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Leading with Integrity: Standing Firm Against the Echo Chamber
Sallek Yaks Musa
Truth hurts. Few appreciate it, and even fewer defend it when it threatens comfort or convention. My understanding of this reality came through personal experience, an early lesson in leadership that continues to shape how I view authority and the dangerous allure of sycophancy.
Two decades ago, my journey into education began in an unusual way. For five years, my father had spoken passionately about his dream to establish a nursery, primary, and secondary school that would help transform the state of education in our city. In 2004, we finally decided to bring that dream to life. What followed was both the beginning of my passion for education and my first encounter with the complexity of leading people and institutions.
The process of establishing the school was neither smooth nor simple. I remember every detail – the struggle to develop infrastructure that met required standards and equip it, the endless paperwork, the defence of proposals before career bureaucrats, and the scrutiny of regulatory inspections. Each stage tested our patience and resolve, yet the experience became invaluable. It offered me lessons no textbook could teach and laid the solid foundation of my leadership philosophy.
By the time we received approval to open in September 2005, I led over a hundred interviews to staff the school. That period sharpened my ability to read people and situations intuitively, a skill I have trusted ever since. The school went on to succeed beyond expectation: self-sustaining, thriving, and impacting tens of thousands of young lives. Yet, behind this success lay one central principle – truth.
My commitment to truth shaped the school’s ethos. Every decision, from recruitment to remuneration, from board meetings to relationships with parents and staff, was guided by sincerity. My academic training would later frame this conviction in philosophical terms. With leadership, I align with Auguste Comte’s positivist epistemology, rooted in the belief that truth is objective, concrete, and independent of social interpretation. This, I discovered, is easier preached than practised.
In practice, truth is disruptive. It offends vanity, challenges comfort, and exposes deception. My insistence on it often placed me in direct opposition to others on the Board, including my father. He later confided that while my defiance was difficult to bear, it forced him to confront realities he had overlooked. I further learned that the defender of truth often stands alone. My father eventually recognised what I had resisted all along: the quiet but corrosive power of flattery.
Sycophancy, though rarely discussed openly, remains one of the greatest dangers to leadership. It thrives where authority is unquestioned, and dissent discouraged. Flattery seduces leaders into believing they are infallible. It builds an echo chamber that filters information, reinforcing biases and creating an illusion of competence. Over time, this isolation from reality becomes costly as decisions are made on false premises, honest critics are sidelined, and mediocrity is rewarded over merit. But this is not a modern affliction.
The 16th-century political theorist Niccolò Machiavelli, in The Prince, warned rulers of this very danger. He cautioned that the wise Prince must deliberately surround himself with people courageous enough to speak the truth, for flatterers ‘take away the liberty of judgment.’ Centuries later, the philosopher Hannah Arendt would echo this concern, arguing that the loss of truth in public life leads to moral decay and political collapse. The persistence of these warnings shows how deeply entrenched sycophancy remains in systems of power.
The psychology behind flattery is deceptively simple. It feeds the ego, providing comfort that masquerades as respect and support. Leaders, craving affirmation, often mistake it for loyalty. But as Daniel Kahneman and other cognitive theorists have shown, human judgment is easily distorted by bias and praise. Flattery, therefore, becomes not merely a social nicety but a psychological trap, one that blinds decision-makers to inconvenient truths.
For those newly stepping into student’s course representative roles, these lessons carry special relevance. Academic leadership is often less about authority and more about stewardship, the quiet work of creating conditions where ideas can flourish, student’s voices are heard, and students can contribute honestly. Resist the temptation to surround yourself with agreeable voices. Encourage critique, invite dissent, and create a culture where questioning is not perceived as confrontation but as commitment to excellence. The strength of representation lies not in the leader’s popularity but in their willingness to confront complexity, admit limits, and make decisions grounded in truth rather than convenience.
As the once “baby school” turned twenty this year, its anniversary passed in my absence. My father’s message of appreciation reached me nonetheless, and his words reminded me why truth, though often costly, remains indispensable to authentic leadership. He wrote:
Remember, son, true leadership lies in listening attentively, sieving facts from noise, embracing unpopular voices, acting on truth, and valuing others above yourself.
That reflection closed a circle that began two decades ago. It reminded me that leadership rooted in truth is not about being right but about being realistic. It is about creating space where honesty thrives, even when it unsettles.
Flattery may offer short-term peace, but truth builds long-term strength and relationships. The leader who welcomes honesty, however uncomfortable, not only guards against failure but also nurtures a culture of integrity that outlives their term.
Twenty years after that first bold step into education, leading teams and managing academic programmes in education, I remain convinced that truth is not a luxury in leadership – it is its lifeline. Legacies are not defined by applause or position, but by the integrity to lead with sincerity, listen without fear, and act with unwavering commitment to what is right. People are ultimately remembered not for simply opposing flattery, but for the truth they championed and the courage they demonstrated to stand firm in their convictions when it mattered most.
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Reform: The New Opposition, or an Uncomfortable Hiccup in British Politics
British politics is particularly interesting at the moment, as no one is really sure if we are witnesses to a radical change or if Reform will fizzle out and be a distant memory within 10 years or so (here’s hoping). I’m here to bounce some ideas around, think about the current political climate and just put out some comments about what’s going on. I’m hoping to keep at least light, and possibly short.
It’s structured as starting off with some points that are to Reform’s advantage, including the national political climate. It continues to some things working against Reform, including its sustainability. Considering how Reform has managed to gain such support is kind of weaved into the middle and briefly mentioned at the end.
The Political Climate: Inside the UK
Populism is on the rise, restriction of human rights is increasing and people seem to be getting angrier and more frustrated about politics. On a national level, there is a plethora of individuals who are disillusioned with modern day politics and seeking simple answers to big issues quickly and, unfortunately, right wing populism fills this gap perfectly.
Immigration problems? Ban them and deport them.
Crime problems? Give longer and harsher sentences.
Have a problem with the elite? Let Nigel speak up for the British People and let common sense prevail.
They’re easily digestible, easily understandable solutions to big societal issues and that definitely appeals to people.
We can easily dismiss supporters of any right wing populist party as incorrect, immoral and uneducated. But it is really not as simple as that. When an attractive left wing party is not there to foster a society which is genuinely has the interests of the working class at it’s heart, we open the door for right wing populism to scoop up the working class electorate. Indeed, we can’t totally blame the current ‘Labour’ government for the increase in Reform UK voters, as we can see trends of right wing populism globally, but we can definitely think about whether these UK voters would have gone to Reform UK if Labour was offering a better solution. A solution which had working class people front and centre, providing meaningful change such as education reform, anti-poverty initiatives, workers rights focuses, renationalisation policies and council house stock rebuilding. What we are possibly seeing here are voters with no party to call home, frustrated and without answers, so they seek these things in easily digestible populist parties.
Sustainability: Party Identity and Hypocrisy
Perhaps Reform UK’s biggest stumbling block, in my opinion, is its internal contradictions and its lack of preestablished identity as a party.
The internal contradictions are simple and obvious. Reform UK prides itself on being anti- elitist and anti-establishment but the party is lead by a millionaire bankrolled by aristocrats with a private education. Right wing populist parties are simply an extension of the elite and the establishment; an obvious conclusion if you dig even slightly under the surface. Surely this hypocrisy will be called out soon and listened to?
A slightly more long winded pitfall in the Reform Party (among many others) is its lack of party identity. Labour and even the Tories can rely at least slightly on their voters who vote for them because they always have, because of nostalgia for what the party used to be, because they’re a traditional party. Reform don’t have this. And not only this, but they don’t really have any developed policies; the Conservatives have the idea of low taxes, competitive markets, low regulation. Traditional Labour have higher taxes, redistribution of wealth, working class empowerment, nationalisation. and Reform have…? Immigration freezes, law and order and ‘taking the country back’. I’m not sure if their party identity and policies will keep their momentum moving to the next general election.
However, I do think that if they are able to maintain their momentum and get to the election they may go far, and may possibly overtake the Tories. But I think it rests on two things 1) momentum going into the next election and 2) No proper left wing alternatives emerging between now and then. Unfortunately I think number two is already certain.
The title of this blog, is a sort of tongue in cheek title. I do understand how dire this could be should Reform become positioned as the official opposition. For many people around the UK the effects of pandering to right wing populist racist rhetoric has already been experienced, and it will only get worse if Reform continue to gain popularity. Remember to vote, be politically engaged and speak up, we as young people have a huge role to play as our turn out is generally so low.
Images from https://www.reformparty.uk/ and https://tribunemag.co.uk/2024/07/the-anti-elite-elites-reform-far-right
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A year on… semantics, semantics and semantics?
In October 2024, I wrote a blog on the recently opened Secure School- Oasis Restore. The shiny new edition to the Children and Young People Secure Estate (CYPSE) in England and Wales. In the introduction I pondered on whether this would bring about change within the CYPSE or if this was more of the same. There were lots of positives to consider with the resources, ethos and style of the new Secure School but I, and many others, had concerns that these changes were just words and would amount to little substance. Serious issues within the YJS such as the use of remand, the increasing number of Black and dual heritage children in the CYPSE (despite the overall downwards trend), the continued use of isolation and the high rates of self-harm all appeared to be forgotten with the unveiling of the new Secure School. However, a year on, and the CYPSE failing children appears to be continuing.
Oasis Restore had to ‘temporarily’ close in the summer of 2025 over safety concerns (BBC, 2025). Upon closer reading, and looking at the Ofsted report from April 2025, the main issue is around doors not being able to close properly due to how they were initially made and the damage they have sustained. The Ofsted report (2025) also highlights the use of physical restraint but is positive in how this is only used as a last resort and recorded effectively. The report claims there is a nurturing environment at Oasis Restore, and is overall relatively positive (Ofsted, 2025). The concern is the harm the displacement will have on the children. And why, a CYPSE institution which has cost approximately £40million, was not built fit for purpose?
The children who are placed in CYPSE, for welfare or justice grounds, are incredibly vulnerable. They have often experienced trauma, oppression and isolation at various stages in their childhood from various people and institutions (especially care and CJS). The reality is, these children have been failed multiple times before their arrival in the CYPSE and these failures continue whilst they are there. Oasis Restore was supposed to be different: it was supposed to help, support, nurture and protect. And whilst that appeared to be very much on the agenda, the closing and displacement of these vulnerable children is going to add to being failed by society. I ended my previous blog, reflecting on John Rawls’ when thinking about justice, if an institution cannot be reformed then it should be abolished. I asked, if it was finally time to abolish the CYPSE. I whole heartedly believe it is.
Bibliography:
Askew, J. (2025) Young Offenders School Closes After Safety Concerns, BBC. [online] Available at: https://www.bbc.co.uk/news/articles/cde3g28gxp4o [Accessed 14.10.25]
End Child Imprisonment (2024) Why child imprisonment is beyond reform: A review of the evidence August 2024. [online] Available at: https://article39.org.uk/wp-content/uploads/2024/08/Why-child-imprisonment-is-beyond-reform.-A-review-of-the-evidence-August-2024.pdf
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‘Do or do not, there is no try’
The Red Roses are playing in the rugby union world cup final on Saturday and I, amongst thousands, will be watching it on television with a heady mixture of anticipation, trepidation, excitement, fear and expectation. The England Women’s rugby union team is made up of some very talented individuals that come together as a team to produce some of the most electrifying displays of rugby, that is both mystical and awesome to watch. I won’t just be watching, I’ll be dodging every lunge, wincing at every tackle made, running like the wind, dotting down the ball and willing every kick over, I’ll be totally engrossed.
I will be watching elite athletes at the top of their game, and I know, not one of them got there by chance. To be an elite athlete requires hours of training, a strict dietary regime, and dedication. It requires mental agility, physical strength, sacrifice and focus. To get to the pinnacle of their chosen profession, requires total commitment, ‘Do or do not, there is no try’ (Yoda – The Empire Strikes Back).
We can’t all be elite athletes, for a variety for reasons, but what they demonstrate is that achievement is not chance. My life experience, like that of many others, has shown me that there is no such thing as a free lunch. Success, whatever that looks like, requires hard work, sacrifice and commitment. In any walk of life, people that are successful in what they do, have had to put in a lot of effort and make sacrifices. That effort and those sacrifices often started with study. Whether that’s study at school, further education or higher education, or study outside of the educational environment they have been committed to their learning and achieving the best they could. Some may have better opportunities than others but nonetheless, doing nothing, achieving nothing, rarely qualifies an individual to be a top executive in a company, a top lawyer, surgeon, politician, lecturer, sports person or anything else. Top footballers in both the men’s and women’s games don’t just turn up on a Saturday for a kick around. None of them allow themselves to be distracted from what they want to achieve. Some people may not be academically gifted but their success is predicated on hard work and dedication.
This week we welcome new students to the university and next week we will see familiar faces returning. To all our students I would urge you to remember why you are here, what it is you want to achieve? Education is a right but look around the world and you will see that not many can avail themselves of that right. You are privileged and whilst you may not be able to match the commitment shown by the Red Roses, few of us could, it is worth remembering that no one achieves anything without some commitment and sacrifice. Set your sights high and go for it, we are all willing you on. And like the Red Roses we want to rejoice in your success.
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How to make a more efficient academic
Against a backdrop of successive governments’ ideology of austerity, the increasing availability of generative Artificial Intelligence [AI] has made ‘efficiency’ the top of institutional to-do-lists’. But what does efficiency and its synonym, inefficiency look like? Who decides what is efficient and inefficient? As always a dictionary is a good place to start, and google promptly advises me on the definition, along with some examples of usage.
The definition is relatively straightforward, but note it states ‘minimum wasted effort of expense’, not no waste at all. Nonetheless the dictionary does not tell us how efficiency should be measured or who should do that measuring. Neither does it tell us what full efficiency might look like, given the dictionary’s acknowledgement that there will still be time or resources wasted. Let’s explore further….
When I was a child, feeling bored, my lovely nan used to remind me of the story of James Watt and the boiling kettle and that of Robert the Bruce and the spider. The first to remind me that being bored is just a state of mind, use the time to look around and pay attention. I wouldn’t be able to design the steam engine (that invention predated me by some centuries!) but who knows what I might learn or think about. After all many millions of kettles had boiled and he was the only one (supposedly) to use that knowledge to improve the Newcomen engine. The second apocryphal tale retold by my nan, was to stress the importance of perseverance as essential for achievement. This, accompanied by the well-worn proverb, that like Bruce’s spider, if at first you don’t succeed, try, try again. But what does this nostalgic detour have to do with efficiency? I will argue, plenty!
Whilst it may be possible to make many tasks more efficient, just imagine what life would be like without the washing machine, the car, the aeroplane, these things are dependent on many factors. For instance, without the ready availability of washing powder, petrol/electricity, airports etc, none of these inventions would survive. And don’t forget the role of people who manufacture, service and maintain these machines which have made our lives much more efficient. Nevertheless, humans have a great capacity for forgetting the impact of these efficiencies, can you imagine how much labour is involved in hand-washing for a family, in walking or horse-riding to the next village or town, or how limited our views would be without access (for some) to the world. We also forget that somebody was responsible for these inventions, beyond providing us with an answer to a quiz question. But someone, or groups of people, had the capacity to first observe a problem, before moving onto solving that problem. This is not just about scientists and engineers, predominantly male, so why would they care about women’s labour at the washtub and mangle?
This raises some interesting questions around the 20th century growth and availability of household appliances, for example, washing machines, tumble driers, hoovers, electric irons and ovens, pressure cookers and crock pots, the list goes on and on. There is no doubt, with these appliances, that women’s labour has been markedly reduced, both temporally and physically and has increased efficiency in the home. But for whose benefit? Has this provided women with more leisure time or is it so that their labour can be harnessed elsewhere? Research would suggest that women are busier than ever, trying to balance paid work, with childcare, with housekeeping etc. So we can we really say that women are more efficient in the 21st century than in previous centuries, it seems not. All that has really happened is that the work they do has changed and in many ways, is less visible.
So what about the growth in technology, not least, generative AI? Am I to believe, as I was told by Tomorrow’s World when growing up, that computers would improve human lives immensely heralding the advent of the ‘leisure age’? Does the increase in generative AI such as ChatGPT, mark a point where most work is made efficient? Unfortunately, I’ve yet to see any sign of the ‘leisure age’, suggesting that technology (including AI) may add different work, rather than create space for humans to focus on something more important.
I have academic colleagues across the world, who think AI is the answer to improving their personal, as well as institutional, efficiency. “Just imagine”, they cry, “you can get it to write your emails, mark student assessment, undertake the boring parts of research that you don’t like doing etc etc”. My question to them is, “what’s the point of you or me or academia?”.
If academic life is easily reducible to a series of tasks which a machine can do, then universities and academics have been living and selling a lie. If education is simply feeding words into a machine and copying that output into essays, articles and books, we don’t need academics, probably another machine will do the trick. If we’re happy for AI to read that output to video, who needs classrooms and who needs lecturers? This efficiency could also be harnessed by students (something my colleagues are not so keen on) to write their assessments, which AI could then mark very swiftly.
All of the above sounds extremely efficient, learning/teaching can be done within seconds. Nobody need read or write anything ever again, after all what is the point of knowledge when you’ve got AI everywhere you look…Of course, that relies on a particularly narrow understanding which reduces knowledge to meaning that which is already known….It also presupposes that everyone will have access to technology at all times in all places, which we know is fundamentally untrue.
So, whatever will we do with all this free time? Will we simply sit back, relax and let technology do all the work? If so, how will humans earn money to pay the cost of simply existing, food/housing/sanitation etc? Will unemployment become a desirable state of being, rather than the subject of long-standing opprobrium? If leisure becomes the default, will this provide greater space for learning, creating, developing, discovering etc. or will technology, fueled by capitalism, condemn us all to mindless consumerism for eternity?
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Family life in Tenerife versus the UK
I have recently been on a family holiday with our toddler to Tenerife. We began the journey by getting to an airport in the UK. Whilst there the security checks were done for families alongside everyone else. Toddlers were required to get out of their prams, to have their shoes taken off and could not hold onto their toys. The security seemed relatively tight as my hands were swabbed, my toddler was searched with a security stick and the small volume of water that he was allowed was also swabbed.
Whilst arriving and departing via the airport in Tenerife the security allocated a separate quieter section of space for families, this seemed far more relaxed, staff were smiling and dared to say ‘hola’ and ‘hello’. There were no additional checks and a toddler cup of water was allowed. Some staff were also making a deliberate attempt to identify the names of babies, toddlers and children from boarding passes or passports to be able to greet them by their names with waves and smiles.
Whilst on holiday I could be forgiven for thinking that we were royalty whilst pushing a pram and toddler around the streets. As pedestrians always had the right of way, whenever there is a road to cross, the cars must stop due to zebra-like crossings marking on the ground. There are also plenty of playgrounds and toilets and plenty of opportunity for play outdoors in sea and sand.
Whilst at home in Birmingham (UK) there are far less zebra crossings and on quite a few occasions cars have failed to stop at zebra crossings whilst I have been waiting with a pram and toddler. Baby and toddler swimming pools also seem to be difficult to access due to locations and restrictions on pool opening time frames. There are parks but I have never seen a park within a shopping centre like I did in Tenerife. Despite the UK becoming quite cold in the winter, the ability to access free indoor play during winter time also seems to be a privilege, rather than a given. Whilst there are some fabulous playgroups and library sessions for babies and toddlers, sometimes establishments promoting themselves as ‘family friendly’ places do not always feel friendly to toddlers at all. This is especially the case if toddlers are required to adhere to adult informal rules, such as not touching things or making loud noise. As some how toddlers trying to explore their world are labelled by some as ‘terrible’ at ‘two’ (see below poem by Holly McNish).
Whilst I have no idea about the education system in Tenerife, these experiences did leave me reflecting on the provision of mainstream education for babies, toddlers and children in the UK. In comparison to countries such as Finland, some mainstream UK education settings are often critiqued for limiting play, time spent in the outdoors, creativity and freedom to think (Dorling and Koljonen, 2020). The popularity of European influenced Montessori nurseries and Forest Schools in the UK seem to indicate that some parents do want something different for children. Whilst on mention of difference, UK mainstream educational approaches to difference seem to be about an assimilation type of inclusivity and diversity, rather than celebrating and learning from the variety of UK cultures. For instance, it seems “marvelous” that if attending mainstream schools in the UK some Romany gypsies are required to fit the restrictive and disciplinarian like school mould, i.e., of shutting up and sitting down (see Good English by Tawona Sithole) or sitting straight and not talking (see Julia Donaldson’s children’s book: The Snail and the Whale). Yet there is little (if any) acknowledgment of how some Romany have an educating culture of fostering independence, voice, freedom and creativity through plenty of outdoor play, roaming around and human interaction is a huge positive. Dorling and Koljonen (2020) state that investment in children and family support is incredibly beneficial for society, as well as families. The reflection above left me thinking that more or something different could be done.
Reference:
Dorling, D and Koljonen, A. (2020) Finntopia : What We Can Learn from the World’s Happiest Country. Newcastle upon Tyne: Agenda Publishing.
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Just semantics?
This summer has seen the opening of the first secure school in England and Wales. The idea of secure schools was first introduced in 2016 in line with reforming the youth secure estate given a wide range of failings across institutions and harms experienced by children placed in there. The original proposed date for opening one of the schools was 2020; but what is a four-year delay? In 2022 the National Audit Office reported the refurbishment of Medway Secure Training Centre (closed down in March 2020 following the harrowing findings by Panorama), where the new secure school would be, was costing approximately £36.5 million (National Audit Office, 2022). But will this new secure school actually change something within the youth secure estate, or this is more of the same but with a new sparkly name?
Oasis Restore (the first secure school in England and Wales) opened this summer and can hold up to 49 children. It is registered jointly as a Secure Children’s Home (SCH) and a secure academy which has raised concerns by Ofsted due to difference in size of Oasis Restore in comparison to other SCHs. Education is central to the secure school (although haven’t we heard this before with Secure Training Centres), with comments from Youth Justice Board (YJB) Chief Executive Steph Roberts-Bibby comparing Oasis Restore with University accommodation (Youth Justice Board, 2024). Apparently, the new secure school is a far cry from the unsafe, violent, prisons which already exist in the youth secure estate (SCT and YOIs). On a tour of the secure school earlier in the year, the Chief Executive was very positive about the physical environment and philosophies underpinning Oasis Restore where ‘strong relationships between staff and children are at the heart of the Oasis model’ and the importance of ‘having a space promoting learning, togetherness and care’ as being essential in line with rehabilitation (Youth Justice Board, 2024). So far, so good. The right words are being uttered, changes appear to have been made, but… we have been here before. The same rhetoric of the child’s best interests being promoted and being seen as ‘children first’: which is good. But is this round of reform just more of the same with different semantics?
End Child Imprisonment (2024) demonstrates how child imprisonment, which Oasis Reform still is, is beyond reform. There are ample examples of how the Youth Secure Estate has historically, and remains, a harmful unsafe environment which does not address the needs of the children they come into contact with. Missing from the positive comments from the Chief Executive of the YJB is the highlighting that the children who come into contact with the YJS are incredibly vulnerable and have often experienced traumas before their incarceration. The language is still all wrong: the myriad of challenges these children have already faced and will face within the YJS remain overlooked. In 2023 the United Nations Committee on the Rights of the Child urged the UK to introduce legislation directly prohibiting the use of solitary confinement, due the continuing harms/findings of its use: but so far, no comment from the UK Government. Time and time again, we see reforms brought in but with little to no actual change or improvement. Will Oasis Restore be the face of change of just another failure in a long line of failing reforms?
Something which rings true: “A recurrent theme in the history of child imprisonment is that evidence of failure and maltreatment is met with promises of reform which too frequently involve semantic amendment rather than changes of substance” (End Child Imprisonment, 2024, p.28). And as John Rawls argues when thinking about justice, if an institution cannot be reformed then it should be abolished. Is it finally time to abolish the child prisons which exist within society?
References:
End Child Imprisonment (2024) Why child imprisonment is beyond reform: A review of the evidence August 2024. [online] Available at: https://article39.org.uk/wp-content/uploads/2024/08/Why-child-imprisonment-is-beyond-reform.-A-review-of-the-evidence-August-2024.pdf [Accessed 14th October 2024].
Monster Ztudio/Shutterstock (2017) Change. [Online] Available at: https://ziplinelogistics.com/blog/navigating-change/ [Accessed 21.10.24].
National Audit Office (2022) Children in custody: secure training centres and secure schools. [online] London: National Audit Office. Available at: https://www.nao.org.uk/wp-content/uploads/2022/04/Children-in-custody-secure-training-centres-and-secure-schools.pdf [Accessed 17.10.24].
Rawls, J. (1971/1999) A Theory of Justice. Oxford: Oxford University Press
Youth Justice Board (2024) Inside the Oasis Restore Secure School. GOV.UK [online]. Available at: https://www.gov.uk/government/news/inside-the-oasis-restore-secure-school [Accessed 17.10.24]
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Uncertainties…
Sallek Yaks Musa
Who could have imagined that, after finishing in the top three, James Cleverly – a frontrunner with considerable support – would be eliminated from the Conservative Party’s leadership race? Or that a global pandemic would emerge, profoundly impacting the course of human history? Indeed, one constant in our ever-changing world is the element of uncertainty.
Image credit: Getty images
The COVID-19 pandemic, which emerged in late 2019, serves as a stark reminder of our world’s interconnectedness and the fragility of its systems. When the virus first appeared, few could have foreseen its devastating global impact. In a matter of months, it had spread across continents, paralyzing economies, overwhelming healthcare systems, and transforming daily life for billions. The following 18 months were marked by unprecedented global disruption. Lockdowns, travel restrictions, and social distancing became the new norms, forcing us to rethink how we live, work, and interact.
The economic fallout was equally staggering. Supply chains crumbled, unemployment surged, and entire industries teetered on the brink of collapse. Education was upended as schools and universities hastily shifted online, exposing the limitations of existing digital infrastructure. Yet, amid the chaos, communities displayed remarkable resilience and adaptability, demonstrating the need for flexibility in the face of uncertainty.
Beyond health crises, the ongoing climate and environmental emergencies continue to fuel global instability. Floods, droughts, erratic weather patterns, and hurricanes such as Helene and Milton not only disrupt daily life but also serve as reminders that, despite advances in meteorology, no amount of preparedness can fully shield us from the overwhelming forces of nature.
For millions, however, uncertainty isn’t just a concept; it’s a constant reality. The freedom to choose, the right to live peacefully, and the ability to build a future are luxuries for those living under the perpetual threat of violence and conflict. Whether in the Middle East, Ukraine, or regions of Africa, where state and non-state actors perpetuate violence, people are forced to live day by day, confronted with life-threatening uncertainties.
On a more optimistic note, some argue that uncertainty fosters innovation, creativity, and opportunity. However, for those facing existential crises, innovation is a distant luxury. While uncertainty may present opportunities for some, for others, it can be a path to destruction. Life often leaves little room for choice, but when faced with uncertainty, we must make decisions – some minor, others, life-altering. Nonetheless, I am encouraged that while we may not control the future, we must navigate it as best we can, and lead our lives with the thought and awareness that, no one knows tomorrow.
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Welcome to the University: How can I help you?
In recent years, and to be more specific, ever since universities were forced to introduce fees, a wider discussion emerged regarding what the Universities are for. The fees changed the nature of education and from a right, it became a privilege. The choice of going to Higher Education [HE] to improve oneself was combined with what the universities can offer to make their education “value for money”! This of course had to be done in line with consumer policy and practice. That led to a shift from educational principles to commercial concerns. Changing the process from what universities do, to what they can offer for their prospective students. Talking consumer law and setting thing up to align with what we can offer, not what students can achieve. This led to a fierce competition in the sector about which university offers the greatest value for money.
“Come to our university, we have nice buildings”, “come to us we have nicer laptops”, “no, come to us we have fabulous sports facilities” “no please come to us we will take you away on great trips”. Although telling students what to expect and how this is offered is great, it does miss the fundamental principle of what a university is! Universities evolved from philosophical academies that posed questions about the world. The participants engaged in dialogue that challenged their perspectives and viewpoints. Out of their works our collective understanding on nature and the world, was and is still, being shaped.
A university is an annex of learning. It covers a wide variety of disciplines and provides opportunities for advancing education locally, nationally and internationally. Academics who teach are experts in their field, having undergone a long educational process themselves. The people who come to the university to learn, are adults, the majority still young adults, who wish to develop their skills and advance their education to the highest level. The last point is the most poignant when it comes to Higher Education. It builds up learning experience together with hard and soft skills on academic writing and articulation, advancing disciplinary knowledge and a profound understanding of self; “a know thyself” moment.
The services offered pale into comparison with what students can really acquire from a university education. No amount of consumer products can replace the insight and of course the transformative nature of Higher Education. A number of helpful services are a great addition to the educational experience, and I am forever grateful to the hard work to all of our colleagues in students’ services and other administrative services that makes our lives, and the lives of the students so much better, but they are not the main reason why so many come through the doors of HE. The university has its place in education and what it does is already clear. It gives people the opportunity for employment and personal advancement, and that is great, but what it really does is to be transformative. People get time to consider things they may have never thought before and discuss them with people who have spent a considerable time in studying them.
As this week marks the start of the academic year and we are all happy welcoming our students, I would like to remind everyone that Higher Education is not a passive process but an active one that allows each participant to interact with and to interrogate the materials and ideas they are presented with. Whilst some students influenced by a consumer mentality may be asking what I am getting, this may not be a satisfactory question because each person wants different things, but we all aspire to improve ourselves in the process. So to paraphrase a US president: “Ask not what your University can do for you – ask what you can do for your University studies”.
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The power of collaboration in Higher Education
In today’s rapidly evolving landscape of higher education, interdepartmental collaboration and knowledge sharing are becoming increasingly vital. By rapid evolution, I mean the pressing challenges we face, including rising costs and finances, issues in student engagement and attendance, digital transformation and rise of new technologies, growing concerns about student wellbeing, and most importantly, the critical need to ensure a strong, positive student experience in the face of these challenges. While the idea of interdepartmental collaboration and knowledge sharing isn’t entirely new, its importance in addressing these complex issues cannot be overemphasised.
At my university, our faculty, the Faculty of Business and Law recently celebrated its ‘Faculty Best Practice Day’ on Wednesday, September 4th. This event, led by our deanery, was an opportunity for departments within the faculty to showcase their hard work, innovations, and fresh ideas across various areas – from teaching and research to employability and beyond. Personally, I view this day as an opportunity to connect with colleagues from different departments – not just ‘catch-up’ but to gain insight into their current activities, exchange updates and share ideas on developments within our sector and disciplines.
This event is particularly intriguing to me for three distinct reasons. Firstly, the ability for department representatives to present their activities to faculty members is invaluable. Departmental reps showcase their growth strategies, techniques for strengthening student engagement, and the support they provide for students after graduating. Some present their research and future directions for the faculty. Others present their external partnership growth, evidence-based teaching pedagogy, and other innovative approaches for enhancing student experiences. Also, these presentations often highlight advancements in technology integration and initiatives aimed at encouraging diversity and inclusion within the HE. All these presentations are not just impressive – they’re incredibly informative and inspiring. Secondly, the event regularly reinforces the need for collaboration between departments – a cornerstone of academia. After all, no single person or department is an island of knowledge. So the ability to collaborate with other faculty members is crucial as it provides opportunities for synergy and innovation, showcases our strengths. Thirdly, and on a personal level, the event fosters the need to learn best practices from others, and this is an aspect that has been tremendously helpful for my career. Such interactions provide opportunity for stronger collegiality, including insights into different approaches and methods that I can adapt and apply in my own work in ways that I can contribute to my professional growth and effectiveness.
In the most recent event, I attended a session on cultural literacy and awareness. Despite my years in higher education, I was particularly surprised to learn new things about cultural awareness that pertain not only to international students but to home students as well. This was an excellent session that also offered the opportunity to connect with colleagues from other departments whom you only know through email exchanges, but rarely see in person.
In sum, I strongly encourage everyone in academia to attend such events or create one if you can. Contribute to and engage with these events – for they equip us to break down traditional barriers between disciplines and provides us with an opportunity to learn from each other with an open mind. This is something I will continue to advocate for because fostering interdepartmental collaboration isn’t just beneficial – it’s essential. It is through these collaborative efforts that we can truly innovate, improve, and excel in our mission to educate and inspire the next generation.
Thoughts from the criminology team 