This is Sajid Khan's website, and this is a bit of introduction of him. He holds a Master's and PhD from Imsciences, Pakistan and Massey University, New Zealand respectively. Sajid worked in some of the well-known companies such as NADRA and Foodstuffs, New Zealand. He has also authored some refereed articles on training and education. Currently, his main areas of interest are educational innovation and dilemmas theory Phone: +64-22-5324100 Address: Massey University, New Zealand
As women’s presence in higher education grows, their limited
representation in academic leadersh... more As women’s presence in higher education grows, their limited representation in academic leadership roles remains a critical concern. This study investigates the complex institutional barriers hindering women’s advancement into leadership positions. Drawing on in-depth interviews with 37 women in academia, our analysis reveals multifaceted challenges rooted in institutional, organisational, and individual factors. Institutionally, cultural and societal norms, including those influenced by religious traditions, profoundly influence gender dynamics within specific contexts. Organizational factors, such as a predominantly male workforce and entrenched practices, pose significant obstacles to women’s career progression in academic institutions. At a personal level, we introduce the concept of internalisation of subjugation, which captures women academics’ tendency to adopt more masculine practices, echoing observations from traditional leadership models. This research offers valuable insights into the nuanced barriers constraining women’s path to academic leadership. A comprehensive understanding of these challenges is essential for developing targeted strategies and policies to promote gender equality and inclusivity in higher education institutions.
Innovations in Education and Teaching International , 2023
Higher education institutions must prepare students for success in the dynamic knowledge economy ... more Higher education institutions must prepare students for success in the dynamic knowledge economy by providing a high-quality educational experience. As the world and our understanding of learning processes continually evolve, educators face the challenge of developing innovative strategies to engage and motivate students in their own learning. Scholarly literature advocates a shift away from traditional educational methods towards personalised, collaborative, and contextualised education. This transformation can be understood through the lens of Dilemma Theory, which reveals that current educational approaches predominantly align with Western cultural values. The suppression of opposing values has created a need for approaches that reflect a broader spectrum of values. It is important to recognise that navigating value conflicts is integral to creative endeavours and resolving these conflicts enables progress towards successful outcomes. This article is written to help educational leaders, policy makers, teachers, and administrators seeking successful and sustainable educational change in their institutions.
Tertiary educators may seek innovative ways to meet the needs of their learners. However, due to ... more Tertiary educators may seek innovative ways to meet the needs of their learners. However, due to the conservative environment of most universities, innovative tertiary teachers often find themselves facing dilemmas: situations in which they must decide between apparently contradictory objectives. This paper reports findings from thematic analysis conducted as part of a study investigating the dilemmas faced by innovative tertiary educators. Semi-structured interviews were conducted with 30 successful innovative tertiary teachers. Initial analysis had identified eleven dilemmas directly related to the process of innovation. Thematic analysis of interview data revealed four themes: empathy for students; the need for persistence and resilience; love and hate responses from students; and, passion and enthusiasm aid in selling and diffusing innovation. These themes suggest that innovative teachers face a dilemma between emotional engagement and emotional neutrality. The dilemma shapes decisions made throughout their innovation process.
There is growing demand for professional education to address practice-based skills to enhance em... more There is growing demand for professional education to address practice-based skills to enhance employability and ensure that graduates are able to readily make the transition to work. Further, those tasked with accreditation of professional education are interested in assurance that skills are being acquired. Documentation of skills can also provide valuable data that could be used to guide ongoing professional development. In order to address these demands, use could be made of skills-based learning objectives in professional programs, both in initial education in tertiary institutions, and in ongoing professional education in the workplace. However, objectives have been criticised as inappropriate for education, with some educators arguing that they are better suited for training than education. The paper argues that the distinction between education and training is unhelpful and is based on assumptions about work and learning that need to be challenged. Further, the need for professionals to engage in lifelong learning requires that educators understand the dynamics of communities of practice, processes of learning associated with professional development within communities, and the part practice-based skills play within them. The paper considers criticisms made of the traditional use of objectives in education, including that they emphasise explicit knowledge to the exclusion of what is really important, and they are non-democratic in the way they are imposed upon learners. The paper argues that these criticisms provide a basis for establishing principles regarding the effective application of objectives, both in professional programs and in the tracking of skill acquisition. The paper outlines an online skill tracking system based on learning principles along with concepts from Organisational Learning. The online system has been developed to support individuals' learning and to assist knowledge management. It is being applied within a range of professional fields including Nursing and Veterinary Medicine. A key challenge in creating an effective system is to ensure perspectives of academics, practitioners and employers are represented in dialogue over system content.
Although learning is a natural process, many of the systems designed to support education do not ... more Although learning is a natural process, many of the systems designed to support education do not contribute positively to the experience of students. This paper reports on the design of Skill Tracker, a software system developed at Massey University to manage processes around student skill acquisition, and initially applied to the university's Veterinary Science program. The software has been designed around guiding ideas relevant to learning in a professional context: the " progress principle " and Communities of Practice. The paper outlines how these ideas have shaped the design of the software. While Skill Tracker enables the university to collect data that informs the management of the Veterinary School, the underlying purpose of the system is to enhance the experience of students. In order to do achieve this goal it is necessary to understand a key dilemma in any educational innovation: the need to integrate technology and pedagogy.
The rapid development in computer technology, telecommunication and networking has transformed th... more The rapid development in computer technology, telecommunication and networking has transformed the world into an extremely non-linear and excessively complex system. In the context of today's complex and dynamic organisations which are operating in our complex world, intellectual capital has become even more important. Among the three dimensions of IC - human capital, structural capital and relational capital - human capital is regarded as the most important dimension. A huge body of empirical evidence demonstrates that there is a strong positive link between human capital and organisational performance. Modern day organisations therefore spend a considerable amount of their budget on training and development aimed toward enhancing the value of their human capital. Although a huge amount of financial resources is spend very little is achieved in terms of enhancement in skills, knowledge and/or attitude. The reason being that existing training practices are based on linear and outmoded assumptions. Historically, the Scientific Management Theory along with Behaviourism, Cognitivism and Constructivism consecutively caused three major paradigm shifts in the field of training. Each of these paradigms remained dominant as long as its presumptions were matching the dynamics of the respective era. The most recent paradigm shift occurred in the early nineties from Cognitivism to Constructivism. When Constructivism emerged the world was still relatively simple and stable. However, the existing world is extremely complex and highly dynamic. As a result, new, genuine and valuable training practices need to be developed so that training programs can effectively contribute to human capital enhancement. How that challenge can be mastered is still an open question along with the role trainers can play in the development of such training practices. We suggest the application of the principles of the Complexity theory - partial order, reductionism and holism, predictability and uncertainty, probabilism, emergence and interpretation - to training space. This not only enables the trainer to appreciate the ambiguity, complexity and dynamism involved in a training program but also assists in developing novel and constructive solutions.
Firm overall performance highly depends on its human capital, a pre-eminent part of the Intellect... more Firm overall performance highly depends on its human capital, a pre-eminent part of the Intellectual Capital (IC). This potential therefore needs to be maintained and improved by various development strategies. Training in this regard is esteemed to be the most effective measurement to reach this aim. However, the effectiveness of training highly depends on training design and its evaluation. Especially SMEs hesitate to invest in training due to financial restrictions and concerns of training benefits. Therefore there is a need for a training evaluation model which not only is simple and affordable but also appreciates the fact that training is a complex web of relationships between trainer, trainee, content, work environment and organisational goals. To formulate such a model a three-step process was adopted which facilitated filtering out the appropriate assessments. The resulting evaluation model is capable of taking into account factors lying inside as well as outside the training realm while still playing a crucial role in the effectiveness of a training program. Thus, besides assessing the effectiveness of training it even works as a navigation tool for designing future training programs. Finally, the proposed training evaluation model was applied on a training program in a small-scale service oriented organisation and the analysis of the results showed that the model successfully attained the anticipated aims.
The findings of this study reaffirm that pedagogical innovators encounter a range of dilemmas whi... more The findings of this study reaffirm that pedagogical innovators encounter a range of dilemmas while realizing their innovations and the effective management of these dilemmas enables them to progress toward their intended pedagogical goals. Effective management usually involved the “through—through” thinking advocated by Trompenaars. The main contributions of this research are: the application of cognitive mapping to identification of dilemmas; the identification of thirteen distinct dilemmas that can be managed by educational institutions and innovative educators; and articulation of alternative ways of reconciling dilemmas. The findings may assist educators with choosing an appropriate course of action when facing a dilemma during their innovations.
Disruptive Technologies in Education and Workforce Development, 2024
In a rapidly evolving world, students are becoming increasingly techno-social, mirroring the chan... more In a rapidly evolving world, students are becoming increasingly techno-social, mirroring the changing demands of firms. Educational systems must adapt correspondingly, necessitating innovation in teaching practices which constitute the educational process. As Savian highlights robust theoretical underpinnings lead to more effective practical activities. However, while learning theories evolve, teaching practices lag behind. Amidst disagreements, it's acknowledged that learning is complex and diverse. The solution lies in transitioning from traditional pedagogy to contextualized, personalized, collaborative, and technology-mediated learning. Successful educational innovations are essential to meet stakeholders' heightened demands.
As women’s presence in higher education grows, their limited
representation in academic leadersh... more As women’s presence in higher education grows, their limited representation in academic leadership roles remains a critical concern. This study investigates the complex institutional barriers hindering women’s advancement into leadership positions. Drawing on in-depth interviews with 37 women in academia, our analysis reveals multifaceted challenges rooted in institutional, organisational, and individual factors. Institutionally, cultural and societal norms, including those influenced by religious traditions, profoundly influence gender dynamics within specific contexts. Organizational factors, such as a predominantly male workforce and entrenched practices, pose significant obstacles to women’s career progression in academic institutions. At a personal level, we introduce the concept of internalisation of subjugation, which captures women academics’ tendency to adopt more masculine practices, echoing observations from traditional leadership models. This research offers valuable insights into the nuanced barriers constraining women’s path to academic leadership. A comprehensive understanding of these challenges is essential for developing targeted strategies and policies to promote gender equality and inclusivity in higher education institutions.
Innovations in Education and Teaching International , 2023
Higher education institutions must prepare students for success in the dynamic knowledge economy ... more Higher education institutions must prepare students for success in the dynamic knowledge economy by providing a high-quality educational experience. As the world and our understanding of learning processes continually evolve, educators face the challenge of developing innovative strategies to engage and motivate students in their own learning. Scholarly literature advocates a shift away from traditional educational methods towards personalised, collaborative, and contextualised education. This transformation can be understood through the lens of Dilemma Theory, which reveals that current educational approaches predominantly align with Western cultural values. The suppression of opposing values has created a need for approaches that reflect a broader spectrum of values. It is important to recognise that navigating value conflicts is integral to creative endeavours and resolving these conflicts enables progress towards successful outcomes. This article is written to help educational leaders, policy makers, teachers, and administrators seeking successful and sustainable educational change in their institutions.
Tertiary educators may seek innovative ways to meet the needs of their learners. However, due to ... more Tertiary educators may seek innovative ways to meet the needs of their learners. However, due to the conservative environment of most universities, innovative tertiary teachers often find themselves facing dilemmas: situations in which they must decide between apparently contradictory objectives. This paper reports findings from thematic analysis conducted as part of a study investigating the dilemmas faced by innovative tertiary educators. Semi-structured interviews were conducted with 30 successful innovative tertiary teachers. Initial analysis had identified eleven dilemmas directly related to the process of innovation. Thematic analysis of interview data revealed four themes: empathy for students; the need for persistence and resilience; love and hate responses from students; and, passion and enthusiasm aid in selling and diffusing innovation. These themes suggest that innovative teachers face a dilemma between emotional engagement and emotional neutrality. The dilemma shapes decisions made throughout their innovation process.
There is growing demand for professional education to address practice-based skills to enhance em... more There is growing demand for professional education to address practice-based skills to enhance employability and ensure that graduates are able to readily make the transition to work. Further, those tasked with accreditation of professional education are interested in assurance that skills are being acquired. Documentation of skills can also provide valuable data that could be used to guide ongoing professional development. In order to address these demands, use could be made of skills-based learning objectives in professional programs, both in initial education in tertiary institutions, and in ongoing professional education in the workplace. However, objectives have been criticised as inappropriate for education, with some educators arguing that they are better suited for training than education. The paper argues that the distinction between education and training is unhelpful and is based on assumptions about work and learning that need to be challenged. Further, the need for professionals to engage in lifelong learning requires that educators understand the dynamics of communities of practice, processes of learning associated with professional development within communities, and the part practice-based skills play within them. The paper considers criticisms made of the traditional use of objectives in education, including that they emphasise explicit knowledge to the exclusion of what is really important, and they are non-democratic in the way they are imposed upon learners. The paper argues that these criticisms provide a basis for establishing principles regarding the effective application of objectives, both in professional programs and in the tracking of skill acquisition. The paper outlines an online skill tracking system based on learning principles along with concepts from Organisational Learning. The online system has been developed to support individuals' learning and to assist knowledge management. It is being applied within a range of professional fields including Nursing and Veterinary Medicine. A key challenge in creating an effective system is to ensure perspectives of academics, practitioners and employers are represented in dialogue over system content.
Although learning is a natural process, many of the systems designed to support education do not ... more Although learning is a natural process, many of the systems designed to support education do not contribute positively to the experience of students. This paper reports on the design of Skill Tracker, a software system developed at Massey University to manage processes around student skill acquisition, and initially applied to the university's Veterinary Science program. The software has been designed around guiding ideas relevant to learning in a professional context: the " progress principle " and Communities of Practice. The paper outlines how these ideas have shaped the design of the software. While Skill Tracker enables the university to collect data that informs the management of the Veterinary School, the underlying purpose of the system is to enhance the experience of students. In order to do achieve this goal it is necessary to understand a key dilemma in any educational innovation: the need to integrate technology and pedagogy.
The rapid development in computer technology, telecommunication and networking has transformed th... more The rapid development in computer technology, telecommunication and networking has transformed the world into an extremely non-linear and excessively complex system. In the context of today's complex and dynamic organisations which are operating in our complex world, intellectual capital has become even more important. Among the three dimensions of IC - human capital, structural capital and relational capital - human capital is regarded as the most important dimension. A huge body of empirical evidence demonstrates that there is a strong positive link between human capital and organisational performance. Modern day organisations therefore spend a considerable amount of their budget on training and development aimed toward enhancing the value of their human capital. Although a huge amount of financial resources is spend very little is achieved in terms of enhancement in skills, knowledge and/or attitude. The reason being that existing training practices are based on linear and outmoded assumptions. Historically, the Scientific Management Theory along with Behaviourism, Cognitivism and Constructivism consecutively caused three major paradigm shifts in the field of training. Each of these paradigms remained dominant as long as its presumptions were matching the dynamics of the respective era. The most recent paradigm shift occurred in the early nineties from Cognitivism to Constructivism. When Constructivism emerged the world was still relatively simple and stable. However, the existing world is extremely complex and highly dynamic. As a result, new, genuine and valuable training practices need to be developed so that training programs can effectively contribute to human capital enhancement. How that challenge can be mastered is still an open question along with the role trainers can play in the development of such training practices. We suggest the application of the principles of the Complexity theory - partial order, reductionism and holism, predictability and uncertainty, probabilism, emergence and interpretation - to training space. This not only enables the trainer to appreciate the ambiguity, complexity and dynamism involved in a training program but also assists in developing novel and constructive solutions.
Firm overall performance highly depends on its human capital, a pre-eminent part of the Intellect... more Firm overall performance highly depends on its human capital, a pre-eminent part of the Intellectual Capital (IC). This potential therefore needs to be maintained and improved by various development strategies. Training in this regard is esteemed to be the most effective measurement to reach this aim. However, the effectiveness of training highly depends on training design and its evaluation. Especially SMEs hesitate to invest in training due to financial restrictions and concerns of training benefits. Therefore there is a need for a training evaluation model which not only is simple and affordable but also appreciates the fact that training is a complex web of relationships between trainer, trainee, content, work environment and organisational goals. To formulate such a model a three-step process was adopted which facilitated filtering out the appropriate assessments. The resulting evaluation model is capable of taking into account factors lying inside as well as outside the training realm while still playing a crucial role in the effectiveness of a training program. Thus, besides assessing the effectiveness of training it even works as a navigation tool for designing future training programs. Finally, the proposed training evaluation model was applied on a training program in a small-scale service oriented organisation and the analysis of the results showed that the model successfully attained the anticipated aims.
The findings of this study reaffirm that pedagogical innovators encounter a range of dilemmas whi... more The findings of this study reaffirm that pedagogical innovators encounter a range of dilemmas while realizing their innovations and the effective management of these dilemmas enables them to progress toward their intended pedagogical goals. Effective management usually involved the “through—through” thinking advocated by Trompenaars. The main contributions of this research are: the application of cognitive mapping to identification of dilemmas; the identification of thirteen distinct dilemmas that can be managed by educational institutions and innovative educators; and articulation of alternative ways of reconciling dilemmas. The findings may assist educators with choosing an appropriate course of action when facing a dilemma during their innovations.
Disruptive Technologies in Education and Workforce Development, 2024
In a rapidly evolving world, students are becoming increasingly techno-social, mirroring the chan... more In a rapidly evolving world, students are becoming increasingly techno-social, mirroring the changing demands of firms. Educational systems must adapt correspondingly, necessitating innovation in teaching practices which constitute the educational process. As Savian highlights robust theoretical underpinnings lead to more effective practical activities. However, while learning theories evolve, teaching practices lag behind. Amidst disagreements, it's acknowledged that learning is complex and diverse. The solution lies in transitioning from traditional pedagogy to contextualized, personalized, collaborative, and technology-mediated learning. Successful educational innovations are essential to meet stakeholders' heightened demands.
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representation in academic leadership roles remains a critical concern. This study investigates the complex institutional barriers hindering women’s advancement into leadership positions. Drawing
on in-depth interviews with 37 women in academia, our analysis
reveals multifaceted challenges rooted in institutional, organisational, and individual factors. Institutionally, cultural and societal
norms, including those influenced by religious traditions, profoundly influence gender dynamics within specific contexts.
Organizational factors, such as a predominantly male workforce
and entrenched practices, pose significant obstacles to women’s
career progression in academic institutions. At a personal level, we
introduce the concept of internalisation of subjugation, which captures women academics’ tendency to adopt more masculine practices, echoing observations from traditional leadership models. This
research offers valuable insights into the nuanced barriers constraining women’s path to academic leadership. A comprehensive
understanding of these challenges is essential for developing targeted strategies and policies to promote gender equality and
inclusivity in higher education institutions.
representation in academic leadership roles remains a critical concern. This study investigates the complex institutional barriers hindering women’s advancement into leadership positions. Drawing
on in-depth interviews with 37 women in academia, our analysis
reveals multifaceted challenges rooted in institutional, organisational, and individual factors. Institutionally, cultural and societal
norms, including those influenced by religious traditions, profoundly influence gender dynamics within specific contexts.
Organizational factors, such as a predominantly male workforce
and entrenched practices, pose significant obstacles to women’s
career progression in academic institutions. At a personal level, we
introduce the concept of internalisation of subjugation, which captures women academics’ tendency to adopt more masculine practices, echoing observations from traditional leadership models. This
research offers valuable insights into the nuanced barriers constraining women’s path to academic leadership. A comprehensive
understanding of these challenges is essential for developing targeted strategies and policies to promote gender equality and
inclusivity in higher education institutions.