Mohammed Salim Alharbi: From the Clyde to the Red Sea: A Reflection on My Academic Journey
When I first arrived at the University of Glasgow's School of Education, the Gothic spires and sandstone buildings spoke of centuries of academic excellence. What I could not anticipate was how profoundly both the institution and the city itself would shape my professional trajectory and personal wellbeing, creating a holistic experience that continues to influence my leadership at King Abdulaziz University.
The rigorous research methodology training at Glasgow became the cornerstone of my academic identity. I recall challenging seminars where we dissected complex theoretical frameworks, late nights in the library surrounded by thousands of books, and vibrant discussions with supervisors who pushed me to question assumptions. Glasgow didn't merely teach me to conduct research; it taught me to embody the researcher's mindset in everything I do.
What distinguished my experience was the perfect balance between academic rigor and the soul-nurturing character of Glasgow itself. The city's remarkable warmth – embodied in the legendary friendliness of Glaswegians – provided essential comfort during the most demanding periods of my doctoral journey. Whether through casual conversations with local shopkeepers who quickly learned my name or genuine interest from strangers about my research, I felt I belonged from day one.
The international environment at the university exposed me to diverse educational philosophies while the city's vibrant cultural scene offered perfect respite from academic intensity. I found solace wandering through Kelvingrove Art Gallery after particularly demanding research days. The West End's cafés became my second office, where ideas flowed more freely amid the aroma of fresh coffee and gentle conversation. Weekend explorations of the thriving music scene provided essential balance to scholarly pursuits.
My supervisors provided scaffolding that supported exploration while encouraging independent thought – a mentorship approach I've carried into my role as Vice Dean of Graduate Studies and Research. Meanwhile, the city's architectural beauty served as daily inspiration, with walks through Kelvingrove Park during changing seasons mirroring the evolution of my academic thinking.
Beyond formal curriculum, Glasgow offered countless professional development opportunities that honed my leadership skills. The confidence gained empowered me to pursue positions I might otherwise have considered beyond reach. Even the notorious Scottish weather contributed positively, creating cozy environments perfect for deep thinking and writing.
The School of Education's commitment to education as a vehicle for social transformation resonated deeply with me. This ethos continues to inform my approach to curriculum development at King Abdulaziz University, where we create educational experiences that are academically rigorous and socially relevant.
As I navigate my current responsibilities, I frequently draw upon lessons learned during my doctoral journey. Glasgow didn't simply prepare me for a career; it instilled values of intellectual curiosity, academic integrity, and educational leadership that guide my decisions daily. The city taught me that academic excellence flourishes best in environments that nurture the whole person – a philosophy I implement in my leadership roles today.
To current and future Glasgow students: embrace every academic challenge and cultural opportunity. My journey from the banks of the Clyde to the shores of the Red Sea stands as testament to the transformative power of a Glasgow education and the lasting embrace of this remarkable city.
Mohammed Salim Alharbi
University of Glasgow & King AbdulAziz University
