief and the energy of New York City, I founded Elora App in June 2024, a tech startup designed to empower overlooked professionals in the beauty industry with a platform to thrive. My vision is to scale Elora into a global company while continuing my academic journey with an MBA.

Looking back, ���ҹ����� has changed the trajectory of my life: from ESL student to scholar, from limited independence to global experiences, from dreaming of opportunity to building a company. Most importantly, ���ҹ����� has given me resilience, courage, and the confidence to transform challenges into opportunities.

As we begin a new semester, it’s energizing to be back on campus and to feel the momentum building across the University.

This term marks several important moments for the ���ҹ����� Community—from welcoming our new provost, who officially joined us this semester, to preparing for the State of the University Address and Commencement, both milestones that invite us to reflect on where we’ve been and where we’re headed. After a move-in weekend shaped by challenging winter weather, I thank our students, families, faculty, and staff for their patience, flexibility, and shared commitment to caring for one another.

Over the winter break, I had the opportunity to meet with ���ҹ����� study abroad students and faculty in Paris, a powerful reminder of how global experiences broaden perspective and deepen learning. I also represented ���ҹ����� at the World Economic Forum in Davos, participating in international conversations focused on sustainability, higher education, and shared responsibility, and elevating the work our faculty are doing to advance practical solutions to complex global challenges. In this issue, you can read more about how ���ҹ����� is contributing to progress on the United Nations Sustainable Development Goals and engaging in meaningful work beyond our campuses.

This month’s ���ҹ����� Now reflects the creativity, curiosity, and engagement that define our community. You’ll find coverage of our upcoming , a Valentine’s-season story that turns relationship science into a real-life learning experience for students, and features that spotlight faculty leadership, alumni achievement, and opportunities to connect through events across campus. I hope you’ll explore the issue and join us as we move confidently into the semester ahead.

Warmly,

Marvin Krislov
President

How an international student found confidence, community, and career readiness in one of New York City’s most well-connected public administration programs.

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When Areeba Hashmi ’26 arrived in New York City from Lucknow, India, she carried with her not just two suitcases and a newly approved student visa, but also a sense of uncertainty. Yet within days of beginning the Master of Public Administration program at ���ҹ�����, Hashmi felt that she had found a place where she belonged.

For Hashmi, the MPA program has been more than an academic path; it has been a catalyst for growth, confidence, and meaningful impact. Now in her third semester, Hashmi has already presented research at national conferences, built close relationships with faculty mentors, become part of a diverse and supportive student community, and secured a coveted role as an analyst at the New York City Mayor’s Office of Management and Budget.

A Program That Opened Doors—Literally Across the Street

One of the first things that drew Hashmi to ���ҹ����� was its location, with City Hall and the Mayor’s Office a ten-minute walk from campus. “I remember telling a classmate during my first semester, ‘I want to work there someday.’ I had no idea I would be inside that building not too long after.”

The proximity to key civic institutions is only one part of the program’s appeal. Hashmi describes the MPA as “flexible, practical, and designed for students who want to make an impact quickly.” With options to take intersession and summer courses, she was able to stay on track toward graduation even after navigating challenges back home.

Her chosen concentration—government management—is the program’s most popular track, and for good reason. “Every course connects directly to what’s happening in the real world,” she said. “Policy studies, program planning and evaluation, applied data analysis—everything I learned in the classroom helped me excel in my role at the Mayor’s Office of Management and Budget."

Faculty Mentorship That Changes Lives

If there’s one theme Hashmi returns to again and again, it’s the strength of ���ҹ�����’s faculty.

Professor Sheying Chen, PhD, was one of them. “He saw potential even when I didn’t,” she said. After reading one of her research papers, on the role of social media in facilitating intergovernmental relations, he persuaded her to present it at the ���ҹ�����-hosted Northeast Conference on Public Administration—just two months after she arrived in the US. His confidence in her abilities opened doors she hadn’t imagined so early in her program.

Other professors, such as Hillary Knepper, PhD, and Ric Kolenda, PhD, have been equally influential. They guided her research, helped her navigate complex federal datasets, and even encouraged her to think beyond the MPA toward a future PhD.

“They fuel me,” she said. “Sometimes you know your own potential, but you still need someone to guide you. ���ҹ����� professors really do that.”

Experiential Learning at Its Best

As is often the case with experiential learning opportunities at ���ҹ�����, Hashmi’s academic work quickly translated into professional opportunity.

After presenting at national conferences—including the prestigious Northeastern Conference on Public Administration noted previously—she secured a competitive summer internship at the Mayor’s Office of Management and Budget that turned into an ongoing part-time role as an analyst.

Her responsibilities are significant: analyzing federal and state funding for New York City’s Department of Transportation, evaluating federal grants, and contributing to fiscal planning during a pivotal time of political change.

“It’s exciting and overwhelming in the best way,” she said. “And everything I do at work connects back to what I learn in the classroom.”

A Supportive Community for International Students

Moving to the US alone was not easy. Hashmi faced health challenges before her departure from India and had to rebuild her life from scratch—opening bank accounts, adjusting to a new culture, and navigating New York City’s complexities.

But she found warmth where she expected distance.

“The students here are so welcoming,” she said. “And I have classmates from all over the world. I never felt judged—only supported.” She credits this environment with giving her the confidence to speak up in class, share her experiences, and grow academically and personally.

A Pioneer Looks Ahead

Hashmi is already planning the next steps in her journey.

When she completes her MPA in 2026, she hopes to continue working in city government for another year before pursuing a PhD, with the ultimate goal of working in the United Nations or a global public service institution. “I want to make a difference,” she said.

Before graduation, however, Hashmi has some important work to do, and it’s also a milestone for ���ҹ�����.

Hashmi is the first student from ���ҹ����� to be selected as a by the American Society for Public Administration (ASPA), and her research will be presented as part of a student research roundtable at ASPA. Titled “Integrating High-Skilled International Students into the US Workforce,” it examines the challenges international students face in transitioning from academic programs into professional and public service roles, and how policy and institutional support can better facilitate this pathway.

“���ҹ����� gave me everything I needed—supportive professors, real opportunities, a diverse community, and a location that connects you directly to government. If you want to build a career that actually matters, this is the place,” she said.

“I came to New York for my education, and ���ҹ����� has made every challenge worth it.”

The Elisabeth Haub School of Law at ���ҹ�����’s Alternative Dispute Resolution (ADR) Team earned a Top 4 Semifinalist finish at the , held January 15–16 at Tulane University Law School.

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Representing ���ҹ����� Haub Law were student advocates Madeline Law (3L), Stephen Smith (3L), and Jon Riina (2L), who competed against law schools from across the country in the highly specialized competition. This unique national competition simulates Major League Baseball salary arbitration, challenging students to apply advocacy skills in a real-world sports law context. Over two days, teams presented arguments before panels of judges drawn from across the professional baseball industry, including player representatives and front office executives. Tulane’s Sports Law Society also hosted a panel of experts discussing legal issues related to baseball, which participants were invited to attend.

“The Tulane Competition provides us with a hands-on experience where we are able to utilize our advocacy skills in a professional sports context,” said student advocate Madeline Law (3L), who is also the ADR Director for the Law School’s Advocacy Program. “Our school has a strong history with this competition, and I was fortunate enough to be part of the team that finished as quarter-finalists last year.”

The team was coached by Dan Masi ’14, a ���ҹ����� Haub Law alumnus, whose mentorship has been instrumental in the team’s continued success and growth. Under his guidance, the ADR team has performed extremely well. “Coach Masi not only helps us prepare for the competition but ensures that we have a clear understanding of strategy and negotiation,” shared Madeline. While Dan was a student, he was part of the ���ҹ����� Haub Law team that won the national competition at Tulane out of 40 schools in 2013.

“This latest semifinalist finish underscores ���ҹ����� Haub Law’s commitment to experiential learning and highlights the strength of our ADR and advocacy programs as well as the dedication and talent of our students,” said Director of Advocacy Programs and Professor of Trial Practice Louis Fasulo. “The success of this team and our other ADR competition success is greatly due to the commitment and the skill of student advocate Maddie Law. She continues to be instrumental in the Law School, gaining national prominence in the ADR competition community.