Philosophy
A glimpse into the values and experiences that shape how I guide and grow future leaders in academia
Self-Leadership in Higher Education: A Reflective Journey
Understanding Self-Leadership in Academia
Self-leadership means taking full responsibility for my own growth, actions, and direction as an academician. In the world of higher education, it is more than just being productive. It is about having a clear sense of purpose and making sure my values and actions match the goals of the university. To me, it means learning to guide myself first in terms of managing my emotions, making mindful choices, and always looking for ways to improve so I can better support my students, colleagues, and community.
At a vibrant place like Universiti Teknologi Malaysia (UTM), where teaching, research, and innovation are highly valued, self-leadership plays a big role. It helps junior lecturers like me handle challenges, meet expectations, and stay balanced while managing many responsibilities. Through self-leadership, I learn to set goals that matter, take time to reflect on my journey, and build resilience. These are the qualities that help me grow and succeed in the long run as an academic.
The Strengths That Guide My Academic Path
1. Teaching with Purpose and Engagement
One of my greatest strengths is my passion for teaching and working closely with students. My years as a Statistician at the Department of Statistics Malaysia (DOSM) have played a big role in shaping the way I teach today. Spending almost six years in the National Big Data Analytics Centre (NBDAC) gave me hands on experience in using real data to support national planning, policy-making, and decision-making. I was involved in projects that required teamwork, attention to detail, and critical thinking.
Through that experience, I learned how data can tell stories, solve problems, and guide real actions. These lessons help me link theory to real-life practice, showing students how classroom knowledge is not just abstract but deeply relevant. For example, when teaching topics related to data analysis, sampling, or statistical modelling, I often share examples of how these methods were used in real projects at DOSM to address issues such as economic trends, population studies, or national development indicators. This helps students see the purpose behind the numbers and understand how their learning can contribute to solving real-world challenges.
I also emphasize practical application in my lessons. I encourage students to think like problem solvers by asking “why” and “how,” rather than just memorizing formulas. Moving forward, I aim to make my classes more interactive and engaging by exploring tools such as online quizzes, discussion boards, and reflective activities to keep students involved. I also hope to build a supportive classroom environment where students feel confident to ask questions, share ideas, and learn from mistakes. Seeing their curiosity grow and their confidence develop motivates me to keep improving and to guide them toward becoming critical, ethical, and purposeful professionals.
2. Building Connections and Embracing Growth
Coming from a workplace where teamwork was key to every project, I’ve learned how much we can achieve when we work together. At DOSM, most of my projects involved working with different teams, sharing data, and solving problems under tight deadlines. Those experiences taught me the importance of clear communication, teamwork, and mutual respect. Thease are values I now carry with me as a lecturer.
In my academic journey, I truly enjoy working with others. I make an effort to connect with colleagues from different faculties whether it’s co-developing teaching materials, sharing creative ideas for lessons, or exploring research together. I believe we grow stronger when we learn from one another. I also see myself as a lifelong learner. Moving from industry to academia has been a big shift, and I know it requires continuous growth and curiosity. I try to learn as much as I can by joining workshops, attending seminars, and taking part in professional development programs. Each new experience helps me become a better teacher, researcher, and colleague. Staying open to learning keeps me grounded and ready to adapt as education continues to evolve.
3. Taking My First Steps in research and Innovation
I’m still at the early stage of building my research journey, but my background in data analysis, statistical modelling, and evidence-based decision-making has helped me build a good starting point. During my time at DOSM, I worked on projects that used data to support national planning and development. Those experiences showed me how research can make a real difference. Not just in theory, but in improving lives and shaping decisions.
In my perspective, research is more than just analyzing numbers. It’s about creating knowledge that can inspire action and bring about change. Moving forward, I hope to develop a clear research focus that connects my skills in statistics with current needs in society and academia. I’m also excited to bring this spirit of innovation into my teaching. I enjoy trying out new methods. For example, using digital tools, real-world case studies, or industry-based projects. These might help students experience how data can solve real problems. These small steps keep my lessons fresh and help me grow as both a teacher and a researcher.
Learning from Challenges
One of my main challenges is balancing the many responsibilities that come with being a lecturer. Teaching, research, administrative tasks, and continuous learning all require time and energy. Coming from an industry background where tasks were more structured and goal-oriented, I’m still learning to manage the open-ended nature of academic work. Sometimes I find it challenging to switch between different roles while maintaining focus and quality in everything I do.
Another area I want to improve is developing my scholarly voice. Writing research papers and publishing in academic journals require a different mindset compared to preparing analytical reports in my previous job. I’m learning to express ideas more critically and theoretically, which takes time and practice. I know this is part of the process, and I’m determined to strengthen my writing skills through mentorship, feedback, and continuous effort.
Time management is another skill I’m constantly refining. With so many exciting opportunities available. From teaching innovations to research collaborations, it’s easy to get stretched thin. I’m learning to prioritize what matters most and to set realistic goals that keep me moving forward without feeling overwhelmed.
My Vision for the Next 10 Years
Looking ahead, I see myself growing into a confident scholar and academic leader who contributes meaningfully to my field and community. In the next ten years, I hope to establish a strong research profile that focuses on using data and analytics to solve social and economic challenges. I want to work on projects that connect academia with industry and government, promoting evidence-based practices that can make a difference at both local and national levels.
As an educator, I aim to continue improving my teaching by integrating research, technology, and real-world relevance into my lessons. I also aspire to mentor younger academics and students, just as others have guided me. Building supportive networks and encouraging a culture of collaboration are values I want to carry forward as part of my academic identity.
To achieve these goals, I will continue applying self-leadership principles in my daily life. Through goal setting, I will plan my research and teaching milestones with clear timelines. Self-reflection will help me assess what’s working and what needs improvement. Self-regulation will remind me to stay balanced and consistent, especially during stressful periods. And most importantly, self-motivation will keep me focused on my purpose.
TEACHING WITH INTEGRITY
A Reflection on Ethics in Academic Life
Being a lecturer at Universiti Teknologi Malaysia (UTM) is both an honour and a responsibility. Beyond teaching and research, a lecturer embodies the values, ethics, and professionalism that define the academic culture of the university. In UTM, academic excellence is inseparable from moral integrity and courteous conduct. The university’s Professional Code of Ethics and the Malaysian Public Service Ethics emphasize principles such as integrity, accountability, respect, and continuous improvement. These principles remind us that knowledge without ethics is incomplete and that education must shape not only the mind, but also the character. As a young lecturer, I see this journey as a continuous process of learning how to balance knowledge, character, and responsibility.
Building Trust through Respectful Communication
Communication lies at the heart of education. Every word a lecturer speaks or writes shapes how students learn and how colleagues work together. In UTM’s Professional Code of Ethics, courtesy in communication reflects respect.
Through my teaching, I have learned that students respond best when they feel respected and heard. Using polite and encouraging language, both in class and in written feedback, builds trust and motivation. Simple phrases like “Let’s think about this another way” can turn correction into encouragement, reminding students that learning is a journey, not a judgment.
Courtesy in communication also extends to colleagues and administrators. Whether in emails, meetings, or discussions, clarity, humility, and empathy help create a positive and collaborative environment where ideas flow and misunderstandings are reduced. Beyond the classroom, this same principle guides how I represent UTM in research and public engagement. For me, courteous communication is not about formality but about humanity where we show respect and kindness through how we speak and write.
Professional Appearance: A Mirror of Respect and Integrity
A lecturer’s appearance may seem secondary to their knowledge, but it plays an important role in creating first impressions and reinforcing professionalism. The Malaysian Public Service Ethics emphasizes Budi Bahasa dan Nilai Murni where good manners, humility, and propriety in all aspects of conduct. Dressing neatly and appropriately reflects both self-respect and respect for others.
In my daily routine, I try to present myself in a way that reflects UTM’s image of excellence. A tidy and modest appearance helps build authority while keeping me approachable to students. When lecturers dress and behave professionally, students are reminded that the classroom is a space of discipline, learning, and respect.
Professionalism, however, goes beyond clothing. It includes punctuality, preparedness, and composure. Arriving on time, being ready for class, and staying calm even under pressure all build credibility and trust. Students often mirror their lecturer’s attitude. When they see professionalism modeled, they learn to carry it too.
Integrity and Trust: The Heart of Academic Responsibility
Integrity is the foundation of academic life. Without it, research loses credibility, teaching loses sincerity, and institutions lose trust. Both UTM’s Code of Ethics and the Malaysian Public Service Ethics highlight integrity as the guiding principle of all academic work.
For me, integrity means being honest and responsible in teaching, research, and supervision. It includes preparing original materials, acknowledging sources properly, and maintaining fairness in grading. Academic dishonesty or bias not only breaks rules, it breaks trust as well.
In research, integrity also means transparency and accountability. As I build my research portfolio, I remind myself that every publication reflects not just my name, but UTM’s reputation. The idea of amanah, or trust, holds deep meaning. Each lecture, assessment, and research project is an amanah from society. It calls for honesty, fairness, and dedication. This sense of responsibility strengthens my commitment to uphold ethics and professionalism in every role I play.
Challenges in Practicing Ethics and Professionalism
As a young academician transitioning from industry to academia, I realize that upholding these values consistently can be challenging. Balancing teaching, research, and administrative work often tests patience, energy, and priorities.
There are moments when pressure or fatigue may affect how I communicate or respond. Ethical dilemmas also arise especially in handling student issues or navigating research competition. In today’s digital age, maintaining integrity becomes even more complex with the rise of AI-generated content and easy access to online materials.
To strengthen my practice, I try to make time for self-reflection and evaluate how I communicate, make decisions, and treat others. I also seek guidance from senior mentors and participate in training related to ethics and integrity. Above all, I remind myself that ethics is a continuous effort. It’s not about being perfect, but about being conscious, sincere, and willing to improve.
Moving Forward: Living the Values of UTM
UTM’s mission to produce holistic, balanced, and ethical graduates begins with lecturers who embody those same values. Our role extends beyond delivering knowledge. It is about shaping character and nurturing ethical awareness. I aspire to integrate ethics into every aspect of my work: embedding moral reflection in lessons, mentoring students on professional conduct, and fostering a culture of sincerity and integrity within my faculty. By aligning my actions with UTM’s core values of Integrity, Synergy, Excellence, and Sustainability (ISES), I aim to grow as a lecturer who leads by example and contributes positively to the university community.
Ethics and professionalism are not separate from academic duties; they are their very foundation. Courtesy, integrity, and professionalism uphold the dignity of academia and reinforce UTM’s mission to serve society through knowledge and virtue. Ultimately, being a good lecturer is not only about what we teach, but how we live what we teach. To embody adab and ethics is to enlighten both minds and hearts where teaching is not just for achievement, but for character and humanity.
