Case Study 1

Reem Bahgat – Leading DigitAll: From STEM Dreams to University Presidency

Professor Reem Bahgat is the President of Egypt University of Informatics (EUI), and currently the only female university president in Egypt. Her journey into STEM began with a passion for mathematics and science and a dream of pursuing engineering, one that faced early familial and societal resistance. Despite her father’s discouragement from entering engineering due to gender biases, she carved a successful path in computer science and statistics, eventually earning a PhD from Imperial College London and ascending to top academic leadership roles in Egypt.

Background and Academic Journey

  • Born into a family with diverse academic influences, an engineer father and a sociologist
    mother, Reem was encouraged to follow her passion, but faced gendered expectations.
  • Discouraged from engineering, she pursued computer science and statistics, later
    earning her master’s and PhD in computing from Imperial College London.
  • Upon returning to Egypt, she joined Cairo University, rose to a deanship, and ultimately
    became university president.

Challenges and Breakthroughs

  • Gender Barriers in Academia: Her father’s view reflected a societal bias that engineering was “too hard” for women and not compatible with family life.
  • Bias in Higher Education: At university, she sensed resistance from faculty and peers to a woman leading academically.
  • Global Gender Disparity: At Imperial College, she was surprised to find women only constituted about 5% of STEM students.
  • Leadership Resistance: As a university president, she navigates challenges in being accepted by both male and female colleagues in a culture unaccustomed to female
    leadership.

Work-Life Balance and Leadership Style

  • Prof. Bahgat admits to struggling with work-life balance, attributing it to overcommitment and the demands of leadership. 
  • She emphasizes that while women don’t need to emulate men in leadership, they do need to be firm, confident, and strategic, using empathy as a strength rather than a
    limitation.

Perspectives on Women in STEM

  • She believes teaching methods and exposure in schools significantly impact STEM enrollment, both for girls and boys.
  • With the digital transformation era, she sees a broader role for STEM across disciplines, creating more inclusive opportunities—even remote ones—for women, especially in rural areas.
  • She advocates for interdisciplinary learning, where even arts and behavioral sciences integrate with AI and technology.

Advice to Future Female Leaders in STEM

  • “Jump in” if you have the capability. Don’t be held back by outdated gender norms.
  • Enjoy the journey, keep learning, and go deep in your field.
  • Don’t fear failure—persistence and self-trust are key.
  • Balance your personal life early—don’t repeat the mistake of sacrificing family time.

Teaching Objectives

  1. Encourage students to critically analyze gender dynamics in education and leadership.
  2. Discuss institutional and cultural change in supporting women in STEM.
  3. Examine personal agency, leadership styles, and the balance between professional ambition and personal well-being.
  4. Evaluate how national policies and global digital transformation open new career paths.

Discussion Questions

  1. How did cultural expectations influence Prof. Bahgat’s educational and career path?
  2. What structural or societal changes could reduce gender bias in STEM fields?
  3. How can leadership roles for women be better supported in academia and industry?
  4. What lessons about work-life balance can be drawn from Prof. Bahgat’s reflections?
  5. How can digital transformation be leveraged to support female participation in STEM from underrepresented or rural communities?
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