Broken Wings…!

    International Multidisciplinary Women’s Congress” (IMWC)
    “Change and Empowerment”
    Dokuz Eylul University
    Izmir. Turkey
    October 13 - 16, 2009


    Women in Pakistan enthusiastically enroll themselves in higher education. In many institutions and disciplines the number of female students is
    higher than male students, but especially in medical colleges. Yet when it comes to work we do not find more lady doctors in the field than male
    doctors, even when all government hospitals and other institutions are equal opportunity providers and there is no difference between male and
    female compensation and benefits. It appears that women are lagging much behind men in pursuing their career seriously. It not only leads to wasted
    workforce but wastes lots of capital investment in providing them with professional education such as that of medicine and engineering. Since higher
    education is almost free in government institutions, it has led to serious debate whether girls should be provided an equal opportunity for admission
    or not?

    This qualitative study aims to identify reasons why women fail to pursue their career as seriously as men. What are the social and psychological
    factors that are pushing women behind? What values and traits are missing in women that they fail to acquire leadership roles in life? And what can
    be done to help and guide the women struggling in their careers towards better decision making. The study comprise of report developed after
    interpretive analysis of the qualitative survey done with lady doctors working in national hospitals in three districts of Punjab, Pakistan supported by
    in-depth interviews of doctors working with Pakistan Medical Association and with doctors who did not pursue their career. After triangulation and
    analysis of the evidence, the researcher reached at an interesting conclusion, that lady doctors must learn to balance between their emotional and
    professional needs to stay in the field and advance in career. The results will be shared in a power-point presentation at the congress.
    “Islamic Sufism and Emotional Intelligence”

    International Seminar on Islamic Thought (ISoIT)
    6 to 7 October 2009
    Bangi, Selangor, Malaysia


    One important topic of study in modern psychology is the study of emotional intelligence propounded by Daniel Goleman (1995). The emotional
    intelligence and raising of social capital are rendered key components of success in knowledge age. Emotional Intelligence comprises the attempt at
    self awareness and developing better personal and social relationships for the good of oneself as more emotionally intelligent seems to make lots of
    profits for their businesses and organizations. Goleman and associates seem to rather entice the business community toward learning and
    development of emotional intelligence so that they can “feel” good about themselves and at the same time prosper materially. Goleman’s theory has
    nothing to do with the material sacrifice or adopting a simpler way of life for greater happiness as proposed by many religions and also an essential
    element of Confucian and Aristotelian ethics. Hereby two extremes are set, one of material success and the other of the spiritual satisfaction. Is there
    any mid-point or balance proposed by any other philosophy? Then we are reminded of Islamic Sufism and principles of moderation taught by
    renowned Muslim scholars like Ibn-Sina, Imam Ghazali, Ibn-i-Arabi, Ibn-i-Khaldun, Rumi and Iqbal to train human Nafs to reach an ideal state of
    balance, where one is working in harmony with the divine principles. Can such traditional Islamic principles be attuned with modern science of
    psychology? Iqbal had said a century ago that both the sciences of psychology and biology had to learn a lot to reach the cognition of a Muslim
    mind. Whether or not that point has reached after many advances in biology, neuroscience and psychology? The paper will not only identify gaps in
    Western theories but will propose an Islamic model for personality development and reaching the states called emotional or social intelligence in
    modern psychology.     
    Praxis: Teachers’ dilemma to choose the right action.


    Teaching can have only one aim and that is bringing about the best in students. That ‘best’ must reflect in teaching ‘action’ and its outcome
    ‘student learning’. Post modern university may whole heartedly agree to this concept and advocate that teaching is the purposeful creation of
    situations from which motivational learners should not be able to escape without learning or developing. However, at the same time postmodern
    university is experiencing globalization characterized by drive for expansion and restructuring of the university resulting in greater diversity of
    students in terms of ability, motivation and cultural background. Keeping this context in view teacher’s roles are changing as well giving rise to more
    uncertainty in the role and expectations from the profession. As the role and responsibility of university academia enhances, new challenges are
    set to deliver a standardized product to the industry and job market. Being a faculty member at a business school at a private university and
    belonging to a traditional society pronounces this challenge in a very different way as I reflect on the future course of HE in my country and around
    the globe. How faculty will cope with the threats of drive of quality, i.e. continual professional improvement, managerialism (drive to improve
    productivity, economy and efficiency or in other words profitability of the institution).

    Published in “The International Journal of Learning” Vol. 16, issue 7, pp. 27-37
    What Really Works in Leading a School?

    We are presented with much rhetoric about leadership, its styles and behaviours in context
    of school leadership. Yet it remains uncertain what will really work in any given situation. Leadership
    is much needed either in moments of crisis or where organizational development and expansion is
    required. So the basic question that comes under my consideration is does leadership exist or is it
    shaped or cultivated by careful programming? Throughout leadership research people have differing
    opinions. How can so much contradiction help and guide managers of an organization which is at a
    developing stage? A qualitative case study comprising in-depth interviews with a school principal and
    senior school teachers in newly founded private school chain has been conducted to gain insight into
    leadership development. How can school heads learn to become transformational leaders? Whether
    or not ‘emotional intelligence’ will help? What do they need to do to be valued and respected at the
    top? How can sharing be promoted among various levels of colleagues? How can teachers be kept
    satisfied and motivated in their roles instead of awarding them some status? How does traditional
    transformational theory help in actual transactions of school leaders with teachers or do we need
    some newer model? Apparently learning to lead does not seem as difficult as learning to follow, yet
    it is generally understood that one must learn to adapt and manage with critical situations first. It involves
    lot of learning. Our aim is to dig at those critical learning experiences that develop ultimate
    potential in the leaders.

    Keywords: School Leadership, Leadership Style, Relationships, Emotional Intelligence, Transformational
    and Transactional Leadership

    “The International Journal of Learning” Vol. 16, Issue 10; co-authored by Afshan Sohail pp. 695-707
Copyright 2010 Jehan-i-Seema. All rights reserved.
All material in this page is original writing of  Seema Arif. Using it in any form of publication and
print media without prior permission will be considered against violation of rights. While quoting in
research papers proper referencing should be used.

    The Future of Knowledge Corporate

    Change and Continuity: Management Prospects and Challenges
    Royal Institute of Management, Thimphu, Bhutan
    9 – 10 April 2009


    Past century is regarded as rapid advancement in scientific knowledge and technology. All energies were spent in quest of ‘new knowledge’.
    However, now we seem to reach at a saturation point. The challenge ‘innovation’ seems to revise itself; it is more about the use of knowledge and
    technology in business and industry for the larger good of people. Education is the social responsibility of the university academia, and it is
    transformed into corporate social responsibility by following market model of the university set by globalization drive. A new challenge is set. The
    universities are getting privatized and becoming an active element of knowledge industry, the same transition would be possible for the academia
    as well, who are trained to follow service model. What is the future of knowledge corporate? Whether the model will collapse or the university? In
    any case the sufferers will be the academia: the knowledge workers. Hence, it is perceived that knowledge workers face the greatest threat in 21st
    century. How will they be able to watch for their rights and how they will train the future work force to maintain a careful balance between the rights
    and responsibilities in their professional lives?

    Whether or not the academia of 21st century would be able to fulfil this role justifiably while belonging to the traditional orthodox society of Pakistan
    is the challenge before us. In this paper we would discuss various demands set by globalization and the responsibilities fostered by tradition and
    determine if a natural balance exists between the both or it would be hard to make the both ends meet.
Research Abstracts (2009)