Empowering Future Path Through Self-Leadership

Through this reflection, I have gained a clearer understanding of my strengths and weaknesses as a junior lecturer. One of my strengths is my commitment to always do my best, no matter what the task. Teaching, in particular, is my passion. I don’t see it just as delivering lectures; I see it as connecting with students and understanding how they learn best. This allows me to adjust my teaching to fit their needs, creating a more engaging and effective classroom. Seeing students experience that ‘aha!’ moment when they grasp a tough topic is the most rewarding part of my work. That feeling keeps me motivated to continually improve my teaching methods.

 In addition to teaching, I’ve also managed to secure a UTM ER grant, which already active starting September 2024. I have a supportive research team that helps me with idea and problem-solving, which makes the research to keep on progressing. I also believe in bridging the gap between academia and industry, which is why I recently worked on a Letter of Intent (LOI) with an industry partner and invited them to give a sharing sessions form industry with my students. This not only brings real-world relevance to their learning but also helps them see how their studies connect to future careers.

 Despite these strengths, there are significant challenges that I face as a new lecturer. As a newcomer to the university and the subjects I teach, there is a steep learning curve. I am continuously learning how to grasp the course material while planning effective and engaging activities for students. The pressure of balancing these responsibilities can sometimes feel overwhelming. Although I put in my best effort, the pressure is high, and at times it feels like I’m juggling too many things at once.

 Research also has its own set of challenges. One of the major obstacles I face is the limited availability of lab equipment, which can drive up the cost of experiments and restrict my research’s scope. While I do my best to make use of the resources I have, these limitations can hold me back. Moreover, balancing my time across committee work, teaching, and research is a constant struggle. The lack of uninterrupted time to focus on research is a significant hurdle, and I’ve realized that I need to find a way to protect my time for deep thinking and writing. I find myself bouncing between teaching, research, meetings, and administrative tasks without the mental space needed to synthesize ideas, challenge assumptions, and create original contributions.

These challenges are where self-leadership principles come into play. Self-regulation and goal-setting will help me balance my time more effectively, allowing me to focus on both research and teaching while managing my administrative responsibilities.

In ten years, I envision myself as a recognized scholar and academic leader in my field. I want to build a solid reputation not only through publications but also by contributing meaningfully to both academia and industry. My goal is to lead a research group at UTM that becomes a hub for innovation and attracts postgraduate students and collaborators. I want my work to make a significant impact locally, regionally, and globally

Looking ahead, I see myself in ten years as a recognized academician in my field, yet closer to scholar. I want to build a solid reputation not only through publications but also by contributing meaningfully to both academia and industry, including enhancing collaboration locally and globally.