From Engineer to Academic: My Journey as a Junior Lecturer

After more than 10 years working as an engineer, I finally pursued my long-held ambition to further my studies. With the support of a SLAM scholarship, I successfully completed my PhD on time and, on 1st October 2024, officially began serving as a lecturer at Faculty of Mechanical Engineering, Universiti Teknologi Malaysia (UTM). It truly feels like a dream come true. Transitioning from mechanical engineer to academia has been both exciting and challenging. While both roles require problem-solving skills, continuous learning, and a strong sense of responsibility, the impact differs: engineering brings direct, tangible results in projects and products, whereas academia has a broader, long-term impact—shaping future engineers, advancing knowledge, and contributing to society through teaching, research, and innovation.

The first few weeks as a lecturer were overwhelming. The weight of the responsibilities entrusted to me, together with the realization that students would be looking up to me for guidance, often made me question whether I possessed enough knowledge to truly fulfill this role. At times, when I could not provide immediate answers to their questions, every day brought new challenges, felt like stepping into a vast, ever-expanding ocean of knowledge— an ocean I have only just begun to explore, with so much still not to be discovered. Yet, the beauty of this journey lies in its continuous, step-by-step growth, I improve day by day, learn and evolve alongside both my students and colleagues.

I wholeheartedly resonate with the valuable talk delivered by Professor Dr. Astuty Binti Amrin (hereafter referred to as Prof. Astuty), who presented the concept of Self-Leadership during SKAA25. Her words struck me deeply: before we can lead others, we must first learn to lead ourselves. It was a simple truth, yet a powerful one — leadership starts from the inside out.

Self-Leadership: The Cornerstone of Academic Growth

As a new academician, I often juggle multiple responsibilities—research, teaching, academic service, and community engagement. Each role presents challenges, and at times it can feel overwhelming. Self-leadership act as compass that reminds me to take charge of my growth, align my actions with my values, and lead with purpose. Self-leadership is an intentional practice that involves specific behavioral and cognitive strategies to influence and guide our own thoughts, emotions, actions, and motivations in order to achieve personal and professional goals (Manz, 1986). It is about taking ownership of my growth and aligning both mindset and behavior with a clear vision of success. Without self-leadership, we are merely passengers on the bus of life, moving aimlessly. With self-leadership, we take the wheel, transforming drifting into purposeful direction and bringing ourselves back into the driver’s seat.

The importance of self-leadership in academia

John Scouller’s Three Levels of Leadership model describes leadership as operating across three level: personal, private, and public. For me, self-leadership is what ties them all together. At the personal level, it’s about self-awareness, discipline, and resilience, guided by ethics, institutional rules, and personal values. True growth requires integrity, focus, and persistence—there are no shortcuts. At the private level, it shapes how I mentor students, collaborate with colleagues, and build trust through meaningful one-on-one relationships. Act as a role model, offering guidance and feedback while maintaining professionalism and confidentiality, helping mentees gain confidence and develop skills. At the public level, self-leadership guides how I contribute to society through research, collaboration, conferences, and publications. Every action must be ethical, responsible, and impactful. In today’s fast-changing world, self-leadership allows us to transform challenges into opportunities. By cultivating a proactive mindset, we can see obstacles not as setbacks but as chances to learn, innovate, and grow. Self-leadership ensures that we navigate personal, professional, and societal responsibilities with purpose, adaptability, and integrity.

Self-Leadership in Practice: Reflecting on Strengths and Challenges

Stepping into academia has been both exhilarating and humbling. I’ve come to realize that self-leadership is not just a concept — it’s a daily practice that shapes how I teach, research, innovate, and engage with students and colleagues.

One of my key strengths lies in my ability to take initiative and stay curious. Whether it’s designing a course, mentoring students, or exploring new research directions, I am motivated to push forward and find solutions, even in unfamiliar territory. Learning is a lifelong journey. Growth takes patience and persistence — sometimes it’s about taking small steps, enjoying the process, and never giving up. Through self-leadership, I strive to embrace each challenge as an opportunity to learn, evolve, and continue growing as an educator, researcher, and mentor.

At the same time, balancing multiple responsibilities — teaching, research, mentoring, and service — can be challenging. Managing time effectively and developing a clear, confident scholarly voice require patience and consistent effort. Being busy is no excuse; I still need to allocate time wisely, learn to handle tasks efficiently, and define priorities clearly. Yet, acknowledging these limitations is itself an act of self-leadership, allowing me to reflect, adapt, and grow.

Looking Ahead: My Ten-Year Vision as a Scholar and Academic Leader

Looking ahead, I envision myself in the next ten years as a scholar and academic leader who not only contributes meaningfully to my field but also inspires and nurtures the next generation of innovators, researchers, and changemakers.

I aspire to build credibility and recognition through sustained excellence in research, teaching, and service. By setting clear, measurable goals, I aim to publish impactful research that addresses both local and global challenges while collaborating with international partners to broaden the reach and relevance of my work.

In my teaching, I envision a research-led and hands-on real-world engineering problems integrated with AI. Imagine students using AI tools to simulate designs, analyze data, and make smarter, faster decisions, all while learning at a pace tailored to their individual strengths. By combining this technology with human mentorship, I hope to nurture not just technical skills, but also critical thinking, creativity, and an innovative mindset—preparing students to tackle tomorrow’s challenges and make a meaningful impact on society.

In mentoring and supervision, I envision establishing a multidisciplinary research lab that brings together students and junior researchers from diverse fields, both locally and internationally. By combining hybrid and in-person approaches, I aim to create a collaborative environment that serves as a bridge between knowledge and action, shaping the future of academia and society. To achieve this, careful strategy is essential—setting clear goals, fostering open communication, providing tailored guidance, and encouraging independent, innovative thinking will ensure that each mentee thrives and contributes meaningfully to research and real-world solutions.

In terms of expertise, I envision expanding my knowledge and skills to the point where I can develop prototypes and practical solutions that have real-world impact. My goal is to turn research into tangible innovations that are useful not just within academia, but for society as well—bridging the gap between ideas and solutions that benefit everyone.

Applying Self-Leadership Principles to My Growth

To turning this vision into reality, I must intentionally apply self-leadership principles.

Goal Setting
I plan to set clear short- medium- and long-term goals. Every six months, I will define milestone targets for publications, grant applications, and teaching innovations. By keeping these goals specific, measurable, and aligned with my 10-year vision, I can stay focused and steadily progress toward my aspirations. Along the way, I aim to learn from experts within the university, internationally, and across industries—not just gaining subject knowledge, but also understanding their strategies, mindsets, and approaches to problem-solving. Staying alert to current developments and adapting to technological revolutions will be essential, ensuring that my research and teaching remain relevant and impactful.

Self-Reflection
Regular reflection is essential for continuous growth and improvement. At the end of each semester, I will evaluate my performance in teaching, research, and service. I seek insights from peers, mentors, and students to uncover blind spots, so that I can refine my strategies for the future. Through this process paired with accountability and ethical guidance, I can identify areas for growth, helping me navigate the complexities of academia with clarity and resilience, while ensuring that my actions remain intentional and purposeful. The Qur’an verse remind us the importance of accountability in all our actions. Self-reflection helps me to honestly assess my decisions, habits, and contributions.

“On the Day when every soul will be confronted with whatever good it has done and whatever evil it has done…”
— Āl ʿImrān 3:30

“So whoever does an atom’s weight of good will see it, and whoever does an atom’s weight of evil will see it.”
— Al-Zalzalah 99:7–8

Self-Regulation: Guiding Actions and Mindset
Self-regulation is more than just managing time—it’s about guiding our thoughts, emotions, and actions toward meaningful goals. I will practice better self-regulation by creating structured work routines, minimizing distractions, and using productivity tools, but refine mindset, manage stress, and maintain focus on long-term objectives. This includes setting priorities, preventing burnout, and staying disciplined in teaching, research, and mentorship.

The Qur’an reminds us of the importance of controlling our desires and acting with discipline:

“But as for he who feared standing before his Lord and restrained himself from [unlawful] desires, then indeed Paradise will be his refuge.” — Al-Nāziʿāt 79:40–41

This discipline will allow me to balance multiple responsibilities more effectively. By practicing self-regulation consistently and aligning it with ethical and moral guidance, I can act intentionally, balance multiple responsibilities, and grow steadily as a scholar and leader.

Self-Motivation
Being a lecturer isn’t just a job—it’s a journey that demands energy, focus, and purpose. Self-motivation keeps me moving forward in every role I take on. In teaching, it drives me to craft engaging lessons, mentor students, and make learning meaningful. In research, it pushes me to explore new ideas, solve complex problems, and share knowledge through publications. In service and collaboration, it inspires me to contribute to academic communities, build partnerships, and create impact beyond the classroom.

To develop self-motivation, I treat it like tending a garden: I plant clear, achievable goals, water them by celebrating small wins, and surround myself with inspiration—reading motivational quotes, learning from role models, and visualizing the impact I want to make. Structured routines act like sunlight, helping habits grow strong and consistent. By nurturing self-motivation this way, it becomes more than a fleeting feeling—it becomes a steady force, guiding me through teaching, research, mentoring, and every challenge of academic life, where each small step blooms into long-term growth and meaningful impact.

Conclusion

The journey of a lecturer is full of ups and downs, challenges, discoveries, and moments of growth. At the heart of this journey lies self-leadership—the cornerstone of personal and professional development. Building self-leadership is like working out in a gym: simply staring at the weights won’t make you stronger—you must lift, repeat, and commit. Similarly, self-leadership grows only through daily practice, reflection, and intentional effort, shaping us into purposeful, resilient, and impactful scholar.

Thank you for reading!

Manz, C. C. (1986). Self-Leadership: Toward an Expanded Theory of Self-Influence Processes in Organizations. The Academy of Management Review, 11(3), 585-600. https://doi.org/10.2307/258312

 

Membina Jiwa Akademik: Navigasi Pensyarah Muda

Sebagai pensyarah muda, saya menyedari bahawa profesion akademik jauh lebih daripada sekadar mengajar atau menjalankan penyelidikan. Ia menuntut ia menuntut integriti, kejujuran, dan profesionalisme dalam setiap tindakan dengan adab dan etika yang tinggi, kerana setiap tindakan dan kata-kata saya ibarat benih yang ditanam dalam hati pelajar dan masyarakat. Seperti yang ditegaskan oleh Syed Qutb, “Seorang pendidik adalah pembentuk masyarakat masa depan; apa yang dia tanamkan dalam hati muridnya akan mempengaruhi generasi yang akan datang.” Imam Al-Ghazali menggunakan metafora cermin, Al-Ghazali menekankan pentingnya akhlak dan integriti seorang pendidik.

“Pendidik itu adalah kaca yang jernih dan bercahaya untuk ditiru dan diteladani. Jika kaca itu kotor atau retak, pantulannya menjadi kabur dan menyesatkan” – Imam Al-Ghazali

Merujuk kepada Kod Etika Profesional Universiti Teknologi Malaysia (UTM) menekankan bahawa setiap pensyarah UTM mesti mengutamakan kepentingan universiti berbanding kepentingan peribadi, melaksanakan tugas dengan telus, adil, bijaksana, dan penuh tanggungjawab. Penghayatan nilai murni seperti keikhlasan, semangat berpasukan, serta hormat-menghormati menjadi panduan penting dalam setiap interaksi. Dengan memahami prinsip ini, saya terdorong untuk memastikan bahawa budaya akademik yang saya bina di dalam kelas dan di luar kelas bukan sahaja memupuk ilmu, tetapi juga membentuk nilai dan etika yang kukuh dalam diri pelajar, memberi impak kepada universiti, masyarakat, dan negara secara lebih luas.

Sementara itu, Etika Perkhidmatan Awam Malaysia mengingatkan saya bahawa setiap tindakan mesti berlandaskan amanah dan kesaksamaan. Seumpama seorang tukang kebun yang menanam benih dengan teliti, setiap usaha yang dilakukan dengan penuh tanggungjawab akan membuahkan hasil yang bermanfaat kepada masyarakat. Prinsip ini menegaskan bahawa setiap penjawat awam perlu bersih, cekap, dan amanah dalam menjalankan tugas, memastikan perkhidmatan yang efektif, meningkatkan keyakinan masyarakat terhadap integriti, serta memenuhi kehendak rakyat.

Sejajar dengan matlamat pendidikan Universiti Teknologi Malaysia (UTM), saya melihat peranan saya bukan sekadar sebagai penyampai ilmu, tetapi sebagai pembimbing yang membentuk modal insan berilmu, berakhlak mulia, dan bertanggungjawab terhadap masyarakat. Tugas ini menuntut saya bukan sahaja menyampaikan pengetahuan, tetapi juga memupuk pemikiran kritis, kreativiti, dan kemahiran penyelesaian masalah dalam diri pelajar, sambil membimbing mereka menunjukkan etika tinggi, watak positif, dan tanggungjawab sosial. Saya juga bertanggungjawab memastikan pelajar saya dapat berkembang untuk menyumbang secara bermakna kepada pembangunan sains, teknologi, dan kejuruteraan, selari dengan visi UTM sebagai peneraju inovasi dan pembangunan modal insan. Saya sedar bahawa menjadi pensyarah adalah satu amanah besar. Setiap sesi pengajaran, setiap bimbingan, dan setiap interaksi dengan pelajar memerlukan kewibawaan, akauntabiliti, dan dedikasi yang konsisten.

Sopan Santun dan Penampilan: Cermin Profesionalisme Akademik

Sopan santun dalam komunikasi adalah asas untuk membina hubungan berkesan dengan semua golongan. Apabila berinteraksi dengan yang lebih tua, penting untuk menunjukkan hormat, mendengar dengan teliti, dan bersikap penuh deference terhadap pengalaman dan kedudukan mereka. Ini membantu mengekalkan rasa hormat dan kepercayaan, sejajar dengan prinsip Kod Etika Profesional UTM dan Etika Perkhidmatan Awam Malaysia. Sementara itu, dengan yang lebih muda, pendekatannya berbeza: kita perlu bersikap mesra, sabar, dan membimbing dengan empati, menghargai pendapat mereka, menggunakan bahasa yang mudah difahami, dan memberi ruang untuk bertanya atau mencadangkan idea. Teguran atau bimbingan harus disampaikan secara membina tanpa merendahkan, manakala tingkah laku rendah hati dan profesional menjadi teladan yang baik. Apabila berinteraksi dengan masyarakat yang bukan golongan profesional, seperti penduduk kampung atau masyarakat luar akademik, sopan santun bermakna menghormati budaya, adat, dan cara hidup mereka, menggunakan bahasa mudah dan jelas, serta bersikap rendah hati dan terbuka. Ini membantu membina kepercayaan, persefahaman, dan hubungan harmoni antara universiti dan masyarakat. Ia memupuk nilai positif, kerja berpasukan, kemahiran komunikasi, dan tanggungjawab sosial, serta memudahkan penyelesaian konflik, perkongsian idea, dan kolaborasi konstruktif. Secara keseluruhan, mengamalkan sopan santun—tidak kira tua, muda, golongan professional atau bukan—menyokong budaya akademik harmoni dan produktif, memberi impak positif kepada pelajar, rakan sejawat, universiti, dan masyarakat secara lebih luas.

Penampilan diri yang sesuai dan berhemah adalah cerminan profesionalisme seorang pensyarah. Cara kita berpakaian, bersolek, dan menampilkan diri bukan sekadar soal estetik, tetapi mencerminkan nilai, disiplin, dan komitmen terhadap profesion. Penampilan profesional juga menyokong kredibiliti akademik dan interaksi sosial. Sebagai contoh, berpakaian kemas dan sesuai dengan suasana akademik atau mesyuarat rasmi menunjukkan respek terhadap diri sendiri dan orang lain, mengurangkan gangguan terhadap tumpuan pelajar, dan memberi teladan kepada pelajar tentang disiplin profesional. Ia membina imej diri sebagai pendidik yang kompeten, dan mengilhami pelajar untuk mencontohi disiplin, etika, dan integriti dalam kehidupan dan kerjaya mereka.

Integriti, Profesionalisme, dan Amanah: Kompas Dalam Dunia Akademik

Menjadi pensyarah bagi saya bukan sekadar menyampaikan ilmu, tetapi juga menjadi teladan dalam integriti, profesionalisme, dan amanah. Dalam pengajaran, integriti bermakna saya harus memastikan bahan yang disediakan tepat, objektif, dan saksama, sementara penilaian terhadap pelajar dibuat secara adil tanpa berat sebelah. Profesionalisme pula tercermin dalam cara saya menyampaikan bahan dengan struktur yang jelas, sopan, dan mesra pelajar, manakala amanah dilihat apabila  saya menepati janji, menghormati masa pelajar, dan mematuhi standard universiti. Saya membayangkan diri seperti menyalakan obor di tengah kegelapan; walaupun kecil, bimbingan yang betul mampu menyinari jalan pelajar ke arah kecemerlangan akademik dan pembangunan modal insan berakhlak mulia, selari dengan misi UTM sebagai peneraju pembangunan modal insan dan teknologi inovatif.

Dalam penyelidikan dan penerbitan, integriti akademik adalah asas. Data mesti dikumpul dan dianalisis secara jujur, keputusan dilaporkan tepat, dan plagiat atau salah guna harta intelek dielakkan. Profesionalisme merujuk pada kaedah penyelidikan standard, menulis dengan jelas, dan menghormati proses peer review. Amanah pula ditunjukkan apabila saya dapat mengurus sumber, dana, dan kerjasama secara bertanggungjawab, memastikan kepentingan universiti dan pelajar sentiasa dijaga. Dalam penyeliaan, saya percaya integriti penting untuk memberi panduan adil dan objektif, profesionalisme untuk bimbingan sistematik, dan amanah untuk menjaga hak pelajar dan memberi kredit sewajarnya. Manakala dalam pentadbiran, integriti dicerminkan melalui keputusan yang adil dan telus, profesionalisme melalui pengurusan masa, sumber, dan dokumentasi dengan cekap, dan amanah melalui memastikan kepentingan universiti diutamakan tanpa campur tangan kepentingan peribadi.

Cabaran dan Inspirasi: Menghayati Nilai Etika, Integriti, Profesionalisme, dan Amanah Sebagai Pensyarah

Dalam menghayati nilai adab, etika, integriti, profesionalisme, dan amanah sebagai pensyarah, saya sedar bahawa cabaran sentiasa wujud. Salah satunya ialah mengimbangi tuntutan pengajaran, penyelidikan, pentadbiran, dan penyeliaan pelajar tanpa mengorbankan kualiti atau integriti. Kadangkala, tekanan masa atau konflik kepentingan kecil boleh menggugat profesionalisme dan amanah, terutamanya ketika membuat keputusan yang memerlukan ketelusan dan keadilan.

Selain itu, menjaga adab dan komunikasi yang berhemah dalam situasi sukar, misalnya perbezaan pendapat dengan rakan sejawat atau pelajar yang mencabar: memerlukan kesabaran, kawalan diri, dan kebijaksanaan. Menjaga etika dalam penyelidikan dan penerbitan juga memerlukan disiplin tinggi untuk mengelakkan plagiat, salah guna data, atau penyelidikan yang terburu-buru.

Namun, saya percaya cabaran-cabaran ini boleh diatasi melalui refleksi diri, pembelajaran berterusan, dan sokongan komuniti akademik. Kesedaran bahawa setiap tindakan memberi impak kepada pelajar, rakan sejawat, dan universiti membuatkan saya lebih bertekad untuk mengamalkan nilai-nilai ini secara konsisten, bukan sekadar untuk memenuhi piawaian formal, tetapi sebagai prinsip hidup dan profesion.

 

Membina Wibawa Akademik: Langkah-Langkah Kejayaan sebagai Pensyarah

Menjadi pensyarah yang berwibawa, dihormati, dan memberi impak positif memerlukan langkah berterusan dalam mengukuhkan etika, integriti, profesionalisme, dan amanah.

1. Refleksi diri secara konsisten: Seperti kata Imam Al-Ghazali, “Mengenali diri adalah pintu kepada segala ilmu.” Dengan menilai tindakan, keputusan, dan interaksi harian, kita dapat mengenal pasti ruang penambahbaikan.
2. Memperkukuh pengetahuan dan kemahiran profesional melalui kursus, bengkel, dan latihan, sejajar dengan kata Aristotle: “We are what we repeatedly do. Excellence, then, is not an act, but a habit.”
3. Menjadi teladan dalam tingkah laku dan komunikasi dengan menjaga sopan santun, etika komunikasi, dan penampilan profesional, sebagaimana Rasulullah SAW bersabda: “Sebaik-baik kamu adalah yang paling baik akhlaknya.”
4. Menjaga ketelusan dan integriti dalam semua aktiviti akademik, memastikan pengajaran, penyelidikan, penerbitan, penyeliaan, dan pentadbiran dijalankan secara adil dan bertanggungjawab.
5. Menggalakkan budaya kolaborasi dan sokongan dengan rakan sejawat, pelajar, dan pihak pengurusan secara beretika, terbuka, dan saling menghormati.
6. Membimbing pelajar dengan nilai positif dan tanggungjawab sosial, menanam semangat integriti dan profesionalisme.
7. Menjaga keseimbangan antara kehidupan profesional dan peribadi, memastikan konsistensi dalam amalan etika. Seperti kata Al-Farabi, “Kepimpinan yang berkesan lahir daripada individu yang berakhlak mulia dan berilmu.”

Dengan mengamalkan langkah-langkah ini, saya percaya bahawa setiap pensyarah mampu memberi impak positif bukan sahaja kepada pelajar, tetapi juga universiti dan masyarakat secara lebih luas.

Dengan keredhaan Allah dan sokongan semua pihak, saya berazam menjadi pensyarah berwibawa dan berintegriti — mendidik minda, membentuk akhlak, menyumbang kepada kesejahteraan semua, Semoga setiap tindakan dapat dijadikan sebagai bekal pahala di akhirat kelak. Kerana Tuhan untuk semua.

Rujukan:
Universiti Teknologi Malaysia. (2024). Kod Etika Profesional Universiti Teknologi Malaysia. UTM.
Universiti Teknologi Malaysia. (2024). Matlamat Pendidikan
Etika Perkhidmatan Awam Malaysia