Future University In Egypt (FUE)
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Zeinab Tawfik El Sayed Ahmed Elewa

Basic information

Name : Zeinab Tawfik El Sayed Ahmed Elewa
Title: Professor
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Personal Info: Professor of Economics at Faculty of Economics & Political Science and Deputy Director of Quality Assurance Center at Future University in Egypt (FUE).

Education

Certificate Major University Year
PhD International Relations & Organizations Cairo University 2009
Masters International Relations Cairo University 2004
PhD Economics Sadat Academy for Management Sciences 2003
Diploma Economic & Political Sciences Cairo University 2000
Masters Economic & Financial Sciences Higher Institute for Islamic Studies in Cairo 1999
Bachelor Commerce Cairo University 1982

Teaching Experience

Name of Organization Position From Date To Date
Faculty of Economics and Political Science, Future University Professor of Economics 01/01/2017 01/01/2017
Faculty of Economics and Political Science, Future University Associate Professor of Economics 01/01/2012 26/09/2017
Faculty of Economics and Political Science, Future University Assistant Professor of Economics 01/02/2007 30/06/2012
Thebes Higher Institute of Management Technology and Information Assistant Professor of Economics 02/05/2005 31/01/2007

Courses

Code Name
PHT 110 Mathematics PHT 110

Researches /Publications

Evaluation of strategic plan using Balanced Score Card (BSC) - 01/0

Zeinab Tawfik El Sayed Ahmed Elewa

01/04/2019

Planning is the first element of the administrative process, as it is the general framework that governs the workflow. Without it work is improvised and the decision becomes futile. Planning helps achieve the desired objectives and goals. The administrative process workflow must have a workable action plan with appropriate policies and procedures to reach the desired goals and objectives with the least effort and cost, while being transparent to the employees of the institution. Strategic planning is a long-term planning that takes into account the internal and external factors to assess the risks, opportunities, strengths and weaknesses. This is a renewable process that is updated based on internal and external developments to reach the desired goals in a structured framework. This paper seeks to find out how to evaluate the performance in achieving strategic objectives through the "Balanced Scorecard" a method that takes into account the balance in the strategic planning of an institution. The "Balanced Scorecard" includes the balance between resources and objectives, and the balance between the organization and its social reality, capacities and duties, through both short and long terms. The importance of this study is that it links the strategic plan with performance measures through the "Balanced Scorecard". Therefore, the research uses the descriptive and analytical method to collect facts and information related to performance measurement using the "Balanced Scorecard" to reach its objectives. The study plan includes three sections: the first section discusses the dimensions of strategic planning in terms of: concept, elements, objective, the distinction between strategic planning and the strategic management, the stages of its formulation, the steps of developing the strategic plan, and the evaluation phase of the plan. The second section includes the dimensions of the "Balanced Scorecard" in terms of: the performance concept, its importance, development, and the definition of "Balanced Scorecard" including its components, measurement and design. The third section includes how to evaluate performance in achieving the strategic objectives using a "Balanced Scorecard".

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Economic Development in the light of Concepts and Modern Theories: Egypt Model - 01/0

Zeinab Tawfik El Sayed Ahmed Elewa

01/04/2018

This paper deals with three axes. The first axis revolves around some ideas and theories related to the development and economic growth of the early thinkers. The second axis revolves around some modern concepts and theories in the development and economic growth and their application in Egypt. While the third axis revolves around boosting the economic development. The study noted that a new understanding with a new perspective on economic development of learners must be generated from the understanding of past decades of development. It also favors the aspirations of individuals to rise out of poverty through equitable employment opportunities, access to health, education and housing services, and thus, meet human needs.

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Evaluate the impact of Government Support in Economic Growth in Egypt during 1990 - 2014 - 01/1

Zeinab Tawfik El Sayed Ahmed Elewa

01/10/2017

The study aimed Evaluate the impact of Government Support in Egypt with some of the most affected by Government Support of Economic variables in Economic Growth by Gross Domestic Product (GDP) which is one of the most important indicators of economic growth, during period from 1990-1991 to 2013-2014. Study was based on a basic Assumption that there is positive significant impact of Government Support through its influence with some Economic Variables Relevant Government Support, such as: Final Consumption; GDP; Domestic Investment; Exports; Employment and Government Spending as Independent variables on Economic Growth represented by GDP Index as the Dependent variable. Multiple linear Regression Model Data indicate that there is a significant Effect Positive Government Support in the direction of GDP, where it was found that the more Government Support by the Unit value increased GDP size by 0.56 Units in the Average after excluding the impact of the rest of the Independent Variables used in the Model, which the Study is consistent with the study Hypothesis.

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Egypt and COMESA - 01/1

Zeinab Tawfik El Sayed Ahmed Elewa

01/10/2017

The study sought to answer some of the inquiries relating to the role of the African Union to the Economic Development of the continent with taking Egypt and The COMESA countries as a model. The study came to a set of results, the most important of which is that what the African continent needs is a solution to its Economic problems, as the Continent has wealth that helps in the Economic integration but not exploited. Thus the African States became unable to achieve a degree of cooperation that supports Economic relations, as well as to the problem suffered by the Organization of African Unity will be suffered by the Union; hence, it is a must to reconsider the system of Economic groupings within the Continent like COMESA and other, leading to the creation of linkages between the Economic interests of The States of those groupings on the basis of complementarity bring added value to the grouping as well as to facilitate joint projects that brings benefit from the resources and wealth of those States, on condition that it is under a cultural umbrella reaffirms images of the peoples in those countries, creating a new vision based on the many common space areas, which means creating positive opportunities for members of the continent that can be achieved through which Developmental renaissance.

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The Reality Of Education In The African Continent: The Republic Of Cameron Model - 01/1

Zeinab Tawfik El Sayed Ahmed Elewa

01/12/2016

Still Education in the African Continent suffers Under development because of the exorbitant cost of Education systems as well as totally inadequate to the habits of African Society and its Traditions, even in 1980, only a few Countries on the Continent, such as the Congo, Madagascar and Togo were unable to universal primary Education, so the African Continent nations seem less Countries achieve the spread of Education despite the recognition, especially in Developing Countries that suffer limited Resources of its importance. Regular Education has passed in Cameroon several stations trip, the largest influencing the relay colonial eras, where he signed the country in the grip of the German colonizers and then the French and the British, although for Cameroon gained independence in 1961, but the education system which follows different ways, while follow in the east French model we find in the West based on the British model. Education did not start taking Nationalization of and meets the needs of the community are real only with an the First Republic in 1972, as the Education system has seen a lot of development began to shift gradually from the Central to the Decentralization and the Development of an Educational structure takes into account the local conditions and take from the experiences of Countries that have made Educational progress, also began transformation of Education for a fee to free Education compulsory until the age of 14, so it has become the issue of investment in Education and linking them to the Requirements of Economic Development at the center of Development thinking of the Republic of Cameroon.

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Awards

Award Donor Date
Encouraging Reward Future University, for promotion to the position of Professor 2018
Encouraging Reward Future University, for promotion to the position of Associate Professor 2012
Certificate of Appreciation The International Center for the Organization of Conferences, in Conjunction with the Faculty of Commerce Ain Shams University, On Monday, March 15, 2010. 2010
Appreciation Award Future University, for the effort in FUE for the period from 2006 to 2007. 2007
Certificate of Win the second place Ain Shams University,To participate in the activities of the Thirteenth Annual Conference (Arab V) for University Education Development Center entitled: Arab universities in the twenty-first century: "The reality and visions", a paper entitled: complementary sources of government financing of higher education in the Arab world, during the period from 26 to 27 November 2006. 2006
Certificate of Appreciation Cairo University,For first place honors in the Master of African Studies of the Department of Politics and economics for the academic year 2003 - 2004. 2006
Certificate of Merit Cairo University,For her Participation and Cotribution in the 2nd International Conference of Scientific & its Applications Cairo University (17-19 Dec.,2005) Cairo - Egypt. 2005

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