Leadership in a Diversified Culture: Qualitative Perspective

The current article addresses the leadership in higher education institutions (HEIs) with diversified cultures’ academics. It stresses the importance of leadership in academia by presenting a self-experience case in this perspective. The experience of 100 academics were utilized, via one-to-one interview, in this perspective in answer two research questions i.e. “how to deal appropriately with a much diversified work culture” and “how to exercise leadership traits in a diversified higher education context?


Introduction
In higher education institutions and by adopting the system approach, the inputs are represented by manpower, management, materials, money, and machines (5M's) are utilized to build the capabilities and competitive advantages. Manpower is crucial in service industry in general, and in education industry in particular. The interaction between service provider i.e. the instructor and the students' shapes, to large extent, the level of delivered quality. Consequently, developing the leading skills required for each instructor could be considered the vital competitive advantage in this industry. Therefore, the current study seeks answer for two questions, which are "how to deal appropriately with a much diversified work culture" and "how to exercise leadership traits in a diversified higher education context? Therefore, the related literature of leadership in HEIs is examined in this perspective then presenting a real leading case in Kingdom of Bahrain context.

Literature Review
To lead in any work you have to have leadership skills. To be visionary i.e. to visualize your career and institution after a period from now, and to have your own way in dealing with subordinates to achieve that vision are two main skills of today's leaders (Northouse, 2013). Skills could be classified to technical, human, and conceptual. Technical skill to be familiar of work steps, rules, and policies to perform professionally. Human skill focuses on understanding others and to be understood besides how to lead your team appropriately. Conceptual skill focuses on the ability to visualize the organization as one system contains many subsystems and the relationships amongst these subsystems besides critical thinking skills (Northouse, 2013;Yukl 2006;and Katz 1974). In Higher Education Institutions (HEIs) context, the leader ought to possess emotional intelligence (EI) which means the ability to lead change and work with team members effectively. Goleman (1995Goleman ( , 1998 argued that EI includes empathy, motivation, self-regulation, and self-awareness. Fullan (2011) added that building strong relationships with staff, faculty, students and other stakeholders especially in times of crisis e.g. COVID-19 are the main crucial leader' skills. Levy and Beaulieu (2003) added that effective leader ought to be familiar of pedagogical policies like student services bylaw, staff training and support, and student training and support. Strategic planning literature figures out the sequential steps to be followed in this perspective. It starts by determining vision, mission, objectives, strategies, policies, procedures, rules, budget, and programs. Consequently, learning, and assessing (TLA) policy should align with university vision, mission, objectives, and strategies to be implemented appropriately.
leadership could be viewed as "shared or distributed" phenomena. Therefore, each team member could participate in leadership within his/her own team. However, distributed leadership does not dismiss hierarchical structures with lines of commands (Angela et al., 2017). Cummings and Worley (2004) argued about reason for that shift in leadership literature. It could be due to increase reliance on teamwork rather than leader-centric approaches. This distributed leadership consists of three main elements: (1) Concretive action, (2) An openness of boundaries, and Breadth and depth of expertise (Bolden et al., 2009;Harris, 2005;Woods, Bennett, Harvey, & Wise, 2004;Gronn, 2002). Concretive action means pool out and utilize the expertise and initiative of each team member to enhance team's performance. This action leads to make team performance greater than the sum of team member's performances. An openness of boundaries means open up the level of discussion amongst team members. Breadth and depth of expertise means distributing this expertise across all team members regardless their position in the formal hierarchy of the organization i.e. all are equal. Meanwhile, traditional leadership theories (i.e. situational leadership, charismatic leadership, transformational, and leader-member exchange) that favor and centered on the formal structures and lines of authority still in practice in higher education (Aldulaimi,2018;Bass, 1998;Graen & Uhl-Bien, 1998;Graeff, 1997;Conger;1989;Brass, 1984;Burns;1978;and Vroom & Yetton, 1973).
In academia like in any other businesses, there is self-leading and non-self-leading staff members. Jooste et al., (2015) differentiate between self-leading individual and non-self-leading one. Self-leading individuals demonstrate higher levels of commitment to their goals, teams, tasks, or organizations compared with individuals who do not engage in self-leadership mechanism. Self-leadership of academics means to exercise high level of inner motivation for oneself to reach the highest possible level of performance. It worth mentioning that such study is a pioneer one in this area of the globe especially for higher education context.
The questions that could rise here are "how to deal appropriately with a much diversified work culture" and "how to exercise leadership traits in a diversified higher education context?" Then, the collected data will be used to seek answer for these two questions.

Study Objectives
The current study seeking answer for the following two questions: 1-How to deal appropriately with diversified work culture? 2-How to exercise leadership traits in a diversified higher education context?

Study Methodology
The qualitative approach was used in the current study. The experience of 100 staff members in a Bahraini university i.e. AMA university in Bahrain were utilized to answer research questions. One-to-one unstructured interview was used as a data collection tool in this perspective. Case study representing one Bahraini university was utilized in the current study to get deep and concentrated insights in this perspective.

Analysis and Discussions
The data collected was utilized to reach clear understanding of academic environment in Bahraini HEIs context and to seek answers for research questions. Generally, to lead in organizations with diversified cultures is not an easy task at all. In AMA University in Bahrain (one Bahraini university), the staff members' routs are highly diversified as they came from different corners in the globe. The main portion came with Fareast culture, mainly Philippines. Another part came with Arabic culture backgrounds i.e. Egyptian, Jordanians, Iraqis, Algerians, Bahrainis, etc. A third part came with western culture like British, Australian, and American. A forth part came with Asian cultures like Indians, Pakistanis, and Bangladeshis. The last portion came with African cultures like Nigeria, South Africa, Senegal, and Sudan. Since joined at 2016, the AMA University was preparing for three accreditations: (1) accreditation from European Council for Business Education (ECBE); (2) quality accreditation from Bahraini Higher Education Council (HEC); and (3) institutional listing for BQF (Bahraini Qualifications Framework).
All university resources allocated and directed toward the successful achievement of these three accreditations. My leadership roles in this mission were: (1) As specialized coordination of marketing and international business domains with the responsibility for adjusting all taught curriculums and TLA (Teaching, Learning, and Assessment) policy to be aligned with ECBE, QA, and BQF. (2) As I was the highest ranked staff member in CAFS (College of Administrative & Financial Studies) with professor title, I participated and headed the three consecutive defense panels. (3) As informal MBA coordinator (after I rejected to be formal coordinator) with full responsibility for exam process at university Auditorium. (4) With the strategic planning team members, I participated in checking the recommendations revealed from the "Focus Study" that conducted via subcontractor for exploring and determining the needs of target markets. (5) With my team members, the academic "Areas and Standards", that figure out the level of matching between staff qualifications and experiences and the occupied positions to ensure sound academic environment. In addition, I participated in checking the university organizational structure's levels and documentations to ensure its understanding by the surrounding stakeholders, especially students. Annex I did participate in ensuring the existence of academic job descriptions with clear authorities and responsibilities, and in ensuring the existence of the appropriate documentations process and archiving systems for university academic meetings and committees to help enhance the academic environment.
In addition, I participated in checking the soundness and effectiveness of academic process. As, I participated in checking the accreditation status-quo of CAFS. In this mission, my role was to assure that all delivered programs have to have accreditation from BQF and NAQQAET (National Authority of Qualifications and Quality Assurance for Education and Training). Moreover, to ensure enhancing the quality of teaching process, the AMA University TLA was refined to ensure the clear mapping between learning outcomes and adopted teaching methods. Annex, I participated in checking the policy' criteria for appointing and promotion to ensure fairness and help enhance the academic quality.
In effectiveness assurance, I participated at enhancing the quality of the university backyard (i.e. internal customers or employees) by assuring the availability and sufficient qualified administrators and the existence of related policies and procedures to enhance academic quality. Finally, I participated at checking the promotion and recruiting policies to ensure the balance between academic and non-academic ratio.

Conclusion
The current study clarify the appropriate way in dealing with diversified work culture and explained how to exercise leadership traits in that diversified work culture in Bahraini higher education context. Therefore, the gained experience from this case help enhance the quality of teaching and researching practices, as the richness of that diversified culture positively fueled each staff member expertise, skills, and communication patterns. Therefore, I am urging HEIs to extend their hiring strategy to include diversified staff members to enjoy the beauty of each culture.