Being a newly appointed lecturer at Universiti Teknologi Malaysia (UTM), transitioning from over a decade of professional architectural practice into academia is not merely a shift in environment, but a profound internal journey of self-leadership. In this context, self-leadership is the conscious effort to guide one’s behaviour, thoughts, and motivation towards meaningful academic contribution. It aligns closely with the Islamic tradition of tazkiyatun nafs (purification of the soul), as emphasized by Imam Abu Hamid Al-Ghazali, who stated that knowledge without action is meaningless, and action without sincerity is void (Al-Ghazali, Ihya’ Ulum al-Din). 
Self-leadership in academia demands more than subject matter expertise. It requires the ability to self-regulate, adapt, reflect, and continuously develop. This inner discipline is what Imam Al-Ghazali termed as ‘mujahadah al-nafs’ which mean the struggle against the lower self to attain higher spiritual and moral ground.
إِنَّ اللَّهَ لَا يُغَيِّرُ مَا بِقَوْمٍ حَتَّى يُغَيِّرُوا مَا بِأَنفُسِهِمْ
“Indeed, Allah will not change the condition of a people until they change what is in themselves.” (Surah Ar-Ra’d, 13:11)
As my professional journey as an Architect began in 2010, the amount of experience I accumulated over the years has become a cornerstone of my academic practice today. My exposure to real-world architectural projects has equipped me with valuable strengths that now serve as foundation in my role as a lecturer. One of the most significant strengths I bring into academia is my ability to think critically and apply design thinking in solving complex problems. Years of managing intricate design briefs, responding to client expectations, navigating site and regulatory constraints, providing solutions and decision-making have sharpened my analytical mindset. Within the learning environment, this experience translates into a dynamic and immersive approach to teaching. I often guide my students through project-based learning, case studies, and design critiques, encouraging them to apply theoretical knowledge in realistic settings. This has enabled me to facilitate students in a way that bridges the gap between academic learning and industry expectations. Another important strength lies in my communication and stakeholder engagement skills. Throughout my practice, I was frequently tasked with mediating between various parties including clients, consultants, contractors, and authorities which require clear, effective communication and negotiation. This has significantly enhanced my ability to engage with students, fellow academicians, and administrative staff. It allows me to foster collaborative learning environments while also contributing meaningfully to discussions and decision-making processes. Equally important is my capability in managing time and juggling multiple responsibilities. The architectural profession demands efficiency, often involving overlapping tasks such as design development, construction supervision, and document submissions for different projects within tight deadlines. This experience has trained me to be able to prioritize and multitask. Within the academia environment, this skill proves crucial as I navigate the triad of responsibilities in teaching, research, and administration. I have learned to allocate time wisely and manage overlapping commitments without compromising the quality of my work.
Despite these strengths, the transition into academia has not been without challenges. One of the most notable hurdles I have faced is achieving balance between teaching, research, and continuous professional practice. While architectural projects follow tangible timelines and deliverables, academic research demands a different kind of depth where it is rooted in extensive reading, theoretical engagement, and scholarly discourse. Balancing this with the immediate responsibilities of teaching has been a delicate task, requiring conscious planning and constant recalibration of priorities. Another area where I continue to develop is in cultivating a scholarly voice. Coming from a practical background, I am well-versed in articulating design ideas and technical narratives. However, academic writing requires a more structured and theory-driven approach. I often find myself navigating the tension between expressing grounded, practice-based insights and meeting the expectations of academic rigour. Developing this scholarly articulation remains a personal goal, one that I pursue through mentorship, feedback, and continuous reading. Understanding the rhythm and expectations of academic life has demanded humility, adaptability, and a commitment to learning beyond the classroom. This phase of transition has taught me that while my background offers significant advantages, the academic realm requires its own set of competencies, many of which I am still cultivating. Yet, I see this as an opportunity for growth, where my existing strengths can complement new learning, and my professional values can enrich my contributions to the university community. Imam Al-Ghazali’s teachings provide a spiritual and philosophical anchor as I navigate these academic transitions. He posited that teaching is not simply about transferring information, but about transforming the soul, and that educators bear the duty to nurture character (akhlaq) and wisdom (hikmah), not merely intellect.
Imam Al-Ghazali once stated, “Knowledge exists potentially in the human soul like the seed in the soil; by learning the potential becomes actual.” This profound insight reshapes my understanding of self-leadership, not as a pursuit of personal ambition, but as a responsibility rooted in service. In this light, teaching becomes an amanah (trust), where every student entrusted to me must be guided with ikhlas (sincerity), rahmah (compassion), ihsan (kindness) and sabr (patience), echoing the guidance of Prophet Muhammad (PBUH) who said, “The best among you are those who learn the Qur’an and teach it” (Sahih al-Bukhari, Hadith 5027). Moreover, embracing Al-Ghazali’s emphasis on muhasabah (self-reflection) has deepened my commitment to continuously evaluating my teaching, research, and student engagement. For me, self-leadership includes the ability to reflect critically on my actions, not only to meet institutional expectations, but more importantly, as an act of inner accountability and growth as a purposeful educator.
As I look ahead to the next decade, I envision myself evolving into a scholar-practitioner-leader; someone who bridges architectural practice with rigorous academic inquiry. I hope to nurture the next generation of ethical and socially conscious architects. I aspire to develop a curriculum that places well-being, human dignity, and environmental stewardship at the core of architectural education. In doing so, I want to encourage students to view architecture not merely as a profession, but as a moral and intellectual responsibility to society. Beyond teaching and research, I also see myself contributing to nation-building through thought leadership. I hope to play a meaningful role in shaping national and regional conversations on the built environment, particularly through involvement in policymaking, design guidelines, and interdisciplinary collaborations that span academia, government, and industry. Through this, I aim to extend the impact of my work beyond the university, contributing to more inclusive, sustainable, and equitable urban futures.
To achieve the academic vision, I have set for myself, I intend to apply the four pillars of self-leadership principles (1. Know who you are; 2. Know what you do; 3. Knowing what you need to learn; 4. Apply what you know) as highlighted by Prof. Dr. Astuty binti Amrin as a guiding framework for both personal and professional growth. These principles not only structure my daily efforts but also align closely with the spiritual and philosophical values I hold, particularly those drawn from Islamic teachings and the wisdom of scholars like Imam Al-Ghazali. The first principle I embrace is goal setting. I am inspired by the verse in Surah Al-Baqarah (2:286), “Allah does not burden a soul beyond that it can bear,” which reminds me to be both ambitious and realistic in planning my academic journey. I have committed to achievable goals, such as completing one publication per semester, mentoring at least one design thesis annually, in future to supervised post-graduates’ students and engaging in community-based research programs or consultations that connect theory with impact. These targets keep me focused while ensuring that my workload remains manageable and purposeful. Self-reflection is another critical practice in my leadership journey. At the end of each semester, I conduct personal reviews of my teaching effectiveness, student engagement, and research direction. This reflective process echoes Al-Ghazali’s concept of muraqabah which is a form of vigilant self-awareness that encourages ongoing evaluation of one’s intentions and actions. Through this practice, I aim not just to improve my performance, but to remain sincere and conscious in my academic responsibilities. To maintain balance and avoid burnout, I rely heavily on self-regulation. This includes structured time management, prioritisation, and the spiritual act of tawakkul (placing trust in Allah). I incorporate daily routines of du’a, journaling, and 10 minutes mindful pauses before fajr to create space for clarity, calmness, and renewal amidst the demands of academia as well as fulfilling the family needs as a wife, mother and daughter. This spiritual grounding allows me to regulate my emotional and mental state, especially during times of pressure or uncertainty. Finally, self-motivation remains the core fuel that sustains my journey. Whenever I face difficulties or demotivated, I remind myself of my niyyah (intention) to pursue and share knowledge not for worldly status, but as an act of ibadah (worship). This intention revitalizes my commitment, reminding me that teaching and learning are noble acts that honour the prophetic tradition. As Prophet Muhammad (PBUH) said, “I have only been sent as a teacher” (Sunan Ibn Majah, Hadith 229). It is this legacy that I seek to embody in my role as a lecturer and scholar. Through conscious application of these self-leadership principles, I hope to navigate challenges with wisdom, refine my strengths with humility, and contribute meaningfully to the academic and spiritual growth of my students and myself.
يُؤۡتِي ٱلۡحِكۡمَةَ مَن يَشَآءُۚ وَمَن يُؤۡتَ ٱلۡحِكۡمَةَ فَقَدۡ أُوتِيَ خَيۡرٗا كَثِيرٗاۗ وَمَا يَذَّكَّرُ إِلَّآ أُوْلُواْ ٱلۡأَلۡبَٰبِ
“He grants wisdom to whom He wills, and whoever has been granted wisdom has certainly been given much good. And none will remember except those of understanding.” (Surah Al-Baqarah, 2:269)
References
- Al-Ghazali, Abu Hamid. Ihya’ Ulum al-Din [Revival of the Religious Sciences].
- The Holy Qur’an. Surah Al-Baqarah, 2:269; 2:286; Surah Ar-Ra’d, 13:11.
- Sahih al-Bukhari, Hadith 5027.
- Sunan Ibn Majah, Hadith 229.
- Shukri, M. (2017). Islamic Principles of Leadership in Education: Reflections from the Works of Imam Al-Ghazali. Journal of Islamic Educational Studies, 5(2), 15–27.
- Ramli, N.H. (2020). Integrating Islamic Values in Teaching and Learning: A Reflection from Al-Ghazali’s Perspective. International Journal of Ethics Education, 5, 73–89.