Emil Mathew

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Finance

We connected with Professor Emil Mathew, who is currently pursuing his doctoral degree at Pace University’s Lubin School of Business while also teaching as an adjunct professor. His journey with Pace 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/Pace?

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 Pace University—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 Pace University. 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

Pace University 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 Pace’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 Pace 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 Pace’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, Pace’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, Pace is not only supporting the goals of the 2030 Agenda but also helping define how universities contribute to a more sustainable and equitable future.