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History, Humanity and Higher Education

Dr. Haan, we’re so delighted to be talking with you today for this leadership spotlight interview. Please could you introduce yourself to UniNewsletter’s readers, culminating in your path toward your current role as Deputy Vice Chancellor for Academic Affairs at Sorbonne University Abu Dhabi (SUAD).

Thank you very much. The pleasure is mine.

If I were to explain how I came to be in my current position in Abu Dhabi, I would say that it is the result of a trajectory steadily built step by step—but also of opportunities that arose along the way.

My first passion was research in history, and I had the privilege of joining the École des chartes in Paris, which provides rigorous training in research methods as well as in heritage professions such as archives, libraries and museums. At the end of my studies at this institution, I had to make an initial career choice: after an internship in cultural administration, I ultimately decided to dedicate myself to the study of history.

Joining the university meant engaging not only in research but also in teaching. I discovered a genuine passion for sharing knowledge and for dialogue with students. At the same time, I pursued a doctoral thesis and specialized in the political and diplomatic history of the Spanish monarchy in the 16th and 17th centuries, which led to my recruitment at the Sorbonne in Paris in 2008.

Starting in 2015, I took on various administrative responsibilities at the university level, particularly in the field of education, and became familiar with the institution’s overall framework. In 2017, in a way returning to my initial training, I was approached to contribute to the creation and later to the management of the archival studies programmes established at SUAD in partnership with the National Library and Archives in the United Arab Emirates (UAE). My appointment as Deputy Vice-Chancellor for Academic Affairs in 2023 is closely linked to the success of those archival programmes and reflects my growing involvement over the past eight years in university administration in Paris and Abu Dhabi—an experience that is essential when overseeing the academic offer of a branch campus. Although I am no longer teaching at present, I have not abandoned research.

As you noted, in your academic work you specialize in the political and diplomatic history of Spain in the 16th and 17th centuries. Could you share how your research shaped your academic philosophy and led you to a broader administrative leadership path?

The choices I have made both in my research and administrative/leadership positions have led me to learn new languages, to travel and to engage with contexts that were unfamiliar to me.

In my approach to management, the ability to communicate in several languages and to cultivate relationships based on understanding and active listening are essential. I believe that being confronted with realities different from my own has prepared me for leadership and helped me integrate naturally into the multicultural environment of the UAE.

My background in the social sciences has also taught me important lessons in scientific rigor that nothing should be taken as self-evident until it is proven; that a critical approach to any discourse is essential; and that multiple perspectives must always be considered. The more I engage in research, the more I recognize the complexity of situations and the less I believe in determinism.

My management practice is, of course, deeply influenced by this experience of research. It has taught me the importance of listening, the need to make informed decisions and the caution required to avoid personal bias. Fundamental research is often seen as distant from practical realities, yet it provides a framework—a philosophy and a set of methods—that enable us to assess information and situations with perspective and objectivity. That capacity for distance and reflection is, I believe, invaluable in leadership.

On the topic of your academic philosophy, you recently participated in a faculty workshop on building a student centered academic advising framework. In your view, how does academic advising feature in SUAD’s identity as a French Emirati institution, and what long term impact are you envisioning from this initiative?

You are absolutely right to highlight the dual French and Emirati identity of SUAD, as we stand at the crossroads of two traditions. From a French perspective, student support is primarily intended to promote intellectual growth and the ability to work independently. We remain faithful to this model, while also drawing inspiration from a more institutionalized support system—one that emphasizes teacher tutorials, peer mentoring and peer tutoring and that combines academic development with encouragement of entrepreneurial spirit.

One of the main outcomes of the recent workshop, which engaged a significant number of our faculty members and administrative staff, was the strengthening of our shared commitment to empower students to take responsibility for their own learning. It also reaffirmed the importance of promoting active learning, encouraging students to assess the value of what they study, and nurturing their entrepreneurial mindset. This approach aligns closely with what we observe among our students: a clear desire to be fully engaged and proactive in their academic journey.

In relation to your training as a historian, how do you see the study of political and diplomatic history—especially from the early modern era—enhancing students’ critical thinking and their understanding of contemporary issues?

You’re touching here on the question of the social utility of history, which is indeed an essential one. Beyond the pleasure of knowledge or the sense of discovery that history provides, it offers—like other social sciences—valuable tools to help us think about the present.

In my own research, I have studied the nature of diplomatic alliances during the Renaissance. This led me to uncover the fact that such alliances were conceived as bonds of friendship—personal, political and emotional relationships between sovereigns and rulers. The idea of friendship, as understood in Europe, has its roots in Greek philosophical thought. It establishes a bond where kinship ties do not exist and is rather grounded in the principle of reciprocal service. It is only in the 18th century that friendship began to take on a more intimate dimension, one expected to be accompanied by sincerity and genuine feelings.

What has the study of friendship taught me? That there are many forms of it: intimate friendships, of course, but also professional ones, or those based on shared hobbies. This reflection has led me to question the nature of my own relationships and to observe that the language of friendship still persists in diplomacy, though its meaning has evolved over the centuries.

At SUAD, we encourage our students to explore history in exactly this same spirit—as a discipline that builds empathy, critical thinking and an appreciation for how the past continues to shape the present, helping them draw meaningful connections between historical understanding and contemporary issues.

On the topic of the humanities, SUAD recently launched its School of Arts & Humanities alongside Data & Engineering, and Law & Business, reinforcing significant growth in cultural and creative fields. Why do you believe a strong humanities presence is vital in modern universities, and how does it relate to SUAD’s broader institutional mission?

The humanities often find themselves having to justify their very existence, as they may appear to lack a concrete or immediate impact on an individual’s daily life, and because they are not usually associated—let’s be honest—with the most lucrative or high-profile career paths.

Yet I am firmly convinced that the humanities are just as crucial as any other field of study. We are now in an era of interdisciplinarity and the acquisition of multiple skill sets. The creation of three schools at Sorbonne University Abu Dhabi is not meant to draw boundaries; on the contrary, our goal is to broaden and diversify academic pathways.

Our partner entities confirm this too. For example, our partnership with the UAE National Archives and Library supports the development of our archival and heritage programs, while our Master in History of Art and Museum Studies, offered in partnership with the École du Louvre, give students with direct opportunities to engage with heritage preservation, research and curationillustrating how the humanities remain deeply relevant to contemporary society. Critical thinking, open-mindedness, the ability to analyze information critically, adaptability to change and strong language skills are among the most sought-after qualities, and these are precisely the skills that the humanities cultivate.

I do not believe that universities, economic sectors or society as a whole can do without them. On the contrary, their continued presence and vitality are a true sign of intellectual and cultural strengthand they remain central to SUAD’s mission, reinforced by its Centre for Humanities, Languages and Education in connecting cultures through knowledge and human experience.

SUAD offers a professional certificate in archives and records management, celebrating the graduation of its 12th cohort last year. In an era of digital transformation, what significance do you see in archives studies, and how is SUAD preparing students for evolving heritage preservation roles?

The success of this certificate demonstrates the importance of the needs it addresses. It has two complementary dimensions, as it combines records management with the long-term preservation of documents and data.

As you rightly pointed out, records management is of vital importance in the digital age: organizations, like individuals, must know how to collect information, assess its authenticity, sort, preserve or dispose of it, retrieve it when needed and make the most of its value. The data preserved over the long term—those that become archives—represent only a part of this broader process.

The challenges of records and archives management are crucial, not only for the daily operations and decision-making processes within organizations but also from economic, political, legal and historical perspectives. Records keep the trace of decisions made, contracts signed or even the establishment of an electricity network.

The certificate, along with the bachelor’s degree in Records Management and Archival Studies offered by SUAD, provides a comprehensive and generalist training designed to prepare students to work in public administration, private companies or any other professional setting. In essence, they become specialists in the management and use of data—skills that are relevant and valuable across a wide range of sectors. The content of both programs includes mastery of the relevant tools, information governance and legal fundamentals, and has evolved in line with the development of artificial intelligence.

As SUAD continues to grow within the UAE’s dynamic higher education landscape, what is your personal vision for the university’s academic identity over the next five to ten years—and what legacy do you hope to leave through your leadership?

When I took up my position at SUAD, the institution was in the process of defining its five-year strategic plan. This was an opportunity for the leadership team I joined to shape an ambitious project and outline a long-term vision. It is a collective endeavor, carried forward by all members of the university community and strongly supported by our Board of Trustees and our governing administrations.

From a more personal perspective, I would say that my first priority is for SUAD to be a place where students are trained to think critically and independently. The practice of research and early exposure to research methods—which we aim to further strengthen—are key drivers of this ambition.

As has been the case since its founding, though in an ever-changing context, SUAD remains committed to being a bridge between civilizations. Our student body is the best reflection of that mission: while the majority of our students are Emirati, about 35 percent are international, coming from Asia, Europe and Africa. The university is, by essence, multicultural—an institution devoted to exchange, tolerance and inclusivity. Among my own research interests are the study of peace—both as an ideal and as a lived reality—and the exploration of diplomatic and religious compromise. These are values that are particularly dear to me, and that resonate strongly in today’s world.

We aim to educate not only students but also responsible, engaged citizens—aware of contemporary challenges, especially in the area of sustainability. This commitment is reflected across our academic programs, continuing education initiatives, research activities and the wide range of cultural events we organise for broader audiences.

Finally, there is a mission that deserves to be further developed: making SUAD a true hub for innovation, creativity and student entrepreneurship. We have built a framework that fosters initiative and debate—through events such as Youth COP, Model United Nations conferences and eloquence contests—along with multidisciplinary academic pathways, international experiences, artistic expression, sports and student-led projects. Our goal is to guide our students toward excellence and to equip them with all the skills they need to achieve it.