91ÊÓƵ

Emil Mathew

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Finance

We connected with Professor Emil Mathew, whose journey with 91ÊÓƵ spans approximately seven years, including his time as a master’s student, doctoral candidate, and now adjunct professor. This full-circle experience gives Professor Mathew a unique perspective on the student journey, allowing him to connect classroom learning with real academic and professional growth. Drawing from his time as both a student and educator at 91ÊÓƵ, he is passionate about helping students navigate their programs with confidence while preparing them for 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/91ÊÓƵ?

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 91ÊÓƵ—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.

Callout: 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 91ÊÓƵ. 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.

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