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Academic Curriculum Vitae

Professor Nick Forster

Business Leadership Consultant

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CONTENTS

Biographical Information and Employment History 3 Research and Publications 6 Teaching and Learning 21 Academic Leadership and University Service 31 External Activities 41 References 45 (1 February 2015)

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BIOGRAPHICAL INFORMATION AND EMPLOYMENT HISTORY

Name Nicholas Stephen Forster

Contact Details 4 Jillamatong Street Jindabyne NSW 2627 Australia Telephone: 0467573981 Email: nicdubai@hotmail.com

Nationality Joint Australian and British

Employment History Dates Position September 2014 - Self-employed writer and management consultant:

business leadership, organizational change and evolution. September 2011 - August 2014: Professor of Business and Management, Al Faisal

University College of Business (AUCB), Riyadh, Kingdom of Saudi Arabia. MBA Program Director, January 2012 - January 2014.

AUCB Acting-Dean, June - July 2012 & June 2013. August 2007 - August 2011: Professor of Business Leadership, College of Business

Sciences (CBS), Zayed University, Dubai, UAE. March 2003 - August 2007: Professorial Fellow, Graduate School of Management

(GSM), University of Western Australia (UWA). Externally refereed internal promotion, March 2003.

September 2000 - March 2003: Associate Professor, GSM, UWA. Externally refereed

internal promotion, September 2000. April 1997 - August 2000: Senior Lecturer, GSM, UWA.

October 1991 - March 1997: Lecturer in Organizational Behaviour, Human Resource Management and Business Communication, Cardiff Business School (CARBS), University of Wales College of Cardiff, Wales, UK.

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October 1987 - September 1991: Research Fellow and tutor for M.Sc in Occupational Psychology at the Social and Applied Psychology Unit (SAPU), Sheffield University, UK.

October 1984 - September 1987: Doctoral student at Sheffield Hallam University, UK. October 1983 - September 1984: Masters’ student at Bradford University, UK. July 1979 - September 1983: Various jobs including professional musician, studio

engineer and ski-instructor, UK and continental Europe.

Education History and Academic Qualifications Tertiary Education Sheffield Hallam University, UK (1984 - 1987) Doctor of Philosophy Thesis: Economic and Social Change in the 1980's: A Study of the Effects of Redundancy on a Group of Steelworkers and their Families. Bradford University, UK (1983 - 1984) M.Sc in Industrial Sociology. Dissertation: Ethnic Minorities in the Bradford Labour Market. Leeds University, UK (1976 - 1979), BA Sociology with Honours (Grade 2.1) Secondary Education Ampleforth College, York (1970 - 1976). 10 'O' Levels and 3 'A' Levels (Grades: History - A, Politics - A, English - C)

Awards of Recognition or Merit May 2013, Alfaisal University College of Business, Outstanding Faculty Service Award. June 2010, CBS Graduating Class of 2010 Teaching Commendation, with colleague Francois Bester. July 2009, nominated by the Dean and Associate-Deans of the CBS for a Zayed University Outstanding Faculty Award; and received an AED 20,000 merit pay award in November 2009. June 2009, CBS Graduating Class of 2009 Teaching Commendation, with colleagues Francois Bester and Farzad Farsio. May 2008, CBS Graduating Class of 2008 Teaching Commendation, with colleagues Francois Bester and Kenton Swift. Nominated by the Business Faculty at UWA for a National Australian Universities’ Teaching Award in April 2005 and December 2000.

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December 2002, Excellence in Teaching (EIT) award for The Management of Organizations ('Best Postgraduate Coursework at UWA’ - new award from 2002. $1000 prize). December 2001, EIT award for the Management of Organizations, ('Best Postgraduate Coursework Unit at UWA’. $1000 prize). UWA EIT award for Organizational Behaviour ('Best Unit Coursework at UWA'), December 1999. Six faculty commendations for EIT 1998-2006, and one commendation for Doctoral Research Supervision in 1999. Full fees and competition award grant for the M.Sc studentship at Bradford University (1983-1984). Full fees and maintenance scholarship (1976-1979) for undergraduate degree at Leeds University (competitive competition based on 'A' Level results at schools in Yorkshire).

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RESEARCH AND PUBLICATIONS

Summary of Research Activities at the College of Business, Al Faisal University, and the College of Business Sciences, Zayed University (2007 - 2014) Globally, business and management researchers have either overlooked Arab women's conceptions and experiences of leadership and management, or just subsumed these under generic analyses of ‘the Arab World’ as a homogenous bloc (e.g. House et al, 2004). The existing international research on business leadership and women business leaders has been characterised by an Anglo-centric, ‘western’ worldview, and just a handful of leadership researchers have factored in the very different economic, political, cultural, and religious environments that prevail in each of the countries of the Middle-East and North Africa (MENA) region (e.g. Dubai Women Establishment, 2009). This research has led to some understanding of how culture and religion shapes assumptions about business leadership and ‘appropriate’ gender-roles in the MENA region, and there has also been a limited amount of research documenting the emergence of Emirati women in significant numbers in the UAE labour market during the 2000s. However, in order to better understand Arab women's conceptions and experiences of leadership and management, we have supplemented the simplistic notion of ‘Arabic’ business leadership by including two new categories of analysis in our research:

1. Women - as opposed to men or the generic/gender-neutral categories that have been used in almost all previous research.

2. Individual Arab states - as opposed to the monolithic ‘Arab World’. The UAE, for example, is a unique country in the Middle-East, particularly in terms of the relative freedoms and opportunities it offers to national and expatriate women, and in its comparatively moderate variant of Islam.

To redress the distinct lack of information and knowledge about Emirati women in the UAE labour market and in leadership positions (and, of course, the attitudes of men towards women in these roles), six major studies have been completed: The first (January - May 2008) examined the differences in the gender self-attributions and self-perceptions of 144 final-year Zayed University Business Leadership students and 114 female MBA postgraduates at the University of Western Australia (Moore and Forster, 2009; Forster, 2008). The second (September 2008 - January 2009) examined what turned out to be the very different attitudes that 50 women at the College of Business Sciences at ZU and 50 Dubai Men’s College students had towards women in business leadership roles in the UAE. The third (February - May 2009). was a comparative analysis of (i) the beliefs that 337 female and male Emirati employees, from six organizations, had about the most important attributes and qualities of effective business leaders in the UAE; (ii) the very varied attitudes these women and men had toward women in business leadership roles in the Emirates and about female leaders in their organizations; and (iii) their gender-self attributes and self-beliefs. The fourth, (September - November 2009), comprised in-depth interviews with 20 Emirati men (aged 25 - 65). This revealed very mixed attitudes towards women in leadership positions in the UAE and mixed opinions about the growing economic and social power of Emirati women. The fifth, (January - May 2010), examined the reasons why so few Emirati women are attracted to careers in the UAE IT sector (Forster, and Al Marzouqi, 2011; 2010).

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The sixth study, completed in January 2011, looked at the conflicting demands of work and family life among 74 professional Emirati women (Forster, N., Ibrahim and Ebrahim, 2011). The seventh and eight studies, which replicate most elements of studies 1-6, were conducted in the KSA and Oman during 2012-2014. The results of these studies have either been published, recently submitted to journals, or are currently being written up for publication. These will culminate in a book being published by Cambridge University Press at the end of 2015.

Summary of Research Activities at the University of Western Australia 1997 - 2007 June 2005 - January 2006: worked with Noelene Jennings and colleagues, of the City of Perth Executive WA, in an evaluative study of their introduction of knowledge management systems 2002-5. March - July 2006: with Professor Ron Cacciope of the GSM/Australian Institute of Management (WA) Integral Leadership Centre, completed a cohort survey of managers’ perceptions of ethical conduct and social responsibility in organizations. January - February 2005: questionnaire survey of the readership, use and relevance of academic and practitioner/professional management and business publications to the leaders of the largest private and public sector organizations in Australia. January 2005: Maximum Performance: A Practical Guide to Leading and Managing People at Work, was published worldwide by Edward Elgar with several endorsements from local business leaders, including Mr. Michael Chaney (the Australian Financial Review’s ‘CEO of the Year’, 2003). This book was based on fifteen years of postgraduate management education and dozens of external leadership and management development workshops with more than 2000 business leaders, managers, professionals and MBA students. Targeted at both working professional and managers and the postgraduate management education market in the USA, the UK, Australia and New Zealand, it received several very positive reviews. April - August 2003: involved with Dr. Sandra Kiffin-Petersen in a review of learning outcomes based education/teaching on the GSM MBA program, and looking at other current issues in postgraduate management education and modes of delivery. August 2000 - June 2002: coordinated a study of work stress and stress management in West Australian organizations, in collaboration with Professor Leonie Still, Director of the GSM Women and Business Centre (CENWAB). This research was sponsored by the Australian Institute of Management (Western Australia) and the Graduate Management Association. Questionnaires (N = 207), interviews (N = 40) and focus group surveys (N = 20) of male and female managers in WA were conducted between August 2000 and March 2001. A detailed report was presented to AIM, a CENWAB monograph was published in March 2002, and a refereed journal article was also published. Several other refereed articles on leadership, equal opportunities; the impact of new technologies on organizations; cross-cultural training and developing international managers were published between 1999 and 2001. March 1997 - December 2001: the results of the longitudinal research on international managers conducted at Cardiff Business School were written up. Ten articles stemming from this were published in a variety of refereed journals.

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Summary of Research Activities 1987 - 1996 Cardiff Business School, UK, 1991 - 1996 Conducted a longitudinal study of international job relocation, the training and development of international managers and international HR policies in 36 UK companies (1992-6). This involved a three-time point questionnaire survey of more than 500 respondents in 1995 and 1996, 30 interviews with HR managers and 40 interviews with expatriate managers and their partners in Europe, North America and East Asia in 1996. This was the only research project of its type conducted in the UK in the 1990s. A detailed report (158 pp.) was prepared for the collaborating organizations, leading in most cases to the fine-tuning of expatriate management policies and, in a few companies, to a major overhaul of their international HR policies. The analysis of a substantial longitudinal data set began in autumn 1996. The outcomes of this research were assessed as being ‘Good’ by the ESRC Grants’ Review Board in 1998. Collaborative work with Professor Richard Whipp in the area of European HRM (1995-1996) and with Tony Munton, London University on the impact of international assignments on family life (1992-1994). (Details of management education programs, consultancy work and other activities stemming from this research can be found in the ‘Academic Leadership and Service’ section) Social and Applied Psychology Unit (SAPU), UK, 1987 - 1991 Employed on a four-year project examining how four large UK companies managed the career development, job mobility and relocation of their employees (1987-1991). This research combined quantitative (questionnaires) and qualitative (interviews, case study, document analysis and participant observation) methodologies. Detailed reports, with policy recommendations were provided to each of the collaborating organizations. Several substantive changes were made to the career development and employee mobility policies by the HR Directors in each of the four companies. Several articles and a co-authored monograph were generated from this research (see Publications Section). Also involved in a team-monitoring project (with Sarah Bishop, Tony Munton and Nigel Nicholson) of the Employment Agency's group relocations from London to the North of England during 1990-1991.

Research Funding (1990 - 2013) Al-Faisal University research grant of 45,375 SAR (c. $AUS 12,000; Competitive Internal Grant Project No. 119060109123) for research on women professionals in the Saudi Arabian and Kuwait labour markets, 1 December 2011. No grants were received in the UAE because the local National Research Foundation, despite having two rounds of funding applications in 2008 and 2009, failed to provide a single dirham in research funding for any researchers in the UAE. It was closed down in 2011. Research Quantum (RQ) allocations of $2,670 for 2007, $2087 for 2006, $1152 for 2005, $1755 in 2004, $2197 for 2003, $3230 for 2002, $3132 for 2001, and $1522 for 2000. The RQ was an annual competitive GSM grant based on publication outputs over the preceding three years.

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$5000 from the Australian Institute of Management (AIM) to support research on ethics and social responsibility in business (2002 - 2003); $2000 from AIM for questionnaire copying and mailing costs of occupational stress survey in 2001. The international relocation project at the Cardiff Business School, UK was funded by a competitive Economic and Social Research Council (ESRC) grant of £26270. Award Number: R000221115. The companies involved in this project put an additional £3600 into the research (1994 -1997). The Executive Outplacement Agency covered the costs (£1500) of the questionnaire survey and interviews of expatriates returning to the UK (1993). £40,000 from The Employment Department for the SAPU monitoring project of their group relocations from London to the north of England (1990-1991). The four collaborating companies in the SAPU career development and job mobility study contributed £8000 (1987-1990). Total research funding to December 2012 = c. $232,000 (Australian dollars).

Research Supervision During my employment at Zayed and Al-Faisal universities, there were no doctoral programs in place. Two MBA Applied Business Research projects supervised during 2011-2012 (15,000 word project on an applied business or management topic). Fourteen final year CBS capstone reports 2007 - 2011 (applied research projects of c.15,000 - 20,000 words). Three of these were chosen by the Dean as ‘Best College of Business Capstone Project’, and two of those were selected as ‘Best Capstone Project at Zayed University’ in 2009 and 2011. Peter Hosie (2000-2004), Doctoral thesis, ‘A Study of the Relationships between Managers’ Job Related Affective Well Being, Intrinsic Job Satisfaction and Work Performance’. MBA Management Research Report, (Nick Woodward, ‘The Fifth Element: Culture, Innovation and Knowledge Management in Australian Third-Wave Companies’ to completion in February 2001 (30,000 word report). Two doctoral students co-supervised to completion at Cardiff Business School; 23 MBA capstone management reports supervised at CARBS 1991 - 1997 (15,000 – 20,000 word projects on an applied business or management topic).

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Publications Books Forster, N. (2010, second edition), Maximum Performance: A Practical Guide to Leading and Managing People at Work, pp. 584. Kindle version Available from Amazon. ISBN 1-902969-02. Forster, N. (2005, first edition), Maximum Performance: A Practical Guide to Leading and Managing People at Work, Cheltenham: Edward Elgar, pp. 594. ISBN 1-84542-000-4. To date, this is the only book on leadership/people management published in Australia endorsed by Michael Chaney, Chairman of the Business Council of Australia and former CEO of Wesfarmers. It was also endorsed by two former winners of the Telstra Australian Business Woman of the Year award. Forster, N. and Still, L. (2002), All Work and No Play? The Effects of Occupational Stress on Managers and Professionals in Western Australia, Perth: Fineline Press, pp. 185. ISBN 1-920689-00-1. Forster, N. (2000), Managing Staff on International Assignments: A Strategic Guide, London: Financial Times and Prentice-Hall, pp. 171. ISBN 0-273-64506-4. Munton, A.G.; Forster, N.; Altman, Y. and Greenbury, L. (1993), Job Relocation: Managing People on the Move, London: Wiley & Sons, pp. 168. ISBN 0-471-93728-2.

Books in Progress Forster, N. (2015), A Quiet Revolution? The Growing Influence of Women in Business and Management in the Middle-East, Cambridge: Cambridge University Press. Forster, N. (2016), The Enemy Within? How Psychopaths and Sociopaths Destroy Everything (publisher TBC).

Refereed Journal Articles Forster, N., Ibrahim, N. and Ebrahim, A. (2014), ‘An exploratory study of work-life balance and work-family conflicts in the United Arab Emirates', Skyline Business Journal, IX(I), pp.34-42 , ISBN 1998-3425. Forster, N. and Al Marzouqi, A. (2011), ‘An exploratory study of the under-representation of Emirati women in the United Arab Emirates’ information technology sector’, Equality, Diversity and Inclusion: An International Journal, 30(7), 544-562. ISSN 2040-7149.

Forster, N. (2010), ‘Exposing the contradictions, myths and illusions of “the secrets of business success” literature’, Vision: the Journal of Business Perspective, 14(1-2), January-June, 1-22. ISSN 0972-2629. Moore, L. and Forster, N. (2009), ‘An exploratory analysis of cross-cultural differences in sex-typing, gender self-attributes; and the emergence of androgynous leadership traits’, Indian Journal of Management, 2(2), July-December, 4-15.ISSN 0975 - 055x. Cacioppe, R., Forster, N. and Fox, M. (2008), ‘A survey of managers’ perceptions of corporate ethics and social responsibility, and actions that may affect companies’ success’, Journal of Business Ethics, 82, 681-700. ISSN 10551-007-9586.

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Forster, N. (2007), ‘CEOs’ readership of business and management journals: implications for research and teaching in Australian business schools,’ Journal of Management and Organization, 13(1), 24 - 40. ISSN 1833-3672. Forster, N. (2006), ‘The impact of emerging technologies on business, commerce and industry during the second and third decades of the 21st century’, Vision: The Journal of Business Perspective, October-December, 10(4), 1 - 29. ISSN 0972-2629. Forster, N. (2006), ‘Hewlett-Packard: the new way?’ Management Case Study Journal, July, 33 - 52. ISSN 1445-033X. Forster, N. (2005), 'Power and influence: what forms of power are the best for influence?’, Leadership Excellence, 20 (12), December, pp. 20-21. Hosie, P., Forster, N. and Sevastos, P. (2004), ‘The impact of global challenges on Australian managers’ affective well-being and performance’, Research and Practice in Human Resource Management, 12(1), 73 - 91.ISSN 0218-5180. Bellman, S., Forster, N., Still, L. and Cooper, C. (2003), ‘Gender differences in the use of social support as a moderator of occupational stress’, Stress and Health, 19(1), 45 - 58. ISSN 1532-3005. Forster, N. (2002), ‘Managing excellence through corporate culture: the H-P way’, Management Case Study Journal, 2(1), May, 23 - 40. ISSN 1445-033X. Forster, N. (2001), ‘A case study of women academics’ views on equal opportunities, career prospects and work-family conflicts in a British University,’ Career Development International, 15(7-8), 316-327. ISSN 1362-0436 (reprint). Forster, N. (2000), ‘Myten om den internationella chefen: pa andra vagar till utlandsuppdragen’, Ledmotiv, 3, 85 - 95. ISSN 1403-7742 [trans: ‘The myth of the international manager: on other roads to foreign missions’, Leitmotif]. Forster, N. (2000), 'The myth of the international manager', International Journal of Human Resource Management, 11(1), 126 - 142.ISSN 0985-5192. Forster, N. (2000), ’The potential impact of third-wave technologies on organizations’, Leadership and Organization Development Journal, 21(5), 254 - 262. ISSN 0143-7739. Forster, N. (2000), ‘Expatriates and the impact of cross cultural training’, Human Resource Management Journal, 10(3), 63 - 78. ISSN 0954-5395. Forster, N., Majteles, S., Mathur, A., Morgan, R., Preuss, J., Tiwari, V. and Wilkinson, D. (1999), ‘The role of storytelling in leadership’, Leadership and Organization Development Journal, 20(1), 11 - 19. ISSN 0143-7739. Forster, N. (1999), ‘A case study of women academics’ views on equal opportunities, career prospects and work-family conflicts in a British University,’ Women in Management Review, 15(7), 33 - 46. ISSN 0964-9425. Forster, N. (1999), 'Another glass ceiling? The experiences of women expatriates on international assignments’, Gender, Work and Organization, 6(2), 79 - 90. ISSN 0968-6673. Forster, N. (1997), 'The 'myth' of high expatriate failure rates: a reappraisal', International Journal of Human Resource Management, 8(4), 414 - 433. ISSN 0958-5192.

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Forster, N. and Johnsen, M. (1996), 'Expatriate management in UK companies new to the international scene', International Journal of Human Resource Management, 7(1), February, 178 - 206. ISSN 0958-5192. Forster, N. and Whipp, R. (1995), 'The future of human resource management in Europe: a contingent approach', European Management Journal, 13(4), 434 - 442. ISSN 0263-2373/95. Forster, N. (1994), 'The forgotten employees?: the experiences of expatriate staff returning to the UK', International Journal of Human Resource Management, 5(4), 405 - 427. ISSN 0958 - 5192. Forster, N. (1993), 'International job mobility and relocation in the 1990s', European Work and Organizational Psychologist, 2(3), 191 - 9. ISSN 0960-2003. Forster, N. (1992), 'International managers and mobile families: The professional and personal dynamics of transnational career pathing and job mobility in the 1990s', International Journal of Human Resource Management, December, 3(3), 605 - 623. ISSN 0958-5192. Forster N. (1992), 'UK companies adopt a 'wait and see' approach to the single market’, Journal of Personnel Management, December, 2 - 8. ISSN 0031-5761. Forster, N (1991), 'Developing the role of the personnel function in the management of job mobility', Human Resource Management Journal, 2(1), 18 - 24. ISSN 0954- 5395. Forster, N. and Munton, A. (1991), 'The danger of a false move', Personnel Management, January, 40 - 45. ISSN 0031-5761. Forster, N. (1991), 'Employee job mobility and relocation: a major challenge for human resource managers in the 1990s’, Personnel Review, 19(6), 18 - 24. ISSN 0048-3486. Munton, A. and Forster, N. (1990), 'Job relocation, stress and the role of the family', Work and Stress, 4(1), 75 - 81. ISSN 0267-8373/90. Forster, N. and Munton, A. (1990), 'Managing the personal side of relocation', British Psychological Society Guidance and Assessment Review, 6(6), 4 - 17. ISSN 0256-1610. Forster, N. (1990), 'A practical guide to the management of job changes and relocation', Personnel Review, 19(4), 26 - 35. ISSN 0048-3486. Forster, N. (1989), 'The successful adjustment to early retirement of British steelworkers’, Aging International, Summer, 41 - 45. ISSN 0321-6721.

Refereed Journal Articles in Progress Forster, N. (2015), ‘The contradictory and evolving perceptions that male and female Emiratis have about women in business leadership positions in the United Arab Emirates’, Gender in Management: An International Review (submitted June 2014). Forster, N. and Lund, D. (2015), ‘The consequences of working with functional-sociopaths in higher-education’, Journal of Higher Education (in progress). Forster, N. (2015), ‘Why are there no world-class universities in the Middle-East?’ The Chronicle/Times Higher Education (in progress).

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Book Chapters Forster, N. (2007), ‘Expatriates and the impact of cross cultural training’, in Hutchings, K. and De Cieri, H. (Eds.), International Human Resource Management: From Cross-Cultural Management to Managing a Diverse Workforce, Aldershot: Ashgate, pp.83 - 98.ISBN 978-0-7546-2654-1. Forster, N. (2006), 'The analysis of company documentation', in Scott, J. (ed.), Documentary Research. London: Sage Publications, pp. 83 - 107. ISBN 10-1-4129-0817-5 (reprint). Forster, N. (2005), ‘Power and influence: taking control’, in Understanding Influence for Leaders at all Levels. Sydney: McGraw Hill and the Australian Institute of Management, pp. 1-39. ISBN 0-074-71380-9. Hosie, P., Forster, N. and Sevastos, P. (2002), ‘Job-related affective well-being, intrinsic job satisfaction and managers’ performance’, in Morrow, L.; Verins, I. and Willis, E. (eds.) Mental Health and Work: Issues and Perspectives, Adelaide: Ausienet, pp. 189 - 200. ISBN 0958-722854. Forster, N. (1994), 'The analysis of company documentation', in Cassell, C. and Symon, G. (eds.), Qualitative Methods in Organizational Research. London: Sage Publications, pp. 147 - 167. ISBN 0-8039-8770-6. Forster, N. (1992), 'International managers and Mobile Families in the 1990s', in Bresnen, M. and Noon, M. (eds.), The Challenge of Change: The Theory and Practice of Organizational Transformations. Cardiff: Cardiff University Press, pp. 121 - 138. ISBN 0-902810-11-1.

Refereed Conference Papers Forster, N. (2013), ‘Work-life balance and work-family conflicts in the United Arab Emirates', Proceedings of the Academy of International Business (Middle-East and North Africa) Conference, Cairo, Egypt, January. Forster, N. (2012), ‘Are female managers from Venus and do male managers really come from Mars?' Proceedings of the Women as Global Leaders Conference: Creating a Sustainable Future for the World, Zayed University, Abu Dhabi, United Arab Emirates, March. Forster, N., Ibrahim, N. and Ebrahim, A. (2012), ‘A study of work-family conflicts among professional Emirati women in the United Arab Emirates’, Proceedings of the Women as Global Leaders Conference: Creating a Sustainable Future for the World, Zayed University, Abu Dhabi, United Arab Emirates, March. Forster, N. (2010), ‘The contradictory claims, myths and Illusions of the “secrets of business success and company longevity” genre’. Proceedings of the Academy of International Business (Middle-East and North Africa) Conference, Dubai, UAE, December. Forster, N.. and Al Marzouqi A (2010), ‘The under-representation of Emirati women in the United Arab Emirates’ information technology sector’. Proceedings of the Academy of International Business (Middle-East and North Africa) Conference, Dubai, UAE, December. Forster, N. (2008), ‘The Emergence of Global Androgynous Business Leadership Styles? A Comparison of the Leadership Attributes of Zayed University Business Leadership 401 Students and MBA Students at the Graduate School of Management, the University of Western Australia’. Proceedings of the Women as Global Leaders Conference, Zayed University, Dubai, United Arab Emirates, March.

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Forster, N. (2007), ‘Research for whom? The impact of business and management research on private and public sector leaders, with a discussion of some implications for future directions in research and teaching in Australian business schools,’ Proceedings of The Oxford Business and Economics Conference, Oxford University, England, June. Hosie, P., Forster, N. & Sevastos, P. (2005), ‘Squeezing the pips: international pressures on managers' affective well-being and performance’, Proceedings of The Ninth International Conference on Global Business and Economic Development Management: Challenges in Times of Global Change and Uncertainty, Seoul, South Korea, May. Forster, N. (2004), 'The effects of new and emerging technologies on business leadership and organizational management', Proceedings of the Third Global Business and Economics Conference, Amsterdam, Holland, July. Hosie, P., Forster, N. & Sevastos, P. (2003), ‘Applying the happy-productive worker thesis to Australian managers’, The Seventeenth Annual Conference of the Australian and New Zealand Academy of Management, Freemantle, WA, Australia, December. Kiffin-Petersen, S. & Forster, N. (2003), ‘The challenges and implications of learning outcomes based education for teaching organizational behaviour to MBA students’, Proceedings of the Seventeenth Annual Conference of the Australian and New Zealand Academy of Management, Freemantle, WA, Australia, December. Forster, N. (2000), ‘The effects of cross cultural training programs on expatriate adjustment to international assignments’, Proceedings of the Fourteenth Annual Conference of the Australian and New Zealand Academy of Management, Macquarie Graduate School of Management, Sydney, Australia, December. Forster, N. (2000), ‘The experiences of women expatriates on international assignments’, Proceedings of the Fourteenth Annual Conference of the Australian and New Zealand Academy of Management, Macquarie Graduate School of Management Sydney, Australia, December. Haimes, G. & Forster, N. (2000), 'Aussie Rules - OK!', Habitus 2000: A Sense of Space, Perth, Western Australia, September. Forster, N. (1998), 'Another ‘glass ceiling’?: the experiences of women managers and professionals on international assignments', Proceedings of the Seventh International Conference on Women in Leadership, Edith Cowan University, Perth, Australia, November. Forster, N. (1997), ‘A case study of women academics’ perceptions of equal opportunities, career prospects and work family conflicts’, Proceedings of the Sixth International Conference on Women in Leadership, Edith Cowan University, Perth, Australia, November. Forster, N. (1997), 'The experiences of expatriate managers and their partners in China', Doing Business in China: A Partnership in Strategic Development, Perth Chamber of Commerce, Australia, October. Forster, N. (1997), ‘The myth of the international manager’, Proceedings of the European Association of Management Conference, University of Dublin, Eire, March. Forster, N. (1996), 'Expatriate management in China', Proceedings of the First Conference on Cross Cultural Management in China, Hong-Kong Baptist University, Hong-Kong, August.

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Forster, N. and Johnsen, M. (1996), 'Expatriate management in companies new to the international scene', Proceedings of the Second European Conference on International Staffing and Expatriate Management, University of Minho, Braga, Portugal, June. Forster, N. (1996), 'The effects of international assignments on family life', Proceedings of the Second European Conference on International Staffing and Expatriate Management, University of Minho, Braga, Portugal, June. Forster, N. (1996), 'Managing the personal side of international relocations, Proceedings of the Second Working Partners Conference, United Nations Association (UK), London, April. Forster, N. & Whipp R. (1995), 'Human resource management in Europe: a contingent approach', Proceedings of the Seventh European Conference on the Psychology of Work and Organizations, University of Gyor, Hungary, April. Forster, N. (1994), 'Are expatriate managers “international managers”?' Proceedings of the Employment Research Unit Annual Conference, Cardiff Business School, Wales, September. Forster, N. (1994), 'Personal and social aspects of relocation', Industrial Relations Services Conference, Relocating Staff: the Practical Implications, Centre Point, London, November. Forster, N. & Bishop, S. (1994), 'Managing group relocations: lessons learn from the Employment Department’s move from London to the North ', Industrial Relations Services Conference, Relocating Staff: the Practical Implications, Centre Point, London, November. Forster, N. (1993), 'International managers and their families: the preliminary findings of a longitudinal survey', Proceedings of the Fifth European Conference on the Psychology of Work and Organizations, University of Alicante, Spain, April. Forster, N. (1992), 'International managers and mobile families', Proceedings of the Employment Research Unit Annual Conference, Cardiff Business School, Wales, September. Forster, N. (1991), 'International relocation: an agenda for future research', Proceedings of the British Psychological Society Annual Conference, Hull University, April. Forster, N. & Munton, A.G. (1990), 'Managing job relocation', Second CBI Employee Relocation Council Conference, Centre Point, London, July. Munton, A.G. & Forster, N. (1990), 'International job relocation, stress and the family', Proceedings of the Third European Congress of Psychology, University of The Hague, April. Forster, N. & Munton, A.G. (1990), 'Organizational aspects of career development, job mobility and relocation', Proceedings of the British Psychological Society Annual Conference, London University, December. Forster, N. & Munton, A.G. (1989), 'How organizations use and abuse job mobility: a positional case study', Proceedings of the Second European Congress of Psychology, Cambridge University, April.

Professional and Practitioner Articles Spiers, C. and Forster, N. (2010), ‘What holds Emirati women back’, Gulf News (Business Section), 7 December. p. 10.

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Forster, N. (2010), ‘Dubai 2010: boom, bust and some benefits’, Business-Because, http://www.businessbecause.com/school-commentary/dubai-2010-boom-bust-blame-and-some-benefits.htm. Forster, N. (2008), ‘Where the consultants go wrong’, CEO Middle East, January. p. 21. Forster, N. (2006), 'Catholicism: warts and all’, The Australian (Letters to the Editor), 19 April. James, D.; Avery, G. & Forster, N. (2006), 'Mixed signals: how can one manager be a different boss to their staff at different stages of their development?’, Business Review Weekly, Leadership Case Study, 20 April, pp. 78 - 79. Forster, N. (2005), 'Leadership’s core components’, West Australian Business News, 3 February, p. 14. Forster, N. and Fells, R. (2004), 'Tell us what you want and we’ll deliver: better dialogue would improve the quality of our MBAs’, The Australian (Higher Education Section), 15 December, p.38. Forster, N. (2003), 'Excellence in Teaching’, UWA Issues of Teaching and Learning, 9(1), June, p. 4. Forster, N. (2001), 'Ideology holds back a struggling sector’, The Australian, October 24, p. 36. Forster, N. and Still, L. (2001), ‘All work and no play’, The Graduate Management Association Journal, pp. 21-22. Forster, N. (2001), 'Growing big ears’, Corporate Relocation News, June, p. 28. Forster, N. (2001),'The right stuff?’, Corporate Relocation News, June, pp. 25 & 28. Forster, N. (2001),'Doing business in 2010’, Corporate Relocation News, January, pp. 18 & 48. Forster, N. (2000), 'Where are all the leaders?’, West Australian Business News, 9(36), p. 12. Forster, N. (2000), 'Clothes maketh the man?’, West Australian Business News, 9(32), p. 10. Forster, N. (2000), 'Leaders and followers’, Corporate Relocation News, August, pp. 5 - 6. Forster, N. (2000), 'Excellence in Teaching’, UWA Issues of Teaching and Learning, 6(5), June, p. 3. Forster, N. (2000), 'Value-Added’, Corporate Relocation News, April, pp. 22-24. Forster, N. (2000), ‘Reality Bites’, Corporate Relocation News, March, p. 20. Forster, N. (2000), ‘Put shareholders first and finish last’, Corporate Relocation News, March, pp. 20-21. Forster, N. (2000), 'Whining is all very well, but what about solutions?’, The Australian (Higher Education Section), March 22, p. 44. Forster, N. (1999), 'Big players pay attention and profit’, West Australian Business News, 8 (7), p. 10. Forster, N. (1999), 'Stockholders in private Universities’, The Australian, August 8, p. 22.

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Forster, N. (1999), 'Think as a follower to shape leadership’, West Australian Business News, 8(3), p. 9. Forster, N. (1999), 'The value of management education’, West Australian Business News, 8(1), p. 6. Forster, N. (1999), 'Students want the real world in the classroom’, University of Western Australia Newsletter, January, p. 6. Forster, N. (1998), 'Higher learning: higher pay’, West Australian Business News, 7(27), p. 7. Forster, N. (1998), 'Shareholders not the primary concern’, West Australian Business News, 7(26), p. 9. Forster, N. (1998), 'In the real world’, WA Business News, 7(23), p. 10. Forster, N. (1998), 'Advice to BHP to help fill Prescott’s spot’, West Australian Business News, 7(14), p. 6. Forster N. (1995), ‘Teaching skiing (6): getting the best out of kids’, English Ski Council - Ski News, Winter, p. 4. Forster N. (1995), 'Teaching skiing (5): overcoming fear', English Ski Council - Ski News, Autumn, p. 7. Forster N. (1995), 'Teaching skiing (4): leadership and motivation', English Ski Council - Ski News, Summer, p. 5. Forster N. (1995), 'Teaching skiing (3): communicating with your clients', English Ski Council - Ski News, Spring, p. 7. Forster N. (1994), 'Teaching skiing (2): diagnosis and reinforcement', English Ski Council - Ski News, Winter, p. 6. Forster N. (1994), 'Teaching skiing (1): ‘“Bend your knees and try to relax”: some alternative approaches to teaching skiing', English Ski Council - Ski News, Autumn, p. 4. Forster, N. (1993), 'The response of British companies to the advent of the single European market', Welsh Development Association: Gateway to Europe, 11, Summer, pp. 1-8. Forster N. (1992), 'The challenges of 1993: the response of British companies to the advent of the Single European Market', European Access, December, 6, pp. 15 - 27. Forster, N. (1992), 'International Managers and Mobile Families', Management Research News, 15(5/6), pp. 10-15.

Management Training Manuals Forster, N. (2000), Personal Effectiveness, pp. 164. Forster, N. (1999), Effective Teams and Groups, pp. 105. Forster, N. (1999), Organizational Effectiveness and Leadership Skills, pp. 165.

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Training packages, with detailed instructor notes, prepared for non-degree vocational management education courses taught at the International Business and Management Education Centre, Singapore.

Academic Accreditation Reports Forster, N (2013), National Commission for Academic Accreditation and Assessment: Report on Periodic Program of Self-Study for the Alfaisal University College of Business Master of Business Administration Program. Accreditation report for the NCAAA and Ministry of state for Higher Education (pp. 191)

Forster, N (2013), National Commission for Academic Accreditation and Assessment: Annual program Report for the Alfaisal University College of Business Master of Business Administration Program. Accreditation report prepared for NCAAA and Ministry of state for Higher Education (pp. 103)

Forster, N (2013), National Commission for Academic Accreditation and Assessment: Alfaisal University College of Business Master of Business Administration Program Specification Report. Accreditation report prepared for the NCAAA and Ministry of state for Higher Education (pp. 47).

Faculty Reports Forster, N. (2005), Graduate School of Management Teaching Portfolio, GSM Report, pp. 101. Forster, N. & Vincent, P. (2001), Graduate School of Management Research Portfolio, GSM Report, pp. 63. Forster, N. (2001), Priorities and Action Plan for Teaching and Learning at the GSM, report presented to the GSM Strategic Planning Forum, Mandurah 9-10 December, pp. 105. Forster, N. (2000), Faculty of Economics and Commerce Restructuring: The Views of the Graduate School of Management, the GSM Advisory Board, The Graduate Management Association and the Association of MBA Students. Report to the Faculty of Economics, Commerce and Law, pp. 87. Forster, N. (1999), Priorities and Action Plan for Teaching and Learning at the GSM, report presented to the GSM Strategic Planning Forum, Mandurah 9-10 December, pp.55. Forster, N. & Vincent, P. (1999), Graduate School of Management Research Portfolio, GSM Report, pp. 57.

Company Reports Forster, N. (1996), Managing Expatriates. Report presented to the 36 collaborating companies involved in the expatriate management project, Cardiff Business School, UK, pp. 158. Bishop, S., Forster, N., Munton, A. & Nicholson, N. (1991), Final Report on the Group Relocation Project to the Employment Department, MRC/ESRC Social and Applied Psychology Unit, University of Sheffield, UK, pp. 56. Bishop, S., Forster, N., Munton, A. & Nicholson, N. (1990), Interim Report: The Employment Department Group Relocation Project, MRC/ESRC Social and Applied Psychology Unit, University of Sheffield, UK, pp. 25.

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Forster, N. (1990), Career Development, Job Mobility and Relocation. Four individual reports presented to the collaborating companies in the SAPU relocation study. MRC/ ESRC Social and Applied Psychology Unit, University of Sheffield, UK, pp. 57.

Working Papers and MBA Case Studies Forster, N. (2013), Corporate Culture Case Study: Hewlett Packard, (Iteration 17), Case Study used on the ZU EMBA and Al Faisal MBA programs, pp. 38. Gunningham, C. & Forster, N. (2007), What Do MBA Students Want From MBA Teachers? A working paper which has been distributed to many colleagues. Cacioppe, R.; Forster, N. & Fox, M. (2006), A Study of Corporate Ethics and Social Responsibility: Perceptions that are Changing Company Performance, GSM Integral Leadership Centre, Working Paper, Number 12, pp. 33. Forster, N., O’Donnell, K. & Jennings, N. (2006), The Implementation of a Corporate Knowledge Management Program at the City of Perth, Western Australia, Graduate School of Management, University of Western Australia, pp. 45. MBA Organizational Change and Transformation course Case Study. Forster, N. (2002), The Rise and Fall of Enron and Arthur Anderson, GSM MBA Case Study used on Social, Ethical and Environmental Issues in Business course at the GSM, pp. 30. Forster, N. & Still, L. (2001), Health and Wellness Programs in Western Australia, The Centre for Women and Business, Graduate School of Management, University of Western Australia, Working Paper Series, p.14. ISSN 1320 -1980. Forster, N. & Still, L. (2001), Occupational Stress amongst Managers and Professionals in Western Australia, GSM Centre for Women and Business, Working Paper Series, pp. 26. ISSN 1442-7605. Forster, N. (1999), An Investigation into Equal Opportunities, Career Prospects and Work-Family Conflicts in a British University, GSM Centre for Women and Business, Working Paper Series, pp. 23. ISSN 1320-7602. Forster, N. (1999), The Experiences of Women Expatriates on International Assignments, GSM Centre for Women and Business, Case Study Series, pp. 23. ISSN 1442-7505. Forster, N. (1992), The Challenges of 1993: The Response of British Companies to the advent of the Single European Market, Cardiff Business School, UK, pp. 78. The (then) UK Shadow Trade and Industry spokesman, Robin Cook, requested a copy of this report.

Departmental Seminars and other Discussion Papers More than 40 departmental seminars presented over the last 25 years. More than 30 discussion papers produced at SAPU (Sheffield), the CBS (Cardiff), the GSM (Perth), the CBS (Dubai) and the CoB (Riyadh), from 1987 - 2013.

Dissemination of Academic Research to the Public through other Media The first edition of Maximum Performance received very positive reviews in several academic and practitioner publications during 2005-2006 including, Research and Practice in Human Resource Management (June 2006), the Asia-Pacific Review of HRM (March 2006) Stern Management Review

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(December 2005), The Australian Financial Review Boss Magazine, (August), and The Australian (Higher Education), 1 June 2005. In the review in the Asia Pacific Review of HRM in 2006, Professor Debi S. Saini commented, ‘this book can be seen as one of the best intertwinements of management theory and management practice. It is full of ideas, insights, analyses and even exhortations rooted in corporate and business realities’ … ‘this remarkably helpful bible to practicing managers is probably the best book of its type that I have read in my 34 year academic career’. Yvette Borcia and Gerry Stern, editors of Stern Management Review, commented in December 2005, ‘If I were giving a graduate-level class in leadership and people management skills, I would use this book as the text’ …‘if a client asked for a great book to enhance his/her leadership skills this would be one of the first books I would suggest. It’s that good! This book is an outstanding resource for leaders and aspiring leaders. It is filled with an abundance of insight: the distinction it makes between a leader and a manager is one of the best, if not the best, we’ve read’… ‘it’s a powerful, broad-spectrum leadership toolkit with a wealth of information about skills and practices … it is clearly written and superbly organized … we highly recommend this book’. The Australian Financial Review commented in August 2005, ‘This is a big book in more ways than one … a detailed and illuminating exploration of leadership qualities, attributes, skills and competencies … the mixture of theory, reflective questions, stories, tools and practical exercises demand a level of thoughtful engagement and self-reflection rarely required by books on leadership … the Australian content is refreshing, as is the lack of evangelistic promises of immediate transformation … this book is firmly grounded in supporting the learning and skill development needed for maximum performance’. It also received mentions in AFR (12 August, ‘Alpha women’) and WA Business News (3 February, 'Leadership’s core components’). It was also featured on the Qantas in-flight Business Program in August 2005, and during an interview on ‘The Alpha Woman’ on Counterpoint, ABC Radio (22 September - rebroadcast on 26 and 27 September). Several feature letters and short articles on the involvement of Australian business in Indonesia, business leadership in Australian companies, teaching quality in Australian Universities, the curricula taught in Graduate Management Schools, the ‘Knowledge Nation’, the weakness and ineffectiveness of the academic trade union, MBA programs in Australia and the future of Australian Universities have appeared in The Australian and The Australian Higher Education Section 2000 - 2005. The letter on business leadership in Australian companies was followed by two interviews on ABC Radio Perth during April 1998. Articles stemming from the research at SAPU and the Cardiff Business School appeared in The Financial Times, The Sunday Times, The Guardian, The Independent, The Independent on Sunday and The Yorkshire Post. Plus, interviews on Radio 2, Radio Sheffield and Radio Scotland. Several references to this research also appeared in other professional journals such as Management Today, CBI/ERC Relocation News and Investment International.

More recently, the research on Emirati women and business leaders were featured in articles in Gulf News and Business-Because during 2010.

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TEACHING AND LEARNING

Teaching Responsibilities at the Al Faisal University College of Business (2011 - 2014) Postgraduate I taught MBA courses in Organisational Behaviour (OB), Leading Organisational Change (LOC) and the Legal and Ethical Environment of Business (LEEB). I also facilitated a two-day optional workshop, 'Organisational Change and Evolution' at Al Faisal on 23 February and 1 March (28 participants) 2012, and (for female MBAs) two one-day workshops, 'Women and Business Leadership' on 15 June 2013 and 21 June 2014 (36 & 42 participants). Undergraduate One section of OB and one section of an elective, Business Leadership and Managing Change during the fall semester 2011 and spring semester 2014.

Doctoral Supervision Currently, the AU C0B has no Ph.D or DBA programs.

Summary of Postgraduate and Undergraduate Teaching Evaluations at AU Combined Average Teaching Evaluation Scores for Fall & Spring Semesters*

2011 2012 2013 2014 MBA OB 4.4 4.2 4.4 - - MBA LEEB - - 4.5 - - 4.2

MBA LOC - - - - 4.5 4.2 UG OB 4.7 - - - - 4.4 UG BLOC 4.5 - - - - - -

*All AU official teaching evaluations for 2007 - 2014 are available on request. Undergraduate = 20 evaluation items, 1-5 scale; postgraduate = 10 evaluation items, 1-5 scale - - Not taught

Teaching Responsibilities at the Zayed University College of Business Sciences (2007-2011) Undergraduate From September 2007, I taught two or three sections of Business Leadership 401 each semester, with 25-30 students per section (96 or 144 class contact hours per semester), plus an average of 4 hours per student for consultations, advice on assignments, marking and course administration (200 - 280) per hours per semester. Total hours: c. 296 or 424 hours per semester. Postgraduate

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Fall semester: Organizational Behaviour and Leadership on the Executive MBA, with 35-45 students per group; 36 hours of teaching over 4 days, plus 4 hours per student for advice by email on drafts of assignments, consultations, marking and course administration (about 240 hours per semester). Spring Semester: Organizational Change and Evolution on the Master of Science in International Business (first delivered in 2009), with 35-45 students per group; 36 hours of teaching over 4 days, plus 4 hours per student for advice by email on drafts of assignments, consultations, marking and course administration (about 240 hours per semester).

Summary of Student Evaluations of the Learning Experience (SELE) and Postgraduate Teaching Scores at the ZU College of Business Combined Average Teaching Evaluation Scores for Spring and Fall Semesters*

2007 2008 2009 2010 2011

BL 4.4 4.6 4.4 4.6 4.6

EMBA 4.5 4.4 4.5 4.4 - -

MSIB - - - - 4.7 4.6 - -

* = All official ZU SELE and postgraduate teaching evaluations from the Fall semester 2007 to Spring 2011 are available on request. Undergraduate evaluation forms = 20 items, 1-5 scale; postgraduate = 10 evaluation items, 1-5 scale

- - = Not taught

Student Capstone Project Awards Fall semester 2010, Capstone Report, Emirate Women’s Perceptions of Work-Family Conflicts in the UAE (Nadia Ibrahim and Aesha Ebrahim), received the CBS Dean’s award for ‘Best CBS Capstone Project 2011’ on 11 May 2011. This was also awarded the prize for ‘Best Zayed University Capstone Project’ by the UAE Minister for Education, Sheik Nhayan, on 1 June at the annual ZU Academic Symposium. This research was also featured in a leading article in Gulf Today ‘Student projects raise questions about family emergencies’ on 3 June 2011. Spring semester 2010, Capstone Report, Why Emirati Women are Underrepresented in the UAE IT Sector (Ahlam al Masouri), received the CBS Dean’s award for ‘Best CBS Capstone Project 2010’. This research was published in Equality, Diversity and Inclusion: An International Journal (Forster and Al Marzouqi, 2011). Spring semester 2009 Capstone Report A Comparative Analysis of the Beliefs that Emiratis have towards the Evolving Nature of Leadership in the UAE (Alia Sami Abdulrahman, Alia Khalifa Saif, Noora Abdulla Ahmed and Shamsa Abdulla), received the Dean’s award for ‘Best CBS Capstone Project 2009’. This was also awarded the prize for ‘Best Zayed University Capstone Project’ by the UAE Minister for Education, Sheik Nhayan, on 25 May at the annual ZU Academic Symposium. It was also

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featured in an article in the Arabic language newspaper Emirati Alyoum on 26 July, ‘Survey reveals that Emirati women are not confident about their leadership abilities’. March - May 2008, supervised the preparation of 2008 graduate CBS student Hanan Mansoori’s submission, winning the Leadership Award Category D prize at the UAE Young Leaders’ award ceremony in June 2008.

Doctoral and Capstone Project Supervision The CBS had no Ph.D or DBA programs. Fourteen final-year undergraduate Capstone Projects were supervised from January 2008 - June 2011 (c. 10,000 - 15,000 words each).

ZU College of Business Awards June 2010, CBS Graduating Class of 2010 Teaching Commendation, with colleague Francois Bester. July 2009, nominated by the Dean and Associate-Deans of the CBS for a Zayed University Outstanding Faculty Award; and received an AED 20,000 merit award for this in November 2009. June 2009, CBS Graduating Class of 2009 Teaching Commendation, with colleagues Francois Bester and Ian Michael. May 2008, CBS Graduating Class of 2008 Teaching Commendation, with colleagues Francois Bester and Kenton Swift. (Note: no teaching awards were presented at the ZU Graduation Ceremony in 2011)

The Graduate School of Management, University of Western Australia (1997 - 2007) 1997 - 2007: Organizational Behaviour (OB), Organizational Change and Transformation (OCT), and Social, Ethical and Environmental issues in Business (SEEB). I also taught Managing Strategic Change (MSC) on the Executive MBA, and the Management of Organizations on the Singapore MBA program from 1998 - 2000. OB and SEEIB were compulsory MBA foundation courses. Four classes of 30-40 students were taught over two trimesters of 15 weeks duration each year. These were streamed to ensure a maximum of 40 students per class. Annual class contact time was 144 hours plus some 200 hours of formal ‘Office Hours’ and informal contact time over the two trimesters - MBAs are very demanding! I had full responsibility for the delivery of OB and OCT, preparation of all handouts, class exercises and other materials. Students were generally assessed by individual assignments (3000 words), class contributions, group projects (8000 words) and examinations (c. 3000 words). I was also responsible for marking all course work for OB/OCT, and shared preparation, class delivery and marking with colleagues on the SEEB and MSC Units. This represented a typical teaching load for lecturing-research staff at the GSM.

Summary of Student Perceptions of Teaching (SPOT) Scores at UWA 2003 - 2007 Average scores for 20 compulsory evaluation items on a five-point scale over two teaching trimesters (one trimester was free of teaching each year)*.

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2003 2004 2005 2006 2007

OB 4.4 4.3 4.2 4.4 4.5

OCT -- -- 4.4 4.6 4.6

SEEB 4.0 4.0 4.3 -- --

MSC 3.9 -- -- -- --

GSM mean: 3.9 (Source: 1998 and 2000 GSM Student Satisfaction Surveys. UWA average score for all GSM MBA units taught during 2005-2007 = 3.2 on a 4-point scale)

* = All official UWA SPOT survey results for 2003-2007 can be provided on request -- = Not taught

Teaching Philosophy and Pedagogy

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.

(William A. Ward)

This section describes the teaching and learning philosophy I developed during the 1990s and 2000s, and how this was applied at the University of Western Australia. The principles and practices described have also underpinned my teaching at the Colleges of Business at Al Faisal and Zayed Universities; with suitable adaptations being made for teaching in an Islamic context. Introduction My teaching philosophy is simple - I’m passionate about the subjects and I hope this rubs off on our MBAs. However, this is not enough because there are other special challenges associated with teaching fee-paying post-graduates in a management school. They are often high calibre students, and about two-thirds have considerable work experience. Many are in senior management positions and some run their own companies. They pay good money for each MBA Unit they attend. Many have family responsibilities. When they come into the GSM after an eight or nine-hour day at work, they rightly expect value for money and high quality teaching from enthusiastic, well-informed teachers, who have both a solid grounding in the practicalities of leading and managing in the real-world and are actively engaged in research and/or consulting work with local businesses or public sector organizations. And, when they have not received high-quality vocationally-relevant teaching, they have demanded that changes be made by the GSM in the past. They are also an extremely diverse group of students, in terms of their ages, cultural backgrounds, gender and work experience, and teaching at the GSM has to reflect this diversity. For many students, the OB and SEE Units are also their first contact with the MBA Program after several years out of higher education, so part of the teaching role involves helping them get back into writing assignments and how to do research for individual and group assignments. While the topics I taught on the GSM MBA Program are ones that most students (not all) want to learn more about, many are ‘experienced’ managers,

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So, the challenge is to firstly allow them to express their own views about leadership or people management or change and then try to engage them with alternative ways of looking at these topics and, equally important, at their own behaviour towards their bosses, colleagues and subordinates. A good starting point, having learnt all of the participants’ names, is to encourage them to talk about their own experiences - good and bad - in dealing with these aspects of organizational life, through a variety of experiental exercises, then compare these to the academic discourses, theories and models they have discovered in the course readings. Then, a journey of personal growth, self-evaluation and (un)learning can begin. If MBAs walk out at the end of our sessions thinking, ‘I want to find out more about the issues we covered today’, then I’ve succeeded. Consequently, I’ve endevoured to create an environment where students want to come and learn; one that also encourages them to independently explore the subject areas we cover together in their own time and to try out new approaches to leading and managing their people while they are at work. Collectively, these factors make MBA teaching very challenging and time-consuming, but also an extremely rewarding one. Ability to foster independence of thought

Teachers open the door, but you must enter by yourself.

(Ancient Chinese saying)

I’ve been an advocate of experiental, student-centred and outcomes’ based teaching since the mid-1990s. The content, structure and rubric of the courses I teach reflect this philosophy. The responsibility for learning and developing independence of thought in this environment is placed firmly on the students’ shoulders. They have to be well prepared for each seminar. Each one requires them to cover the compulsory reading, frame answers to discussion questions in the handouts, prepare answers to Case Study questions and be fully prepared to contribute to class debates. This is important because ten percent of their final marks are based on the quality of their class contributions during the Trimester). As noted earlier, there is a great deal of managerial experience amongst the MBA cohort, and so an important part of my teaching role is to tap into and fully utilize this knowledge in class. Hence, my role was to act as a facilitator, mentor and guide, rather than a traditional ‘lecturer’. Availability to students I’m available for three two hour periods a week during each teaching Trimester. I also operate an open-door policy and was available whenever I’m in my office during teaching periods. I’m committed to replying to all weekday email correspondence within 24 hours. I also introduced a Saturday lunchtime consultation time for in 1998, which proved to be very popular with MBA students who are in full-time employment. Students are free to discuss their progress on the course and assignment marks at any time, and I spend a considerable amount of time reviewing individual assignments with students who may have received low marks early in the Trimester, providing guidance on essay writing and helping MBAs with quantitative backgrounds to cope better with qualitative subjects like OB and OCT. Caring and equitable treatment, advice and feedback to students Since studying Sociology as my first degree, I have been active in challenging racist and sexist attitudes amongst both students (and some academic staff) over the last twenty years. In my younger and more radical days, In the UK I was a member of the Anti-Nazi League for four years and the Anti-Apartheid Movement for over ten years. I have been a member of Amnesty International for twenty years. I have given numerous presentations on gender and equal opportunity issues and ethics over the last ten years. On the OB course, we looked at issues of

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racism, sexism and cultural stereotyping and the SEEIB course tackled ethical issues in organizations. This intellectual and political practice has always informed my teaching and carries over into all aspects of my involvement with students at the GSM. I also attended a course on dealing with a multi-cultural student body at the UWA Centre for Staff Development. I am fully aware of the cultural influences on younger overseas MBA students and actively seek to involve them in all class and group activities. Demonstrated ability to teach different cultural groups I have been teaching culturally diverse groups of students for fifteen years - at CBS, the Cardiff Business School, the GSM and in the UAE. This has included many students from countries in South-East Asia (including China, Malaysia, Indonesia, Singapore, India, Japan and Thailand) at undergraduate and postgraduate levels. I have a good understanding of cross-cultural management issues, having researched this topic for five years in the 1990s, and having generated numerous articles, as well as a book, on this subject. The book included selected vignettes on doing business in China and Vietnam. Through my consulting business, wamcg.com, I also offered advice to three Australian companies on doing business in China and the ethical issues involved in this. Effective use of presentation and teaching aids

A lecture is a process whereby information is passed from the notebook of the lecturer to the notebook of the student, without passing through the minds of either.

(Thomas Huxley)

Extensive use was made of contemporary case studies (from Australia and overseas), video materials, group exercises, role-plays and self-assessment exercises, and I also developed a number of original exercises and case-studies for the OB and OCT courses (many of which now feature in Maximum Performance). Food, juggling balls, fancy dress and homeopathic stress remedies have also made appearances! These all add variety to our sessions together. Use is also made of cartoons, illustrative stories, anecdotes and contemporary examples from organizations in WA and further afield. I also use humour whenever possible. This is one of the best teaching aids any lecturer can possess (or learn) because if people are enjoying themselves they will be learning a lot more than if they are bored. I rarely use PowerPoint, believing that this is an over rated and over used technology in University teaching (and, in more than 1200 SPOT evaluations forms, just two MBAs have ever indicated that I should be using this, and then only in moderation). ‘Chalk and talk’ lecturing is kept to the absolute minimum - with only vignettes or summaries to draw out the main themes of a session. I also used guest speakers to bring OB to life. In Perth, these included Mr. Michael Chaney (Chairman of the Business Council of Australia, Chairman of the National Australia Bank and former CEO of Wesfarmers), Mr. John Rothwell (CEO - Austal Ships), Ms. Sharon Brown (Director - Network Services, AlphaWest); Inspector Don McCloud (WA Police Service - Professional Standards Department), Mr. Peter West (former Managing Director - BP Manufacturing Australasia), Mrs. Ricky Burgess (Director of the West Australian Local Government Association and the AIM West Australian Business Woman of the Year in 1997), Dr. Penny Flett (Executive Director, Brightwater Care Group and Telstra Business Women of the Year in 1998), and Mr. John Invararity (former Head of Hale School and Western Australian cricket captain). Curriculum development, teaching delivery and personal development in teaching and learning

When teaching, light a fire. Don't fill a bucket.

(Dan Snow)

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Effective teaching at any level requires good up-to-date content, challenging and relevant class materials, a seamless fusion of theoretical perspectives on leadership and people management with real-life practical examples, all integrated with the real-life managerial experiences of participants on the course. Consequently, I spent between four and six weeks each year reviewing the feedback on units I taught at the GSM, reworking class materials, updating case studies or finding new ones, and keeping up with recent publications in the three substantive areas I taught in, and updating the course readings and seminar activities. Where I shared teaching with GSM colleagues (on OB and SEEIB), we regularly met to discuss new course materials and curriculum development on these units. OB was also the first unit at the GSM where a ‘learning-outcomes’ approach to curriculum design and methods of assessment were road-tested prior to the introduction of OBE into the human resource/leadership units taught at the school and, latterly, the GSM’s MBA program.

In the classroom, I have to make all students feel special and involved, whether they are high, medium or low performers. This relies on developing two-way relationships with students - in order to foster ‘leading out’ (educare) rather than ‘spoon-feeding in’ (‘lecturing’). This relationship must be based on trust, care and respect. In summary, there are four elements I believe are essential for effective teaching:

Knowledge, expertise and credibility: being theoretically and practically informed about both the subject matter that is being ‘taught’, as well as the theory and practice of teaching itself and how to stimulate, energise and, at times, provoke students by pulling them to the limits of their comfort zones (in the same way that sport’s coaches will ‘pull’ their athletes towards higher performance targets, rather than trying to ‘push’ them). This means being able to attune to the needs of the group in the learning situation, and maintaining a delicate balance between the flow of the class, free discussion and the need to cover the learning outcomes of a particular seminar. This also means having a broad repertoire of teaching practices and skills to bring to bear, depending on what is happening in each unique classroom situation.

Passion and enthusiasm: channeling this energy and conveying it through our teaching; this can only come from a genuine intrinsic passion for the subjects we teach.

Involvement and engagement: the ability to capture and hold students’ attention - while not hogging the limelight as ‘the expert’. This requires good two-way communication skills and the ability to channel our expertise for the benefit of the students’ learning - individually and collectively.

Empathy: the ability to tune into the hopes, moods, fears and mindsets of the groups we teach and to look at the learning situation from their point of view, not just our own. Most MBA students bring enthusiasm, intelligence, creativity and a reservoir of management knowledge and organizational expertise to our seminars. Consequently, because teaching at this level is always a two-way process, I routinely learn new things when teaching.

Achieving these required the investment of time, effort and resources in both teaching and non-teaching periods (usually at the expense of traditional peer-reviewed academic research). In addition, the best teachers I’ve known in academia have never forgotten that they too are life-long students and learners - they always want to learn and improve. I’ve also tried to do this and, earlier in my career, attended three courses on effective presentation skills, two on lecturing skills, one on teaching large and small groups and a session on vocal skills for lecturers. I also attended sessions at UWA on designing web pages for teaching, developing courseware for the web, and one on teaching in a multi-cultural environment. Throughout my academic career, I’ve

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regularly sat in on lecturers who have a reputation for being good teachers and sought feedback from my peers. I’ve also integrated the insights of writers on teaching and learning, from the classics like Kernan’s In Plato’s Cave, through to Eble’s The Aims of College Teaching and Ramsden’s Learning to Teach in Higher Education, into my own teaching delivery. I’ve found that embracing continuous learning in teaching practice and curricula development and experimenting with my own teaching practices have produced many beneficial outcomes. Last, when all else might be failing, a sense of humour has always worked well. This is one of the best teaching aids any lecturer can possess (or learn) because if people are enjoying themselves they will be learning a lot more than if they are bored! Last, it should be noted that none of the above could have been developed and articulated without the feedback I've received from hundreds of MBA and undergraduate students, and the advice they offered about teaching and, of course, from several inspirational colleagues over the last two decades. They are too numerous to mention by name here, but I owe them a huge debt of gratitude.

Excellence in Teaching (EIT) Awards at the GSM Nominated by the Business Faculty at UWA for a National Australian Universities’ Teaching Award in April 2005. December 2002, Excellence in Teaching (EIT) award for The Management of Organizations ('Best Postgraduate Coursework at UWA’ - $1000 prize). Nominated by the Business Faculty at UWA for a National Australian Universities’ Teaching Award in December 2000. UWA EIT award for Organizational Behaviour ('Best Unit Coursework at UWA' - $1000 prize), December 1999. Six further faculty commendations for EIT 1998-2006. Commendation for Doctoral Research Supervision, November 1999. At the risk of ‘trumpet-blowing’, it’s worth noting that the MO course was the first to receive the inaugural ‘Postgraduate Coursework’ award in 2002. There were more than 140 postgraduate courses taught at UWA at this time. With the exception of Dr. Sally Reagan, no other lecturer at UWA received this number of teaching commendations and awards during 1998 - 2006. The number of EIT commendations and awards was more than the total number received by all other academic staff at the UWA Business School/GSM from 1998 - 2006. Four other members of the GSM’s staff received a UWA teaching commendation, with two colleagues receiving UWA EIT awards during this period. The Student Guild also noted that 1999 was the first time that a lecturer at UWA received commendations in three different categories, in one year, since the inception of the Teaching Awards scheme in 1992.

Synopsis of Leadership and Innovations in Teaching and Learning at the GSM I founded the GSM Teaching and Learning Committee in January 2000 and chaired it until January 2006. This was responsible for promoting teaching quality at the GSM. After much early

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discussion and debate, we agreed on several interrelated objectives in order to achieve three broad objectives before December 2004: 1. To make the UWA GSM MBA program the number one choice for postgraduate management students in Western Australia (three other universities in Perth also offered MBA programs at this time). 2. To raise the annual ranking of the MBA in the Australian Financial Review and Australian Good Universities’ Guide from its ranking position of 8-10th during the 1990s to a consistent top 5 ranking. 3. To gain external accreditation for the quality of GSM postgraduate management programs. Over six years, in collaboration with several colleagues who were equally committed and who contributed a great deal, a variety of innovations and initiatives in teaching and learning were implemented to help us achieve these objectives. These included: The development of a comprehensive GSM Teaching Manual, Teaching Handbook and website; a teaching and learning seminar program; new methods of teaching evaluation; integrating learning outcomes education principles into course curricula, teaching delivery and unit assessments; introducing a ‘number of MBAs taught’ component into the school’s workload model for ensuring equity in teaching loads across the GSM; introducing a teaching quantum to support and reward teaching performance and/or innovations in teaching and course development work; developing the criteria for GSM internal teaching awards and setting up an independent panel to evaluate and award these; establishing a staff-student panel to allow direct feedback from students via their GMA representatives to teaching staff; creating a staff/student code of conduct; introducing an induction session and mentoring system for new full-time and adjunct teaching staff; introducing exit interview and satisfaction surveys for MBAs; and creating a comprehensive GSM Teaching and Learning Portfolio (containing details of staff teaching roles, achievements, awards and teaching/learning philosophies).

Topics covered on the teaching and learning seminar program 2000 - 2006 included: ‘What do MBA students expect from GSM lecturers?*; ‘Teaching issues on the Executive MBA’; ‘Improving methods of evaluation and assessment’; ‘Applying for ‘Excellence in Teaching awards’*; ‘Teaching younger overseas students’; ‘Research supervision’; ‘Putting the fun back into teaching (and looking after your voice in the process)’; ‘Reflections on twenty years of teaching on the UWA MBA program’; ‘Teaching on offshore MBA programs’; ‘Teaching on leadership development courses and consulting work with the AIM/GSM Senior Management Centre’; ‘Learning Outcomes based teaching’*; ‘Group project strategies to enhance student learning’; ‘Peer assisted learning’ and ‘Future directions for the GSM MBA program’*.(* Seminars I presented).

These featured GSM staff and external speakers. The seminar series I set up for 2006 was used, inter alia, to consolidate learning outcomes’ based teaching across all MBA programs, respond to the AVCCs’ strategic plan for improving teaching standards in Australian universities, and evaluating the implications of the 2005 EQUIS audit for teaching and learning at the GSM. With the exception of Education, the GSM was the only department at UWA that had an active teaching and learning seminar program at this time. The measurable outcomes of these changes and innovations were: The UWA MBA was ranked as the clear Number 1 choice for postgraduate management students in Western Australia, with enrolments climbing steadily throughout the 2000s, and the Executive MBA, introduced in 2003, was among the first offered in Australia. High MBA and EMBA satisfaction ratings of teaching quality, delivery, service and administration.

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The GSM received the highest average departmental teaching evaluations (SURF) at UWA during 2005 and 2006. Individual GSM staff received more teaching commendations and awards than any other department at UWA during 2004 - 2006. The GSM’s MBA was ranked in the Australian Financial Review and Australian Good Universities’ Guide rising from 8th - 10th place in the late 1990s to a consistent 3-4 ranking during 2004 - 2006. These changes and innovations were also recognized as part of the GSM’s Australian Quality Council award in 2002, and its ISO 1400 accreditation in 2004. At the time I left the GSM in August 2007, it was the only postgraduate management school in Australia to hold both these awards.

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ACADEMIC LEADERSHIP AND UNIVERSITY SERVICE

Service Roles at the Al Faisal College of Business (2011 - 2014) MBA Program Director (January 2012 – January 2014) The MBA Director has overall responsibility for the administration and development of the MBA program and, in the future, the development of other graduate programs at the Alfaisal University College of Business (AUCB). S/he is also the Chair of the AUCB Graduate Studies Committee. At 1 December 2013 the AUCB had a Professional MBA (part-time) and a Full-Time MBA program, with a one-semester Pre-MBA Foundation course for those who did not meet all of the entry requirements for the full-time MBA. In the short-medium term, the College may introduce a Masters of Finance and a Ph. D program. The MBA PD has the following general responsibilities:

Ensuring the efficient administration and delivery of all AUCB postgraduate courses. In conjunction with the Dean of the AUCB and colleagues, the staffing and timely scheduling of all AUCB MBA courses. Reviewing and checking all MBA Course Syllabi and Executive Summaries prior to the start of each semester. Chairing the AUCB Graduate Studies Committee and preparing and writing up the minutes for these meetings. Chairing the MBA Examiners’ meeting at the end of each semester. Chairing a general meeting of all AUCB MBA teaching staff once a semester. Liaising with student representatives from the AUCB MBA cohorts and dealing proactively with any issues they may raise about their programs. Marketing and advertising all postgraduate courses at the AUCB. Developing and improving, on a continuous basis, the content and delivery of MBA courses at the AUCB. Screening and admitting new MBA students. Attending, as the de facto AUCB representative, meetings of the Alfaisal University Research and Graduate Studies Council.

Coordinating external accreditation reviews of the MBA Program. The AUCB Graduate Studies Committee This was a very active committee, meeting 15 times during 2012 and 12 times during 2013, and it generated several new policy initiatives and MBA program improvements: Spring and fall semesters 2013 Creation of a professional MBA Handbook for all new MBAs; MBA Learning Journal created for Cohort 2 MBAs who required 42 credit hours for to graduate in June 2013; completed three major

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National Council for Academic Accreditation and Assessment reports on the AUCB MBA Program; MBA Representatives meeting held on 10 April, from 6-9 pm in the CoB meeting room; confirmed removal of GEB/GBA, and Quantitative Analysis for Business from the MBA curriculum and replacement with MBA 500 Applied management Skills from the fall semester of 2013 ;satisfaction Survey distributed to Year 1 MBAs in weeks 2 and 4; Student-Staff Code of Conduct added to the MBA Course Syllabus template; five summer school electives and international trips posted on Netclass by 20 April; and six awards for our top graduating MBAs was introduced. Fall semester 2012 Confirmed new lecturer requirements for CoB MBA programs (finance, accounting, entrepreneurship and small business; and leadership/OB); Course Satisfaction Survey distributed to Foundation MBA group just after half-term; introduction of MBA Teaching awards, with one award for 'Best Course', per cohort, each year; 'Assurance of Teaching Effectiveness' document was introduced, first meeting of the GSC and MBA representatives and the MBA instructors' meeting were held on 7 and 21 November; the MBA summer school program and international study trips were confirmed; the schedule for all core and elective courses for the Full-Time MBA 2013 approved on 8 October; all the Executive Summaries and Course Syllabi for the Foundation and part-time MBA course for the fall semester 2012 were uploaded to the CoB website; criteria and a workload model for the supervision of MBA Applied Business Projects approved on 8 October; distribution of MBA Course Satisfaction Questionnaire to Cohort 2 during week 1 & 2 OB classes. The results of this, and the subsequent Cohort 3 survey will be used to improve the general quality and delivery of the MBA program; and set of behavioral guidelines and standards of conduct for all MBA students and CoB faculty was included in the orientation day handout. Spring semester 2012 Created logical numbering and coding systems for the MBA and Pre-MBA Foundation programs; conducted an overhaul of the incoherent sequencing of the existing part-time MBA program; created the new Pre-MBA Foundation and Full-Time MBA Program schedules; introduced one review meeting per semester with attendance by everyone teaching on the MBA program (from the fall semester of 2012, representatives from our male and female MBA cohorts also attended these to provide their perspective on these programs); created and introduced standard templates for the Course Syllabi and Executive Summaries for all MBA and Foundation courses; introduced an MBA appeals' system; created a Student Handbook for distribution at MBA Orientation Days; created an MBA course report document for end of semester examiners’ meetings; established two MBA teaching and learning seminars each semester; and completed a 60 page MBA Program Report as part of the KSA Ministry of Higher Education's 2012 accreditation of Alfaisal University. In addition to these activities, I also co-wrote the Al Alfaisal University College of Business Five-Year Strategic Plan 2013 – 2018 during April 2013.

Member of the AU Dean’s Search Committee (September 2012 – July 2013) Twelve shortlisted applications reviewed and three interviews conducted.

Chair of the College of Business Promotions’ Committee and College Representative on the Alfaisal Promotions’ Committee (November - December 2012) Six internal promotion AU applications were reviewed during November-December 2012.

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Acting-Dean (June - July 2012 and June 2013) Carried out acting-dean duties for this month, primarily dealing with student grade appeals, multiple enquiries about our MBA program and dealing with transfer students. Attended two meetings of the Council of Deans. Al Faisal University Research and Graduate Studies' Council (February 2012 - December 2014) COB representative on the AURGSC. This body, which meets throughout the academic year, is responsible for promoting research across the university's colleges; allocating, administering and managing external research funds; vetting all research proposals (including ethical standards) and encouraging the commercialization of research conducted at Alfaisal University. It is also responsible for approving the introduction of new postgraduate programs at the university, in accordance with MOHE regulations and standards (a supplementary document describing activities undertaken as a member of this committee is available on request)

Other Service Activities Spring 2012 One-day workshop, Women and Business Leadership, for women MBA students, 5 July. Presentation on the Al Faisal COB Professional Presentation Series, Doing it Differently? The Emergence of Women Business Leaders in the Global Economy, 28 February. Two half-day workshops, Effective Work Teams, for the Al Faisal Student Affairs Department, 6 & 13 June. Fall 2011 Fall Semester 2011, with Dr. Mario Ferrer and Dr. Bill Lathen, reviewed and restructured the College of Business MBA Program curricula for Cohorts 2 & 3 and revised the Course Descriptions for all the core and elective courses on this program. One day workshop, Communication at Work, for the Al Faisal Student Affairs Department, 28 December

Service Award May 2013, Alfaisal University College of Business, Outstanding Faculty Service Award.

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Service Roles at the Zayed University College of Business Sciences (2007-2011) Member of the Coordinating Committee for the Women and Global Leadership Conference 2012, Dubai, UAE (September 2010 - June 2011) During2011 this committee:

Defined how the conference was be positioned in an international context

Reviewed/revised the conference mission statement

Developed the major conference themes

Developed the conference objectives

Determined the key conference speakers

Oversaw all aspects of the academic program I was involved in a variety of support activities on the WAGL subcommittee, Academic Programs and Related Activities from September 2010 to June 2011.

Development of New Postgraduate Courses at the CBS (Fall 2010) The related issues of broadening the range of programs offered by the CBS, and how we could differentiate these from the growing number of programs offered by local and international providers of business/management education in the UAE, had been raised at all of our staff meetings in 2010. Dean John Seybolt asked if I would prepare a discussion document for the CBS on the introduction of two new programs that would enable us to achieve both of these objectives. These were: 1. A full-time one-year Masters of Management - for the ‘brightest and best’ graduates from ZU and other UAE & GCC universities. 2. A ‘pre-experience’ Summer School bridge program - for students who have graduated with non-business/management degrees (e.g. in IT, natural sciences, languages, liberal arts, social sciences, health etc), but who also want some exposure to the world of business before they start working. The document explained the rationale for introducing these programs, possible curricula for them and a summary of the resourcing issues that would need to be addressed if we were to develop and deliver these in the future.

Chair of the CBS Academic Affairs Committee (September 2009 - December 2010) The AAC’s remit was to review and recommend changes to academic policies; to review academic strategic plans and to offer advice on such matters as:

Approving changes to academic courses and programs

Reviewing new undergraduate and postgraduate program proposals

Administrating academic support programs

Promoting teaching and learning at the CBS Activities 2009 - 2010 Produced report for the ZU AAC on the review of ZU Examination Policies This was compiled with inputs from the members of the CBS AAC and the Associate and Assistant Deans of the CBS.

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December 2009 - January 2010, compiled and reviewed the Syllabi of Record (SOR) for all core and major undergraduate courses taught at the CBS (N = 20 + 16), and provided general and specific feedback on these to CBS staff at the beginning of the Spring semester 2010. This process, and the submission of all SOR to the ZU website, will be completed by the beginning of the Fall Semester 2010. A similar exercise will be conducted with the CBS’s postgraduate courses during the Fall of 2010. In October 2009, introduced the new standardized Syllabus of Record and Course Syllabus template for CBS postgraduate and undergraduate courses*. In October 2009, with Dan Lockhart, introduced a protocol for CBS staff to follow when making substantive changes to their syllabi and/or content of existing courses taught at the CBS.

Member of the ZU Academic Affairs Committee (September 2008 - July 2009) The Chairs of the College AACs were also the de facto principal members of the ZU AAC. Its remit was to review and recommend changes to academic policies; to review academic strategic plans and to offer advice on such matters as:

Approving all changes to academic courses and programs

Reviewing and approving all new undergraduate and postgraduate programs

Promoting teaching and learning across ZU Activities 2009 - 2010 This was a very active committee that met, on average, every two weeks each semester. Given its broad remit, approximately 3-4 hours a week was taken up with reviewing the dozens of submissions forwarded to this committee by the colleges each year. In addition to this, the ZU AAC advises on changes in academic policies which, inter alia, required a systematic review of the ZU examination policy during the spring semester of 2010, and included a summary report of CBS staff views on the administration of end-of-semester examinations at that time. Member of the CBS Academic Affairs Committee (September 2007 - August 2009) During 2008-2009, involved with several colleagues in updating the curricula of the EMBA program and creating the curriculum of the new MSIB program; working through the meta-learning outcomes for these courses; and developing the new Masters in HRM program. March - May 2008, with Kenton Swift and Douglas Cagwin, created new standardized *Syllabus of Record and Course Syllabus templates for CBS postgraduate and undergraduate courses. Worked with Francois Bester and other colleagues throughout 2008-2009 to consolidate and refine the curricula in the HR/Management/Business Leadership/Communication areas.

Other Service Activities at the CBS Facilitator and presenter at a 2-day ‘Leadership and Followership’ public workshop organized by Marsha Ludwig, CBS, Abu-Dhabi, 5-6 December 2010. As part of the university-wide ‘Leadership Conversation 2009-2010’ initiative, with Dr. Lynda Moore, I organized a two-day Leadership Symposium involving 35 final year Business Leadership students, 15 visiting women MBA students from Simmons College (USA) and two women guest speakers from PWC, March 8-9 2010. A variety of interactive activities involving the two groups of

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students, the four guest speakers and other CBS faculty were conducted. The feedback, from all participants, was overwhelmingly positive. Organised business trips to Ski Dubai for my Business Leadership 401 students in November 2009 and April 2008, where we heard talks from the Managing Director, Operations’ Manager, Head of the Ski School and Director of HR. We then had tours of the facility and most students tried skiing/snowboarding for the first time! Member of the CBS panel which reviewed the promotion applications of Douglas Cagwin and Ian Michael during March-April 2008. Organised a Leadership Forum for 12 of my ‘best and brightest’ BL students in April 2008. The results of our discussions will form part of two practitioner articles on emerging women business leaders in the UAE to be published during 2010. They also raised concerns with me about their mixed teaching and learning experiences at ZU. This led to a meeting in June with acting Provost Tom Cochran and Dean Michael Owen. Their suggestions for improvements in teaching and learning at the CBS were noted. A summary document prepared by these students under my guidance was distributed to all academic staff at the CBS in October 2008. Acquired Noor Sweid, Director of Strategy at DEPA, as an adjunct lecturer to teach the capstone course Strategic Management during the fall semester 2008. Wrote two class-teaching reports for Emil Thies on Bruce Budd and Doug Cagwin during February 2008 (the CBS had no Assistant-Dean in Dubai at this time).

Recognition of Contributions to the CBS July 2009, nominated by the Dean of the CBS, Michael Owen, for a Zayed University Outstanding Faculty Award; and received an AED 20,000 merit pay award in November 2009. All annual performance appraisal categories (research, teaching and service) were evaluated as either ‘exceeds expectations’ or ‘meets expectations’ from 2007-2011.

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Service Roles at the Graduate School of Management, UWA (1997-2007)

UWA Business School Representative on the Committee for Perth (September 2005 - April 2007) This think-tank/forum was established by John Atkins, MD of the Perth law firm Freehills, in 2004. Its remit was to bring together, ‘business and key influence leaders around town to act as a catalyst for change in Perth … and to create a vision for the future of our city and state’ (modeled on a similar body established in Melbourne in 2000). The first forum was run in 2006 bringing together, ‘the leadership skills and commitment of a group of energetic and dynamic leaders across business and the community …to formulate project ideas, develop and create a shared vision, overcome obstacles and eventually generate the necessary momentum to make a community enriching project successful’.

Member of the UWA Business School/GSM Strategic Planning Committee (March – October 2005) Comprising senior undergraduate and postgraduate faculty staff, this body was the main strategic planning body for the new UWA Business School. During 2005, involved, with Mr. Bruce McCallum and others, in developing policies for closer external partnerships with local business and industry, the public sector, alumni, job recruiters and in improving the school’s marketing and PR functions.

Founder and Chair of the GSM Teaching and Learning Committee (January 2000 - January 2006), and continuing member until January 2007 As noted earlier, I established this committee in January 2000 to promote teaching and learning quality at the GSM, and this became regarded as a key academic leadership role within the GSM, and latterly within the Business School with the appointment of Phil Hancock to the Associate Dean (Teaching) role in 2006. Phil took over as Chair of the GSM T&L Committee in 2006. A synopsis of the many innovations and changes we made during this time can be found in the ‘Teaching and Learning’ section. The GSM was the only department at UWA that had a Teaching and Learning Committee with such a broad range of responsibilities over such a long period of time. Activities associated with this role took up 5 - 6 weeks a year between 2000 and 2006.

Co-opted Member of the Business School Teaching and Learning Committee (February 2004 - December 2005) This committee, chaired by the (former) Dean Paul McLeod, had overall responsibility for teaching and learning issues within the UWA Business Faculty. Activities related to this committee on behalf of the GSM took up about five days.

Co-opted Member of the UWA Student Grievance Committee (January 2003 - April 2007) Dealt with matters arising out of the Student Grievance Policy, which students could use to resolve grievances that fell under specific UWA policies e.g. appeals against academic assessment, sexual or racial discrimination and so forth.

Co-Founder and Joint Course Coordinator of the MBA Foundation Unit, Social, Ethical and Environmental Issues in Business (January 2003) With Dr. Renu Burr, established this new MBA foundation unit. This involved writing the course outline, establishing the curricula, ensuring that learning outcome based teaching principles were

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built into the unit, creating a comprehensive set of course readings, filming guest speakers (e.g. David Suzuki and John Poynton) and setting up web support (videos, Quickplace and on-line teaching materials). Activities related to this took up five weeks between January and April 2003, with a major revision of the course undertaken during the first half of 2004. A major revision of the course was undertaken during the early part of 2006.

Member of the Business School Tenure and Promotions’ Committee (September 2002 - June 2007) Reviewed five internal promotion applications and seven tenure applications during this period.

Co-opted Member of the UWA Teaching and Learning Committee (June 2001 - May 2003/March 2005) This committee, chaired by (then) Deputy Vice-Chancellor Alan Robson, had overall responsibility for the strategic development of teaching and learning initiatives (on and offshore) at UWA. I continued to sit on three sub-committees, CATL Grants, Teaching Development Grants and Outcomes Based Teaching Grants until March 2005. These committees were responsible for assessing and awarding small grants for proposals to improve teaching and learning, web and e-based teaching innovations, and proposals that fall within other teaching and learning initiatives at UWA. Activities related to these committees took up 6 - 7 days a year. I also attended several Foundations of University Teaching and Learning lunches for teaching interns.

OB/ OCT/ HR Coordinator (August 2001 - December 2003) This elected position involved the coordination of MBA courses in the ‘Managing People’ Units taught at the GSM, including the vetting of all course curricula and overseeing the development of new MBA courses, such as SEEB. Activities related to this took up 4 - 5 days a year.

Co-opted Member of the UWA Working Party on Curriculum Planning and Development (June 2001 - June 2005) This group awarded grants to support teaching innovations and curriculum development, within the remit of UWA’s Academic Profile and its stated priorities in teaching and learning. There was one round of applications for this each year, with the outcomes of the award projects being evaluated by this group after two and four years respectively.

Chair of the GSM Research Committee (January 1998 - January 2000) This committee monitored the research output of the GSM, alerted staff to funding avenues and external research opportunities, publicised research initiatives, vetted research grant applications to external bodies such as the Australian Research Council, compiled the GSM’s annual DETYA publications audit and edited the GSM’s annual Research Portfolio. During my time as Chair, the GSM produced 7 books, 9 chapters in edited books, 35 articles in refereed academic journals, 42 conference papers, 24 research and technical reports, as well as a variety of other media, professional and practitioner outputs (generated by fifteen full time academic staff). Activities on this committee took up about two weeks a year.

UWA Annual Publications Audit and Research Quantum Coordinator for the GSM (January 1998 - December 2000) This involved coordinating the annual collection and collation of all staff publications in the GSM for UWA auditing purposes and the publication of the GSM Research Portfolio. This is used to

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publicise the GSM’s research activities to management schools and other organizations. Also responsible, with David Plowman, for collating staff submissions for the GSM’s annual Research Quantum from 1999-2000 (GSM competitive internal grant awards scheme based on publications output). Activities related to this took up 7 - 8 days a year.

Elected Member of the Business School Faculty Board (January 1999 - January 2001) This was the main strategic and policy-making committee for the (then) Faculty of Economics, Commerce and Law (now known as The Business School after this merged with the GSM in 2008). I was the only member of staff at the GSM to be elected to this body by faculty members during 1997-2007. My main role was to represent the interests of the GSM within the Faculty and activities associated with this took up about 9 - 10 days a year.

Member of the GSM Strategic Planning Committee (September - December 1999) With Professors Still, McShane and Klobas, formulation of the GSM’s vision/mission statement and development of the school’s strategic plan for teaching, research and international growth 2000-2004. This document set out clear operational and strategic objectives for the continuing growth and expansion of the GSM. This took up about five days in total. Further information on this, and my role in maintaining the GSM’s operational independence during the restructuring of UWA in 2002-2003, can be found in a supplementary Service Portfolio that can be provided on request.

GSM Library Liaison Officer (January 1998 - December 1999) Involved monitoring the GSM’s annual library budget, keeping our expenditure within annual budget limits, vetting applications for new journals and keeping colleagues up to speed about new services available at the Business Library (in the days before the current comprehensive e-facilities were available). This role took up one week a year.

Member of the GSM Research Ethics Committee (May 1997- December 2000) This role involved the vetting and checking of doctoral and MBA research proposals prior to submission to the UWA Ethics Office, prior to the revamp and centralization of ethics’ approval submissions within the Faculty in 2001. Activities related to this took up 2 - 3 days a year.

Other Service Activities at the GSM As a normal part of a full-time teaching/research academic’s role at the GSM, I was actively involved in monthly staff meetings and many other forums. In 2001-2, for example, I was involved with GSM colleagues in an extensive review of the GSM’s MBA programs. The main outcomes of this were a shift in focus to corporate governance and business ethics, enterprise and innovation, leadership and strategic issues, consistent with Federal Government initiatives in these areas at that time, as well as the changing needs of business and industry in WA and a variety of well-publicised corporate scandals in Australia and overseas. This review also led to the establishment of the Executive MBA in January 2002, the creation of a new 12-Unit MBA, which came on stream in January 2003, four 16-unit MBA (Advanced) programs and the establishment of the Centre for Entrepreneurial Management and Innovation (CEMI) in 2003. Also involved in MBA Information Evenings, orientation sessions for new MBAs and, from January 2004, induction sessions for new and adjunct lecturers, and also coordinated two

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orientation days for new MBAs in 2005 and 2006. I often attended Graduate Management Association and Association of MBA student functions during the year, and was involved in selection panels for external appointments to the GSM.

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EXTERNAL ACTIVITIES Leadership Development and Management Education, External Presentations, Consulting Work and Other Collaborations with Business In the KSA January - February 2014, five one-day staff development Workshops for Re.Speed Associates, Riyadh: Communication and Decision-making in Teams (1); Active Listening, Observing and Questioning; Communication and Decision-making in Teams (2) and Effective Presentation Skills (1 & 2). February - May 2012, six meetings and discussions with Riyadh Bank to create a three-year program of ILM accredited leadership and management training workshops for 900 junior, middle and senior managers. Four three day pilot workshops were delivered in November 2012, and this program was rolled out to the entire organisation during 2013. Two half-day workshops, Effective Work Teams, for the Al Faisal Student Affairs Department, 6 & 13 June 2013. Two day workshops, Women and Business Leadership, College of Business, 12-13 June 2012 and 17-18 June 2013. One-day workshop, Effective Interpersonal Communication, for the Al Faisal Student Affairs' Department, 28 December 2012.

In the UAE* Two one-day workshop on ‘Leadership’ delivered to middle-managers and supervisors at Mashreq Bank, 9 & 16 June 2009. Two one-day workshops on ‘Leadership’ delivered to middle-managers and supervisors at Mashreq Bank, 4 & 21 June 2008. Two-day workshop, ‘Leading Change’, for senior administrators and consultants at Al Maktoum Hospital, Dubai, 1-2 June 2008. This workshop was repeated on 29 - 30 May, 2009. (* Note: because the CBS was 8-10 FTE short of a full staff quota during 2007-2011, and because of the resulting heavy teaching loads, I turned down several offers of outside work from ICE, ZU’s external training/development/consulting agency, during 2008 - 2011)

In Australia Half-day workshop with the Top Executive Club WA (TEC Group 51), on ‘Creating Intelligent Companies’, 1 March 2007. Presentation to 120 graduating Year 12 students at Hale School, Perth on the impact of new and emerging technologies on work and humanity, ‘The shape of things to come?’, 8 May 2006. Half-day workshop with the Top Executive Club WA (TEC Group 43), on ‘Creating Intelligent Companies’, 4 May 2006.

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Conference speaker and principal workshop facilitator for Thiess Engineering’s Annual Executive Forum in Brisbane (230 senior managers from around the world), 1-3 May 2006. Co-facilitator for the Committee for Perth Project Evaluation Symposium, April 6 2006. Presentation, ‘Leaders that people follow willingly and enthusiastically’, to the Dairy Institute Association of Australia (WA) Conference, Joondalup Resort, 18 March 2006. Two half-day workshops with the Top Executive Club (WA TEC Groups 40 and 41), on ‘Creating Intelligent Companies’, 7 & 8 February 2006. January 2006 - June 2007, facilitated twelve one-day workshops with Laminex WA (Fletchers Building) MD, Michael Hurley, and his Executive Team. This involved assisting in the development of the team’s transformational leadership skills and competencies and helping to facilitate the company’s cultural change processes during a period of rapid growth during 2006-7. November 2005, With Mr. Steve Pretzel, established the WA Snowpark Pty Ltd; a project to build an indoor Snowdome in Perth. Interview on ‘The Alpha Woman’ on Counterpoint, ABC Radio (22 September - rebroadcast on 26 and 27 September). June 5 2005, became a Senior Associate Consultant for Modal Consulting. A variety of projects with BHP-Billiton and Thiess Ltd in the areas of leadership development and organizational change were in progress during 2006-2007. May 2005, one-day workshop on ‘Managing cultural change’ to Modal Consulting clients RSM Bird-Cameron. May 20 2005, interview with Peter Switzer on ‘Power and Influence’ for Talking Business - the in-flight audio-program on Qantas domestic and international flights. This interview aired during August 2005. Member of the national judging panel for the 2005 Australian Human Resource Management Awards. March 2005, breakfast presentation to 80 local HR managers on Creating Intelligent Companies, for the human resource and recruitment firm, Tanner and Menzies. Two invited presentations on ‘The Androgynous Leader’, for the Graduate Management Association (Breakfast Seminar Series) and The West Australian Club (Business Leadership Forum), Perth, February and March 2005. November 2004, half-day workshop ‘Creating the Learning Organization’ for the Australian Institute of Management (AIM)/Integral Leadership Centre (ILC) Department of Agriculture Executive Springboard Program. Member of the national judging panel for the 2004 Australian Human Resource Management Awards. I also worked with Craig Donaldson (editor of Human Resource Management) to create the criteria for two new categories for the 2005 awards: ‘Employer of Choice’ and ‘Corporate Citizenship’. May 2004, half-day workshop ‘Creating the Learning Organization’ for the AIM/ILC Department of Agriculture Executive Springboard Program.

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October 2003 to March 2004, involved as a Process Facilitator (with Westrac and the Water Corporation) in AIM’s Action Learning Program (approximately 60 hours of consulting time) This program is run in conjunction with visiting academics from the Harvard Business School, and facilitates comprehensive and relevant workplace-based strategic change projects for public and private sector organizations in WA. Independent consulting work with Westrac in the area of cultural change is continuing throughout 2004 and 2005. Half-day workshop on ‘Leadership in the Global Economy’ for AIM/ILC clients, October 2003, With AIM/ILC, two video-conference workshops on ‘Sustainable Business Development Strategies’ for six WA Regional Health and General Practice Services and Aboriginal Medical Services, September 2003. Invited to become a member of the national judging panel for the 2003 Australian Human Resource Management Awards, and attended award ceremony in Sydney on October 17th. Half-day workshop on ‘Knowledge Management and the Learning Organization’ for AIM/ILC, WA Office of the Premier and Cabinet, August 2003. Two half-day workshops on ‘Leadership in the Global Economy’ for AIM/ILC public sector clients, April and July 2003. Workshops on ‘Leadership in the Global Economy’, ‘Knowledge Management and the Learning Organization’ and ‘Sustainable Business Development Strategies’, delivered to client groups at AIM/ILC during 2002. Engaged by Compass Training from February-June 2002 to deliver training workshops on personal performance and stress management to a variety of private and public sector clients in WA. Engaged by Morgan and Banks (WA) during April-July 2001 to deliver half-day management training workshops for a variety of company clients in WA, primarily in the areas of personal performance and stress management. Six workshops on leadership delivered for Woodside oilrig supervisors and HR managers, 2000-2001. Corporate Relocation News (the biggest selling professional magazine covering domestic and international relocation issues in the USA) ran an advertised monthly feature on each chapter of the expatriate management monograph from July 2000-March 2001. Two invited presentations, on environmental sustainability in business, to the Australian Institute of Company Directors, at The West Australian Club, Perth, November, 2000. Invited to join the Editorial Board of International Human Resource Issues in April 2000. With the AIM/ILC, development of tutors’ teaching notes and two-day modules on 'Motivation and Goal Setting', ‘Effective Teams and Groups’ and ‘Organizational Effectiveness and Leadership Skills’ for professional management development courses at the International Business and Management Education Centre (Singapore), November 1999-March 2000. With AIM/ILC, development of Strategic Human Resource Development Plan for Western Mining, October-December 1999.

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Developed and implemented an Upward Performance Appraisal System for a Perth engineering company in July 1999 (name withheld for reasons of confidentiality). Guest educational columnist, WA Business News, 1998-2000. With AIM/ILC, assisted in the development of a three-year management training program proposal for The Department of Conservation and Land Management, August 1998 and the delivery of several training workshops for ALCOA, Woodside, Clough Engineering and Western Mining employees and HR managers 1997- 2001. In the UK Collaboration with Working Partners, a UN funded organization that deals with partners who have to give up employment when they relocate abroad, 1995-1997. Two seminars on expatriate management presented to training staff at The Centre for International Briefing at Farnham Castle, UK, July 1996. This is the largest expatriate training centre in Europe. Facilitated a series of four half-day workshops with senior civil servants at The Welsh Office, Cardiff, UK on the introduction of Total Quality Management processes, March-April 1995. External referee/editor for Blackwell's OB/HRM books’ section, 1994-1997. Involved in several consultancy projects and management training workshops with Denham-Nash Management Consultants (London), 1990-1995. Adviser to the CBI's Employment Relocation Council, 1989-1994. Involvement with two relocation management companies and providing specialist relocation workshops for personnel managers in four additional UK companies in 1992. Research in ASDA Supermarkets (SAPU project 1987-1990) was followed up by consultancy work in related areas of employee career development during 1990-1991.

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REFERENCE LETTERS Can be provided on request.

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