Dr Amal Mohamed Alrayes shares her reflections about a pilot of the framework with academic leaders from five Bahraini universities to assess its relevance, adaptability, and cultural resonance in the Gulf region.

Context and purpose 

Advance HE’s Framework for Leading in Higher Education offers a unified model for leadership development, integrating individual leadership attributes, the institutional context, and broader cultural outcomes.

In June 2025, the University of Bahrain piloted this framework with academic leaders from five Bahraini universities to assess its relevance, adaptability, and cultural resonance in the Gulf region. 

Workshop highlights 

The workshop invited participants to explore three interlinked domains of the framework through structured, interactive exercises. First, a leadership self-assessment tool encouraged individuals to reflect on their strengths, identify blind spots, and set actionable development goals. Next, participants engaged in values-based group discussions, where each team explored one of the five core values of the framework, translating abstract principles into concrete academic leadership behaviours. Finally, knowledge-to-practice sessions allowed groups to examine how leadership knowledge areas such as decision making, resource management, and navigating change could be translated into real institutional strategies and actions. This format reflected the framework’s emphasis on coherence, common language, and contextual learning across higher education leadership.   

Insights and relevance 

Feedback from the workshop participants indicated that the session was impactful on multiple levels. A significant majority reported improved understanding of the framework and saw clear relevance to their leadership roles. Most also expressed a strong intention to apply the framework’s principles in their future practice and said they would recommend it to colleagues. Participants also contributed real-time reflections through a Padlet wall, where they emphasized the importance of influence without formal authority, navigating institutional expectations, and the value of long-term thinking and sustainability. These reflections echoed the deeper values orientation at the heart of the framework and demonstrated how well it resonated with local leadership realities. 

How the Framework could transform leadership in our sector 

The Framework for Leading in Higher Education holds significant potential to reshape how leadership is understood and practiced in our sector. Rather than positioning leadership as a formal role, it frames it as a daily practice rooted in values, decision making, and relationships. This perspective empowers academic leaders at all levels to reflect on and improve their leadership, whether or not they hold administrative titles. By aligning leadership development with the academic ethos and sector specific challenges, the framework offers a more relevant and authentic guide than many generic models. It also brings much needed coherence to leadership development by offering a shared structure and vocabulary that can bridge institutions, roles, and experiences. Most importantly, it encourages a shift from compliance driven behaviors toward leadership rooted in ethical purpose, inclusion, and sustainability. 

Next steps 

To build on the momentum from this pilot, several actions are recommended. First, localizing the framework by translating it into Arabic and embedding regional case examples will enhance its cultural resonance. Second, developing a series of follow up workshops tailored to different leadership levels could extend the learning across academic career stages. Third, forming a national leadership network would provide a space for peer support, reflective practice, and long term collaboration. Finally, sharing these findings with Advance HE offers an opportunity to contribute to the global refinement of the framework and to showcase leadership innovation from the Gulf region. 

Conclusion 

The Advance HE Framework proved both coherent and adaptable to the Bahraini higher education context. It encouraged structured, reflective, and context sensitive leadership practices that go beyond traditional models. The pilot experience confirmed that leadership is best cultivated when grounded in values, informed by knowledge, and practiced with intentionality. As this initiative continues to grow, it has the potential to shape a more inclusive and strategic leadership culture across the sector.  

Dr. Amal Alrayes is the Director of Unit for Teaching Excellence and Leadership (UTEL) and an Assistant Professor in Department of Information Systems at the University of Bahrain (UOB). She is an Advance HE Senior Fellow. Amal is one of the founders of the UTEL at UOB. Amal completed her Ph.D in Interactive Systems from University of Manchester in UK in 2013. Her research interests are in HCI, Interactive Systems, Artificial Intelligence, Cybersecurity, and the use of Technology in education.