Background

I proudly consider myself a true child of ‘the North,’ having been born in the North East and spending a number of my (very happy) formative years there, which continues to nurture and centre me as an academic. Being born into a large multilingual entrepreneurial family, I was blessed to have early exposure to an array of experiences which continue to shape my outlook on life.

“I remember feeling so terrified and wondering why those youths were so angry – what had we done wrong?”

Growing up in the North did not come without its challenges. My earliest memory of ‘being othered’ was when I was walking home from a swimming lesson with my Auntie when we were both chased by a group of racist teenagers on bikes shouting racial slurs – I was five years old.

At the time, I remember feeling so terrified and wondering why those youths were so angry – what had we done wrong? Luckily for many people, they have never experienced such traumatic racism in childhood. However for me, I understand that this critical incident sowed important early seeds of social justice and equity within my own consciousness.

My strongest influence and biggest role model in life – she continues to be so –is my amazing ‘northern mum.’ She is also my biggest critic, driving force and cheerleader. When I was growing up, her mantra was always ‘there’s no such word as can’t’, which may seem quite archaic by today’s parenting standards. However, for me growing up in the late 1980s in a British-Pakistani household, I knew that (in the words of Billie Ocean) ‘when the going gets tough’, you get ‘tougher’ (and more resilient). Little did I know that her very northern approach to parenting (with lashings of ‘northern grit’), enhanced with Islamic values would become part of my own DNA. These Islamic values include rahmah (mercy), valuing all forms of beneficial ilm (knowledge) and striving for ihsan (excellence). These in combination, I would argue, have pushed me to break ‘new ground,’ charting new territory to become the first graduate in my family and a career academic.

“My mum has taught me so much about how to be an effective leader – what she may lack in formal education, she has more than made up for in vision.”

Reflecting now as a leader, my mum was trying to best prepare me for the harsh reality of the world so that I could enter it well prepared and aware of the task ahead in making a positive and meaningful difference. My mum has always been passionate about social justice; our family dinner table conversations would often ignite interesting debates around practical approaches to contributing to make the world a more equitable place for the next generation. My mum has taught me so much about how to be an effective leader – what she may lack in formal education, she has more than made up for in vision.

I consider myself very fortunate to have studied and worked at a number of internationally-renowned institutions that have served to shape, develop and nourish me intellectually and personally.

I would argue that having the opportunity as an undergraduate to study at the School of Oriental and African Studies (SOAS), University of London was life-changing. SOAS is incredibly global – in the composition of staff and students, but also in relation to the orientation of the curriculum. As a young Muslim woman of Colour from a working-class background, having early exposure of such an immersive experience in the ‘Big Smoke’ really helped me develop. I developed academically and professionally in understanding both my own identity and positionality in relation to the world around me.

I have always maintained a curiosity in understanding human behaviour. Sometimes that has been through studying various languages and communication patterns through linguistic analyses (my Masters). At other times this has been through researching the mediating role of culture in understanding our different ways of ‘thinking and doing’ within study and work contexts.

“As a multilingual person, I think it's a huge advantage to being able to recognise and value diverse perspectives with the ability to see the world through various intercultural lenses.”

My doctoral research, conducted at the University of Sheffield, was a critical enculturation study in business management education, examining the role of discipline socialisation for PGT international students. My research expertise is interdisciplinary, at the intersection between inclusive business education and internationalisation of higher education. As a multilingual person, I think it is a huge advantage to be able to recognise and value diverse perspectives alongside my ability to see the world through various intercultural lenses.

“I strongly believe in the transformational and empowering potential of higher education to enrich lives.”

Furthermore, I have recently completed a prestigious fellowship at the Leeds Institute of Teaching Excellence (LITE). My research project entitled: ‘Enhancing the value placed on diversity: from the international classroom to the global workplace’ explores attitudes towards diversity from both student and employer perspectives. This impactful research has already led to a highly engaging civic engagement dissemination project: ‘Muslims in the North’, in collaboration with Leeds City Museums and Leeds Cultural Institute, which came second in institutional Research Culture Awards in the ‘Diverse forms of Research’ category, in June 2024.

I strongly believe in the transformational and empowering ability of higher education to enrich lives. I find working in higher education both exciting and invigorating personally and professionally. I have held a number of roles to date across my career, including University Tutor, International Tutor, Lecturer, and Associate Professor. Most recently, I have been appointed to the role of Faculty Director of Student Equity at Leeds University Business School.

Institutionally, I was Co-Chair of the Muslim Staff Network for the past three years, the first faith-based staff network in the sector. This important work has influenced University-wide EDI policy and ongoing implementation on the intersection of race-religion in addressing outcomes and awarding ‘gaps.’ In March, I was elected to University Senate, the institution’s primary body for academic governance.

Externally, I am a co-opted member of the British Academy Management (BAM) National Council, providing steer on equity and inclusive educational practice within Business Education. In 2023, I was appointed to the Chartered Association of Business Schools (CABS) national EDI Committee. Furthermore, in 2022, I was also appointed as a national Race Equality Charter institutional application reviewer at Advance HE.

I have really enjoyed the White Rose Equity in Leadership programme which has enabled me to create new connections and develop my Yorkshire-based networks with fellow leaders from racialised backgrounds. This has been great!

I have especially found the opportunity to network with senior leaders at the three institutions very insightful in understanding the routes – ‘expeditions’ in some cases, to leadership! I look forward to continuing on my leadership journey and activating much of the learning from the programme as I take up my elected seat on University Senate.

The road to leadership is paved with many challenges and opportunities – a road that is not for everyone. It is well documented that ethnic diversity within leadership is still rather stagnant (McKinsey report, 2021), meaning that there is a huge talent pool that is currently under tapped (McGregor-Smith Review, 2017).

However, in the wise words of my mum ‘there’s no such word as can’t’. I am not dismissing nor ignoring the amount of work that is needed to address the very real disparities in relation to ethnic-diversity mix within leadership positions. However, we must remain hopeful and continue to strive for change.

My top tips for emerging leaders from global majority backgrounds would be:

• Network vertically as much as possible as well as horizontally – it’s super important!
• Be confident in what your unique talents and experience mean for your organisation.
• Surround yourself with positive people who can provide constructive feedback, allyship and sound advice when you need it – and vice-versa.
• Don’t internalise the sobering statistics you may read or negative stereotypes you may be subject to in your leadership journey – keep going, you are making a difference!
• Look after your health – physical, emotional and spiritual!

About the author

Visit Dr Maria Hussain's profile

Email Dr Maria Hussain at M.Hussain1@Leeds.ac.uk

References

McGregor-Smith review (2017) PDF. (Government commissioned) last accessed 15 September, 2024

McKinsey (2020). EDI report.  Last accessed, September, 2024

A note on terminology

The University recognises the importance of racial and ethnic terminology and understands that individuals use different terms to identify and represent themselves.

In keeping with the commitment to co-creation for this programme, the Equity in Leadership Programme team asked all participants to vote on the term that they felt best represented them. The term “global majorities” received the most votes, as it provides a more positive perspective compared to the othering narrative of “minority groups”.

The University of Leeds Equality and Inclusion Unit (EIU) is developing a race and ethnicity terminology resource, which will be published soon. Additionally, the EIU will be leading work within the University through staff and student consultation to develop a shared terminology.