Leaders from across the globe working at every level of an institution share how they approach policy, institutional culture, branding and community collaboration 


Leadership and strategy

A supportive leadership structure, based on equality and a culture of solidarity, is crucial to operating a higher education institution. To achieve this, the input of female leaders is essential. Women represent a cornerstone of society and have the ability to pioneer sustainable, consensus-oriented projects. They can offer innovative, creative ideas and alternative suggestions. In my role as vice-director of the Institute of Educational Sciences, with my open-door policy, I believe that I have been able to implement an understanding of participatory decision-making to find collective solutions.


	The challenges facing female leaders in higher education – and how to address them
	How to promote disabled women in academia
	Ten ways universities can tackle gender inequality


Higher education institutions must work with a holistic view and be inclusive of everyone. Women’s leadership plays a major role in making this happen. Female leaders are often good at motivating and inspiring others, seeing the whole picture, turning strategies into action and providing concrete solutions by focusing on details. As an academic working in education technologies, I’ve been involved in setting up and running barrier-free IT projects since 2013. It is down to patience, sharing and cooperation that this programme has continued all these years. 

An enduring legacy

The most important legacy we can leave is to raise generations that will stand together to carry the voices of female leaders forward. 

I aim to leave a legacy by instilling in my students advocacy skills and the drive to manage projects as creative individuals. With the impact that my research has made on disability, social entrepreneurship and the development of smart societies, as well as carrying out my managerial duties with the motto “Quality is the mirror of work done well”, I aim to raise&nbsp;individuals who can serve as bridges between societies and cultures. The care I give to my students and the successes I have achieved because of this in my 20 years of teaching aren’t unique to me; these qualities are present in many female leaders. 

Of course, I have experienced problems along the way, but not giving up and being able to forgive helped me overcome them. I gained the experience of falling seven times and getting up eight times through being open to change and staying motivated.

Tread gently

I can sum up my legacy, as a female leader involved in teaching, research and managerial duties, as passing on the importance of social responsibility and entrepreneurship. I feel I have set an example for lifelong learning, and I would want my students and colleagues to be sensitive and empathetic to each other. As a member of the Quality-of-Life Association,&nbsp;I uphold the values of cross-cultural learning experiences.

I have always held on to the words of 13th-century Persian poet Rumi: “A candle does not lose anything from its light by lighting another candle”. Managing challenges with sensitivity and prioritising a culture of solidarity is especially important as we rely more and more on technology. We need to move away from gender, racial and religious discrimination and experience the benefits of sharing. It is important that social responsibility practices, which are among the duties of higher education institutions, are passed on to future generations. Women are mothers, sisters and teachers and I am all these to my students. These qualities help me manage all my roles together. 

Fahriye Altınay is&nbsp;vice-director of the Institute of Graduate Studies and chair of the Centre for Social Research and Development at Near East University.

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Make empathy your legacy for the next generation of women

Use your flame to light more candles and pave the way for the women who will come after you. Fahriye Altınay offers advice on creating a legacy as a woman leader

Ambidextrous leaders often have a competitive advantage thanks to their innovative approach to management and leadership. However, this also comes with its challenges, whether that’s in an entrepreneurial context or a research environment.&nbsp;This article will propose actionable strategies to help overcome barriers to implementing an approach posited by Robert Duncan in 1976 but well suited to today’s climate of uncertainty and technological change. When scientists decide to adopt an ambidextrous leadership style, they need to carefully consider the involvement and commitment of the whole organisation because these elements can significantly impact on the success of the cultural change required.&nbsp;THE podcast: how to lead a university from the frontA blueprint for hiring innovative educatorsTaking on academic leadership even if you are not prepared for itAmbidextrous leadership balances the competing needs for innovation and refinement of existing approaches. Here are six aspects for scientists to consider when opting for a leadership strategy that can be highly effective in both short- and long-term project and career management.1. Watch your pocket&nbsp;One of the most challenging aspects of adopting ambidexterity is the need to allocate (often limited) resources among current operations and new initiatives. Leaders need to balance short-term and long-term priorities to ensure the long-term growth of the organisation. You may have secured funding for an immediate project, but perhaps part of it would be better dedicated to training personnel and laying the foundation for future endeavours. For example, when working within budget constraints, you might have to decide how much to invest in the latest analytical equipment in the development of new research lines, how much is needed to support existing projects and how to cover costs for open access publications.&nbsp;A key element to remember when it comes to resource allocation is that exploratory initiatives often require time, energy and financial investment without any predictable return. Leaders must also develop a deep understanding of risk management and an ability to make difficult decisions with limited information.2. Align conflicting needs&nbsp;Leaders must be able to apply critical thinking, as well as their negotiation and conflict-resolution skills to reconcile short-term and long-term goals that may require conflicting decisions and priorities. For example, improving day-to-day lab operational efficiency may demand cost reductions, while investments in new equipment and publishing research need more spending. When working in teams, it is essential to create a shared vision and align members around common goals, although each of them may have their own objectives and requirements, even at personal level. This requires respectful, transparent and open communication as well as high levels of collaboration and commitment to the shared goals.&nbsp;3. Encourage cross-pollinationCollaborating with external partners through projects or events can provide access to new ideas, perspectives, mindsets and technologies that would be difficult or even impossible to develop in isolation. Joining forces with others to leverage your combined expertise and resources can widen your intellectual horizons and strengthen your profile as well as mitigate the risks of failure. Clear communication, mutual trust and a shared vision for the future are key ingredients in long-term, trust-based partnerships and, as a result, a strong network.&nbsp;4. Champion continuous developmentInvesting in training and educating yourself, your colleagues and students can help to increase everyone’s openness to change and develop a new mindset based on proactivity, collaboration and adaptive leadership. Training programmes should be designed to build both technical and soft skills (such as creativity, adaptability, problem-solving, critical thinking and communication – especially, intergenerational and intercultural).&nbsp;5. Encourage regular communicationTransparency and openness in communication help to reduce the level of uncertainty and resistance to a new leadership style within a team. Clearly explain why ambidextrous leadership is being adopted, the related strategic objectives and the benefits it will bring to the organisation and individual employees. Make sure to encourage open dialogue and feedback, creating a sense of shared ownership and involvement in the change process as it moves away from a rigid hierarchy.6. Don’t limit experimenting to the lab&nbsp;An environment where people are not afraid to make mistakes leads to more creativity and innovation, which ultimately results in new solutions. For example, Google allows its employees to spend 20 per cent of their working time on personal projects, which encourages the generation of new ideas. Brainstorming sessions to explore the potential evolution of projects can be a way to analyse the status of the research while identifying what the next steps might be.The implementation of ambidextrous leadership requires not only strategic planning but also a deep overarching understanding of the specific needs – current and future alike – of the organisation or institution. Overcoming the challenges associated with this approach is possible with skills that are often well known to scientists and yet underestimated or even overlooked, such as proper planning, the right mindset and the ability to foster a culture that supports innovation and adaptability.&nbsp;Greta Faccio is a scientific consultant for innovation in St Gallen, Switzerland. Valentina Lorenzon&nbsp;is a career and business strategist based in London, UK.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Ambidextrous leadership requires not only strategic planning but also a deep understanding of the needs – current and future alike – of the research group, institution or organisation. Here are six aspects to consider in its implementation

Six actionable strategies to be a successful ambidextrous leader

The university sector, with its tight budgets, limited resources and slow-moving sign-off processes, works within very different parameters to the corporate business world.So, when YouTube approached King’s Health Partners, King’s College London and South London and Maudsley NHS Foundation Trust to collaborate on a series of videos to help tackle misinformation around mental health and balance out the amount of “influencer-led” content with reliable information from the experts, there were a number of factors we needed to consider and put in place to ensure successful collaboration.Set clear expectations, asks and deliverables from the startRecognising the difference in operating models, it is important to be up front and honest from the start on what can be reasonably delivered and what will be needed to achieve that. In our partnership, it was clear that none of our organisations had the capacity or capabilities within our current teams to film, edit and produce the videos needed. So, we needed to use most of the funding available to recruit an in-house digital producer to work across the three organisations and provide a consistent look, feel and quality to the videos. By having someone dedicated to managing the production, we were able to adapt and innovate as the video series progressed, allowing the series style, format and design to evolve to meet trends and respond to metrics and evaluation insights. Being clear with our partners at YouTube where our capabilities were at the start meant we had some breathing space to develop and evolve the series as we matured in our approach.&nbsp;Resource collection: how higher education and industry can work well togetherLeveraging international collaborations to tackle global health challengesHow to make enterprise activities enjoyable and impactfulBe aware of sign-off processesTimescales and sign-off processes can differ greatly between organisations so it is important to map those out early on. Establish which internal teams or individuals will need to be involved and what the specific criteria will be to ensure that all those involved in the partnership are happy with the final result. In our case, this meant identifying mechanisms for approaching academics and clinicians to take part in the films, fact-checking and editorial sign-off processes, and what the expectations were from YouTube in terms of the final cut, in order to ensure we were hitting the targets set. It was important for us to work closely with academics and clinicians to jointly storyboard and create outlines for the videos, then develop a script that balanced what they wanted to say with the questions that were being asked online and needed an answer. By making it a joint process, we reduced the back and forth when it came to approving the final cuts.&nbsp;Does it resonate with your key audience?When working in partnership, it is even more important to do proper audience mapping and work out who your primary and secondary audiences are, as this may differ depending on the organisation and its motivations. For our partnership, it was also important to ensure that we were responding to what young people wanted to know and were searching for, rather than what we wanted to broadcast. To ensure our videos resonated, our partnership ran focus groups with the Mind and Body Expert Advisory Group, composed of patients with experience of mental health conditions, and we worked closely with our partners at YouTube to design the videos for young people, using YouTube shorts, subtitles and portrait mode. We planned a flexible social media campaign with some paid post boosting, aligned with relevant awareness weeks. We strategically used paid boosting on social media,&nbsp;targeting people with an interest in mental health topics, to move them from “passive exposure” to “active recall” in response to our content. It is important to keep monitoring the success of a partnership and campaign as it moves through different stages – here we set KPIs to monitor viewing figures, demographics, and gender of those watching, as well as new subscribers.It’s good to talkFinally, open communication between partners is vital in any collaboration, with regular catch-ups to monitor progress, keep the partnership on track and raise any concerns. We had regular meetings throughout this collaboration, between the three organisations, YouTube and with those involved in the production, editing and distribution of the videos. This meant there were regular touch points along the journey and that we could quickly get agreement to flex and adapt where we needed to. YouTube has used the success of our partnership to approach others to use video as an effective way to reach patients, including Mind, Great Ormond Street Hospital, University College London Hospitals NHS Foundation Trust, and NHS 24. It is great to see this model having an ongoing impact.Tanya Wood is deputy director of external communications at King’s College London.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Lessons for university teams on working with corporate business to deliver mutually beneficial projects

How to collaborate successfully with big business

Collaborating with other higher education institutions can allow the sharing of resources, improve research quality and add to existing programmes, allowing all parties to achieve their objectives.&nbsp;But a successful partnership requires well-defined goals, mutual respect and open communication channels. Here, I’ll outline the best way to do this.&nbsp;Practical approaches for institutional collaboration The following points may help when establishing collaborations between institutions.- Set out an end goalBeing precise when identifying the goals you want to achieve – and how feasible it is to do so – can help when looking for potential partners.- Study the target institutionUnderstanding the institution’s vision and how they operate helps to identify common ground. Some institutions may have pre-set rules and requirements for such connections, so investigate these thoroughly.- Establish effective communicationTake the initiative! Do not wait for others to collaborate with you. Creating strong, multimodal and constantly open channels of communication is important for building trust. To streamline decision-making, both parties should designate specific staff for communicating.- Agreements and ground settingClearly defining responsibilities, roles, objectives and understandings, while ensuring alignment with both institutions’ visions and maintaining ethical and professional conduct, sets the grounds for long-lasting relations&nbsp;and prevents mishaps down the road. Formal memoranda of understanding may clarify expectations and timelines, in addition to aspects related to finance.- Data sharing and transparencyProviding mutual access to relevant data while harnessing the power of technological advances and artificial intelligence, especially in research-related collaborations, opens new opportunities for discoveries.&nbsp;- Compromise and adjustmentsAdjusting methodologies and tailored solutions to better suit specific needs of partnered institutions may open doors for large-scale beneficial collaborations.- Continuity and mutual advantageAs well-established collaborations grow old, revisiting both parties’ potential could very well open doors to newer opportunities that otherwise would have been left dormant. Successful collaborations between different institutions require wisdom, patience and perseverance. However, when done right, they can lead to immense mutual advancement.Remember:Justify and prioritise your collaborationsDistribute resources according to contribution needsMaintain an open channel for communicationEnforce ethical and professional conductAdapt to changes and accommodate mutual benefits.&nbsp;Sami Mohamed is assistant professor at Dubai Medical College for Girls.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus&nbsp;newsletter.

Seven tips for successful collaborations

Collaborating with other institutions is a complex process, but in the current education environment, it can be transformative. Here’s how to make it work for all parties involved

Seven tips for successful collaborations with other institutions

Society’s approach to personal and business development has historically – sometimes unintentionally but often deliberately – encouraged us to adopt a single, fixed way to respond to change and uncertainty. To young scientists, a career appears linear and usually involves a doctoral, postdoctoral and later professorial position. Career decisions are mainly based on the direct experience of colleagues, on insights gathered at seminars given by other academicians and, more generally, on any assumptions that have proved effective before.&nbsp;We suggest that scientists shift their mindset and start considering themselves as leaders and independent decision-makers who can strategically design their career.Recent socio-economic events such as conflict,&nbsp;technological advancements and changing consumer requirements have brought about irreversible changes to the way we work and to how organisations and institutions operate across many sectors and industries. Companies and professionals alike often struggle to leave behind established yet outdated ways to proceed, and scientists in academia are no exception.&nbsp;This article focuses on the concept of ambidextrous leadership, the reasons why it is increasingly relevant in today’s business landscape and how it can benefit scientists trying to future-proof their career.&nbsp;Spotlight collection: wisdom from women leaders in higher educationTHE podcast: how to prepare for university leadershipRead more: how to navigate your first steps into leadershipAgility and speed in decision-making are becoming crucial, so leadership models that worked well during periods of stability and within predictable markets&nbsp;are falling short.&nbsp;Worldwide, organisations are now looking for models that combine the often-conflicting needs of stability and innovation, and short- and long-term priorities and goals.&nbsp;A strategic shift is required to develop solutions tailored to respond to intricate sets of challenges.&nbsp;For example, companies in highly regulated industries, such as banking or energy, often struggle with bureaucratic inertia and find it difficult to swiftly respond to changes in regulations or market dynamics.&nbsp;Not too differently, scientists often face complex bureaucratic processes to access funding, need to adapt the focus of their research to meet the vision of the funding agencies, and navigate in authorship disputes and rigid hierarchical structures in which having a supporting network can make or break a career.&nbsp;The concept of ambidextrous leadership was first used by Robert B. Duncan in 1976 to develop an approach that&nbsp;combines the exploitation of existing resources and capabilities with the exploration of new, innovative opportunities, and the nimbleness to go back and forth between the two effectively.&nbsp;It is seen among private companies. Procter &amp; Gamble, for example, has introduced a programme that enables employees to work on innovative projects alongside their main tasks. This approach has led to the development of new products and improvements while the company carries out business-as-usual activities. Similarly, Microsoft has embraced ambidextrous leadership to shift towards cloud computing and AI by leveraging the company’s strengths in enterprise software while identifying new opportunities.&nbsp;Major global companies are not the only ones who can benefit from this leadership approach. New leadership strategies are usually tested in the private sector, but would they not apply to the academic sector as well? Better planned, strategic growth for long-term success could positively impact scientists’ career development.In addition to the development of resilience and adaptability, ambidextrous leadership fosters innovation and creativity. In a competitive environment such as the research sector, professionals who can quickly identify and implement new ideas and solutions can gain a significant and sustainable advantage.&nbsp;Embracing an ambidextrous leadership approach would significantly help scientists in the academic field who want to carry on research projects while needing to plan their long-term career regardless of the short-term duration of the offered funding contracts.&nbsp;So, how can researchers embrace ambidextrous leadership principles?Be flexible&nbsp;The ability to pivot and innovate in response to unpredictable events is no longer just a competitive advantage but a necessity for survival. Developing the ability to take quick decisions can be crucial and embracing change as a constant is a starting point. Sometimes experiments don’t go as planned and might lay the basis for research projects on topics you are not familiar with. Would you consider this to be an obstacle or a development opportunity? Have you talked to professionals from other sectors to explore opportunities?Strive for a balance&nbsp;Ambidextrous leadership encourages the idea that&nbsp;different approaches and strategies can coexist in balance and one need not dominate the other.&nbsp;Organisations and individuals who can integrate seemingly contradictory elements are more likely to achieve long-term success. Do you spend all your time thinking about today’s problems without reflecting on your objectives for your career development in the long term?&nbsp;De-learn, learn and relearn&nbsp;The adoption of ambidextrous leadership requires a wide skill set that can only be acquired in a continuum. It might be a good idea to leave behind traditional knowledge to acquire new understanding through experimentation and learning from both successes and failures. Are you taking time to acquire new skills that are not immediately needed but that could be useful in the near future? Have you considered attending interesting training sessions (perhaps from other sectors) that might not be immediately applicable to your work?If you are a scientist, it might be a good idea to build a network of supportive friends and colleagues who have a similar approach to combine short- and long-term career requirements. Make sure that you attend events on different topics or seminars led by visionary leaders, and pursue creativity-fostering passions such as art and poetry.Ambidexterity requires investing time in ongoing training that can provide the skills needed to operate in the present dynamic environment but also in the future. This should focus not only on technical skills but also on often-overlooked soft skills such as creativity, collaboration and emotional intelligence. Scientists should thus look beyond education as their main strategic focus and explore how they can be at the forefront of research, how they&nbsp;can acquire knowledge and how they&nbsp;can effectively disseminate research results and insights, as well as encouraging cross-pollination between groups and projects.To thrive, scientists willing to act as ambidextrous leaders need to be surrounded by the right organisational culture and by colleagues who support innovation and adaptability. Organisations should empower employees to take the initiative, experiment and introduce new ideas, even if they might at times fail. It is important to create a safe environment where failure is seen as an opportunity for learning and improvement rather than as an undesirable mistake.&nbsp;Greta Facciois a scientific consultant in innovation in St Gallen, Switzerland. Valentina Lorenzon&nbsp;is a career and business strategist based in London, UK.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus&nbsp;newsletter.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus&nbsp;newsletter.

Should academics embrace ambidextrous leadership?

Ambidexterity requires investing time in training that can provide the skills needed to operate in a dynamic environment but also in the future

Should academics embrace ambidextrous leadership to future-proof their career?

Academic work allocation models are central to university effectiveness. Inconsistent practices build cultures of distrust, feelings of loss of agency and concerns of biased practices. Inequities can also present where minority groups and or women are disproportionately impacted.In 2022, the University of Newcastle evaluated its practices with academic work allocation, which identified that over eight years (2015-2022) academic staff had had 23 different models considered and approved. Some schools had more than two models in operation at the same time, while others had no model in place at all. There were also variations in how the models were being measured (hours, points or equivalent full-time student load). The inconsistent practices resulted in low staff morale, reported biases and career-limiting practices, and were impacting our student experience with some models’ driving perverse outcomes, interfering with course and programme review.&nbsp;Our analysis led to an 18-month journey of change to implement an institutional-wide principles-based academic work allocation model that supports equity and transparency. From the start, this wasn't just about changing operational processes; it was also about transforming our institutional culture and mindset regarding academic work allocation. We aimed to increase staff morale by designing a model that would enhance equity and transparency while also supporting increases in employee personal agency and operational efficiencies.&nbsp;Yet we also anticipated fierce resistance, as making changes to the way people work is complicated and often creates anxiety even when there is widespread dissatisfaction with existing models.&nbsp;Moving to an institution-wide work allocation model requires good leadership and relies on consistent communication. Staff will have genuine concerns about job security, fair and equitable workload distribution and continued quality of education delivery. It is important to ensure that you address concerns, plan for extensive consultation and allow for opportunities for feedback.&nbsp;Here are five actions your university can take when considering a similar change initiative of this scale to support successful outcomes.&nbsp;1. Appoint a senior academic leadEarly in the programme development, we appointed an academic executive sponsor and established a framework to enable extensive consultation at all levels of the institution. Having an academic lead was critical, as was working closely with our senior academic leader to ensure that communication occurred regularly by the right people at the right time. Our senior leaders became our agents of change as we expanded the consultation to gain further insights.2. Establish the why&nbsp;Establishing a clear vision early on is crucial. Consider why you are looking to change, what the current challenges are and importantly what aspects will not change. We needed enhanced equity, transparency, fairness and sustainability in our academic work allocation model. Through consultation, we tested these principles with our staff and then used them to underpin the development of the new model.&nbsp; &nbsp;Resources on HE leadership and strategyCollection: What can universities do to become fairer and more sustainable?Resources on improving well-being in higher education3. Get your project governance set up right from the start&nbsp;Establish a formal governance framework, which includes a steering committee, as well as several advisory panels from the outset to support successful project outcomes. Additionally, it is important to identify the roles and responsibilities of your collaborators. Before implementation of the model, we mapped our collaborators and then worked to ensure a clear understanding of roles and responsibilities. This is now documented in our policy and procedures. Our project governance and reporting structure is outlined in figure 1 and our core team included:&nbsp;Academic executive sponsor (pro vice-chancellor, academic excellence),&nbsp;Project director (chief people and culture officer)Project and change manager,&nbsp;Communications managerData analyst.&nbsp;

  
      
  
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Project governance and reporting structure

As the model transitioned from planning into operation, the steering committee shifted into a governance panel. The establishment of this panel was critical to maintaining a fair, transparent and equitable approach and ensuring ongoing independent oversight. This panel monitors and reviews work allocation across the&nbsp;university, ensures adherence to the principles, explores opportunities for improvement and considers and reviews&nbsp;staff&nbsp;concerns around work allocation. At a school level, our leaders also established practices of shared governance, with peer work allocation review panels providing recommendations to the head of school.&nbsp;4. Be committed to genuine consultation and regular communication and be prepared to compromiseEnsuring early, and regular communication is critical. Most importantly, you need to be open to feedback and compromise. Along the way, our model changed and adapted based on feedback from our staff and unions. This was important as it enabled our model to better reflect the needs of our staff, foster collaboration and enhance satisfaction. &nbsp;We held more than 40 different formal consultations, complemented by informal and localised sessions led by college and school leaders including but not limited to team meetings, focus groups and one-on-one discussions. These were informed by current model analysis and national and international benchmarking. We also ran a qualitative survey, which enabled us to understand existing challenges, communicate equity outcomes and share examples of positive impact, in particular for our indigenous staff.&nbsp;Even with extensive consultation, the Australian National Tertiary Education Union (NTEU) lodged a case with the Fair Work Commission. However, positive engagement with the NTEU and the Commission led to successful further review and analysis of the model.&nbsp;5. Give your institution the time it needs to adapt and get the change to stick&nbsp;Sustained change will take time. Our project was established in three phases (foundation, alignment and embedding). Phases one and two took 18 months through planning, design, pilot and to final implementation. This included national and international benchmarking, internal data analysis, design workshops, consultation and engagement with staff, unions and the Fair Work Commission and the design and launch of an IT system and reporting dashboard. Phase three (embedding) is anticipated to occur over two years, and we are part-way through. As the model moves into operations, the ongoing measure of success of this change will be how well it is embedded into the organisation, and how it adapts and evolves over time.Nicole Bagnall is a programme director, performance excellence, at the University of Newcastle.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Switching to a more equitable work allocation model 

A new approach to academic work allocation at the University of Newcastle promotes an inclusive working environment

Enhance inclusivity by switching to a more equitable work allocation model 

As people seek to future-proof their skills and pursue new opportunities in their professional field, the demand for online courses grows.&nbsp;Marketing an online course requires a multifaceted approach, blending strategic planning, creativity and targeted communication. To build awareness and generate interest in the course, a robust promotion strategy is essential.Here are the most effective strategies to&nbsp;promote&nbsp;your online course:1. To convert leads into learners, create a well-designed, engaging course website that showcases the value of your course. Use high-quality content like blog posts, case studies, testimonials and sample materials to highlight its benefits. Incorporate persuasive language and design elements that encourage visitors to sign up. Make sure the website is user-friendly with clear menus and intuitive navigation, making it easy for visitors to find essential information quickly.2. To expand your reach, consider promoting online courses through social media platforms. With billions of users worldwide, social media provides an effective way to promote courses to a vast audience. Platforms like Facebook and LinkedIn work well for general online courses, while Instagram and Pinterest are ideal for wellness and health-related courses. See point 15 for more detail on using Pinterest.Tips on making professional-looking, engaging videos for online coursesAwaken your students’ interest in your online courseEasy as ABC: design an online course in 90 minutes3. Enhancing the visibility of your online course with search engine optimisation (SEO) is a powerful way to reach your target audience and attract more students. This helps Google understand your content, making it easier for users to find your site and improving the quality of traffic.4. Create a course preview video on YouTube, which can attract more subscribers and increase awareness of your course. A short, one- to two-minute video gives potential learners an overview of the course content&nbsp;and teaching style. Start with a slide showing the course image, outline the structure and highlight your credibility as an instructor.5. Self-publishing a book on Amazon can boost sales and increase visibility for your courses. As a popular platform, Amazon enhances your credibility as a published author, attracting more students. E-books also serve as valuable marketing tools, providing an additional revenue stream and allowing you to monetise your expertise in multiple ways.6. A free mini-course acts as a lead magnet, showcasing your teaching style, knowledge and the benefits of your full course. It helps convert potential leads into paying students by giving them a preview of your expertise and encouraging them to enrol in your paid courses.7. Webinars are a powerful tool to engage prospective learners by offering valuable insights and building personal connections. Through an interactive format, you can address questions and create a meaningful relationship with your audience. A well-structured webinar should have a clear narrative, including an introduction, body and conclusion. After the webinar, send a follow-up thank-you email with a link to your online course and additional details to encourage attendees to convert into leads.8. Offering discounts on your course is an effective way to boost enrolments by creating urgency and motivating potential students to act quickly. Discounts appeal to those hesitant about the full price, making your course more accessible to a broader audience and increasing the likelihood of conversion.9. Collating reviews can build credibility and trust, especially when potential students are deciding whether to enrol. Testimonials provide real-life insights into past students’ experiences, encouraging others to join and pursue similar success.10. Collaborating with trusted sources in your niche enhances the credibility of your course, allowing you to reach new audiences and penetrate untapped market segments.&nbsp;11. Invite your contacts to write for you as guest bloggers, enhancing search rankings and increasing visibility. Promote these posts through email newsletters and social media.12. Facebook ads offer a powerful tool for reaching a targeted audience, based on socioeconomics, user behaviour&nbsp;and custom preferences. This gives you the data to budget and strategise effectively.13. Create an online community to connect existing and future students, fostering a sense of belonging and productive interactions through questions, knowledge sharing and course discussions.14.&nbsp;Quick Response (QR) codes can enhance online course visibility by allowing users to quickly access landing pages, course details and special materials. Course makers can also use QR codes on physical materials, allowing for better tracking and analysis of various marketing channels.15. Pinterest’s visual search feature allows course creators to target socioeconomic and specialty audiences by creating well-organised sheets, engaging pins, optimising content for appearance and maintaining a dynamic online presence to drive student engagement.16. Recognising a top-rated course on Course Central, an online review platform, boosts advertising credibility and encourages students to trust and enrol in courses endorsed by trusted sources.17. Google Ads allows courses to appear on search engines for specific course topics, resulting in higher click-through rates. By targeting socioeconomics, interface and behaviours, advertisers make sure their courses are seen by potential enrolling clients.&nbsp;18. Implement a content-driven approach to attract future students by crafting informative materials that cater to their interests and needs, cultivating trust and solidifying your institution’s reputation as a leader.19. Create captivating social media content by sharing valuable insights, visually striking graphics, intriguing questions and exclusive glimpses into your course development journey, boosting engagement and keeping your audience engaged.Promoting online courses means using various channels and consistent messaging to attract potential students. Understanding these procedures is crucial for both solo teachers and online course development agencies.Shefa Mostafa Gawish is a professor in biomedical science at Dubai Medical College for Girls.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Nineteen ways to promote your online course

In a crowded marketplace, marketing online courses can be challenging. Here are 19 proven strategies to get the word out

19 ways to promote your online course

So…as the hiring manager, you’ve put your role out to expressions of interest, and an internal candidate has proven to be the most qualified for the position.First, well done. This means your internal talent management is in good shape. Internal promotions are shown to positively impact staff happiness beyond the individual being promoted. But this candidate won’t need traditional onboarding because they already work for the university. So how do you make sure your employee thrives in their new position?Inboarding, sometimes known as internal promotion, is when an internal candidate is promoted to a new position instead of an external hire. Universities aren’t always the best at this; higher education institutions often prefer to open roles to external competition or they dismiss internal candidates without proper consideration. However, some institutions are embracing internal talent management and trying to open up internal progression through new routes.The aspiring academic’s career path from PhD to professorSpotlight collection: how to progress in your academic careerA blueprint for hiring innovative educatorsWith this in mind, here is guidance for hiring managers who are inboarding an internal promotee.1. Create a bespoke welcome packageYou know this person, so they shouldn’t be given run-of-the-mill training documentation. Like anyone coming into a new job, they will will have gaps and may need training, but you will know their needs before the date they start.Pull together a training plan for them that encompasses:mandatory training for the roleshortfalls identified during interviewdevelopmental areas as identified by their current team.Put in clear timescales and deadlines for completing the training, including how to access support, should they need it. Make sure you arrange their schedule for the first few weeks or months to ensure that they have time to get their training done. Unlike a new hire, an inboardee is likely to have a fuller diary from day one, plus they will likely still be fielding questions from their previous role, so they may need some time protected.2. Factor in team-building activitiesEven if the employee is familiar with the institution, they will still need to integrate into their new team. Team-building could be a whole-team awayday, if budget stretches, or a team meeting with informal aspects and team-building games built in. This has several benefits:Team-building allows your inboardee to meet their team if they don’t know them already, or helps them to find a new baseline in their new positionYour team can get to know the inboardee or welcome them into their positionIt starts the team-building process. Going through group stages of forming, storming and norming before getting to performing can be harder with an internal promotion than with a new hire because of preconceptions from all parties.Good icebreaking activities include a Manual of Me intro (you can search online for lots of examples of these) or a “two facts and a lie” game. Anything that engages people to talk about themselves in a way they might not have before will be effective here.3. Consider behaviour analysisBusiness analysis tools that determine personality types and how they work together can be useful. The Myers-Briggs framework is a commonly used one, but you may have someone internally trained in a specific form of personality analysis for business. These sorts of quizzes can be helpful in unpacking work preferences and identifying people in your team who might more naturally enjoy working together. If you have the budget, an external consultancy can run a bespoke day for you, but otherwise ask your learning and development team if they can support you.4. Consider job-shadowing or meet-and-greet opportunitiesLook at the option of having the new hire job-shadow or do meet-and-greets before they start in role.Time management for this can be a tricky one, though, and is often dependent on specific circumstances. In some cases, your inboardee will have capacity and willingness to start acting up before their official start date. In others, they will need to be working in their previous role right up until the point they move across to the new team.Adaptability is key, but even if opportunities to get them acclimatised their new role are slim, or they take a leave period between roles, for example, do invite them to team socials or lunches so they can choose to join.5. Manage the other members of the teamBe aware of office politics with an internal promotion, especially if you have had multiple internal applicants for the same position. It might be that it’s time for a team restructure, or for closer line management engagement if you have disappointed people in your team.If other unsuccessful candidates are part of your team, it might be useful to spend time making a structured development plan for the disappointed person, so they still feel invested in. Job-shadowing in other departments or a new mentor might also be helpful for them. The situation might also require ongoing monitoring to ensure that your team are bedding in well together.While your process for an inboardee will look different from that for onboarding into the institution from outside, it is still key to have in place. This will allow your new promotee to find their feet more quickly, and allow your team to welcome them to their new position more easily.Alexandra Head is head of talent and resourcing at the University of Southampton.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Internal hires don’t need traditional onboarding, so how do you ensure they find their feet quickly and thrive in their new position in your university? That’s where inboarding comes in

Get inboarding right in five easy steps

Many baccalaureate-aspiring students in the US begin higher education at a community college – public two-year colleges that offer sub-baccalaureate credentials, along with the potential to transfer to a baccalaureate-granting university. Yet many transfer-intending community college students do not transfer to a university or complete a bachelor’s degree.&nbsp;In our new book, Discredited: Power, Privilege, and Community College Transfer, we explore the tension between the promise of community colleges to broaden post-secondary access and the low rates of transfer. Although most transfer reforms focus on community colleges, we illustrate that faculty, staff and administrators at destination universities play a substantial role in shaping the transparency and ease of post-secondary transfer.&nbsp;University personnel maintain discretion over how credits apply at their institution after transfer. They sometimes thwart broader policies that could smooth and streamline transfer for students, typically because of pressures to preserve institutional (and programme) prestige. So, what can universities do to transform and improve – rather than thwart – post-secondary transfer? Here are four key actions that universities can take to improve the process of institutional transfer for students:&nbsp;Provide advising opportunities for prospective students: strong advising is an excellent way to supplement existing sources of transfer information. Under the right conditions, it can help students’ paths to transfer success. We found that advising was most helpful to our students when it connected them to university resources. It is important that transfer-intending students connect with university staff (not just community college staff) before transferring to understand transfer and major requirements. We therefore recommend that both sending and receiving institutions expand opportunities for students to connect with university representatives, including transfer fairs or other events.&nbsp;Transfer fairs hosted by community colleges can be instrumental in connecting students with their target universities, providing an opportunity for students to meet with university staff in person. Similar to a career fair, a transfer fair represents an opportunity to meet with representatives of prospective destination institutions, with booths or tables where students can get additional information and speak to university staff in person. To offer students the best opportunities for success, university representatives should provide documents that clearly outline the resources available and be ready to provide contact information that the students can use to follow up with specific questions after they review materials.Resources on leadership and strategy&nbsp;Five steps to prevent disengagementResources on student successTrain recruiters to do degree audits: at the most transfer-receptive universities, recruiters are prepared to offer prospective students pre-transfer degree audits to enable them to determine in advance how credits from the sending institutions would apply to their desired degree at the university. Universities can train their recruiters to conduct degree audits for all prospective transfer students to ensure they are transparent about which coursework will transfer and apply.&nbsp;In conducting a degree audit, a university representative performs a formal evaluation of students’ academic coursework to date, and an analysis of what degree requirements they would still need to complete to graduate in their preferred major and programme. Ideally, the student should leave the process with clear documentation of how courses they’ve taken apply toward the degree programme and a list of remaining courses they can use to map out their subsequent course requirements. This would allow students to make informed decisions and not face any costly surprises upon transferring.Build alliances with common ‘sending institutions’: transfer-receptive universities solidify transfer pathways with their partner institutions by creating both formal and informal agreements about how credits will transfer between programmes. Beyond building transfer agreements, they build a network of peers (recruiters and advisers) between regional post-secondary institutions which ensures that advisors at the sending institutions will be more likely to be informed about changes to requirements and recommended course sequences at destination universities, which minimises the risk that advisers will offer incorrect information to transfer-intending students.Streamline transfer information, update it regularly and communicate it broadly: if a university has a transfer agreement with a partner institution, it should be translated into a student-facing document that makes it clear which courses will apply at the destination institution and how many (and which) courses students would need following transfer.&nbsp;Ideally, all transfer guides would be hosted on one webpage maintained by the university. This must be a stable webpage – the URL should not change over time! – so that as the information is updated, community colleges that link to that page do not lead students down dead ends. As programmes of study change, these documents and materials will need to be updated. Staff at the university must share those changes and new materials with common sending institutions to ensure they have accurate information when guiding transfer-intending students. In addition to updating the webpage materials, universities should reach out to inform their most common feeder colleges that there have been updates, so advisers can review and understand those changes.The recommendations we outline will not immediately transform students’ transfer outcomes, but they will gradually improve the support and transparency of transfer pathways. Improving transfer from community colleges and other broad-access institutions, which serve higher rates of low-income students and students of colour, may also help universities maintain a diverse student body and improve graduation outcomes for transfer students. Such efforts would require an investment from universities into support staff to offer advice and update information regularly, but such investments are necessary to ensure that we can build effective transfer pathways between post-secondary institutions.Lauren Schudde is associate professor of educational leadership and policy at the University of Texas at Austin. Huriya Jabbar is associate professor of education at the University of Southern California. This article draws on findings from their new book, Discredited: Power, Privilege, and Community College Transfer, from Harvard Education Press.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Here are some ways universities can improve the process of institutional transfer, making life easier for students and staff

We need to improve credit portability. Here’s how

We know there is a direct correlation between using blame, shame and punishment and the absence of an understanding of why something has happened. This leaves no room for learning and, therefore, little to no change in behaviour.Shifting away from traditional punitive measures to a restorative approach that fosters accountability and emphasises the resolution of harm helps rebuild relationships and ultimately strengthens the residential student community as a whole.&nbsp;You can start to introduce the foundations of restorative practice before students even arrive on campus. Pre-application webinars and pre-arrival communications encourage a sense of connection and start to build capacity within the new community so that, should challenges arise, you can navigate them together.&nbsp;The following are some of the key (but not all) principles of restorative practice that we use at the University of Newcastle, Australia.Relationships are central to building healthy communitiesPreviously, our student residential community functioned quite independently from Student Living (the business unit comprising commercial and student support). Frustration often arose due to a lack of role clarity and miscommunication, which had a negative impact on how our community engaged with the Student Living team.&nbsp;To overcome this, we deepened our knowledge about the identities and values of each of our residences and worked to align them with Student Living’s values. We dedicated time to clarifying roles and setting expectations with our residents, embedding accountability and support in everything we do.&nbsp;To start this process within your residential community, meeting with your student leaders to understand what they believe their role is and how that works alongside your team’s role in supporting the student community will provide vital insights. This should identify where there is alignment and shared vision or where there may be gaps, opportunities and challenges. This initial step provides an anchor point for moving forward together.&nbsp;You can further foster accountability across the student community through:&nbsp;Explicit communication between staff and students, with a high level of record-keeping. This could be anything from supporting a phone call with a follow-up email, detailing the actions and expectations of both resident and staff members or ensuring that meetings for residential mentors (paid student leaders who foster engagement and support) have minutes that are circulated and agreed upon.&nbsp;Setting clear expectations from the outset of any conversation, meeting or email.Providing the support required for a resident to meet the community’s high expectations. An example of this is creating an infographic for residents that explains what the conduct process will look like and how staff will support them through this.Each voice within the community is valued and everyone must feel heardFeedback from our residential community indicated that Student Living often made decisions with little to no consultation, leaving student residents feeling unheard, undervalued and uninspired.&nbsp;This can be addressed by creating time and space for team connection through simple actions such as connection circles and team check-ins to ensure open, transparent and effective communication where appropriate.&nbsp;Resource collection: Space and place: rethinking the university campusCreating ‘third spaces’ will revolutionise your campusCampus design for access and inclusionBeginning meetings with a connection circle, a non-judgemental and non-hierarchical space focusing on how each person within the community (both staff and student leaders) contributes, helps establish open conversations to solve problems together. At the University of Newcastle, connection circles have been instrumental in producing successful outcomes when navigating students through community concern conversations, because the process encourages residents to reflect on their actions and behaviour, working alongside them to determine appropriate steps towards accountability and community restoration.We also established a residential consultative group comprising representatives from each residence which meets bi-monthly throughout the academic calendar year to give student residents an opportunity to speak about their issues and explore opportunities within their community.&nbsp;Engaging in collaborative problem-solvingA key principle of restorative practice is involving the community in problem-solving, particularly regarding issues that directly impact them. Through the residential consultative group and our weekly connection circle with residential mentors, problems can be raised and we use this time together to focus on solutions and ensure that each voice is recognised and heard within them.&nbsp;An example of this includes how budget is spent to change the physical landscape within the community. Rather than Student Living assuming what the community may want, we used these groups to work through suggestions and issues that residents felt would have the biggest positive social impact within their community. Our efforts have seen outdoor family dining tables constructed, a designated gym space within a residence provided and the removal of trees to increase light into a courtyard.&nbsp;Integrating restorative processes with student conductIf you’re considering introducing restorative practice it is important to consult with colleagues who oversee relevant policies such as student conduct and student appeals to ensure that the restorative framework can be used and that your staff are positioned within policy when doing so.&nbsp;Where harm (physical or emotional or to property) has been caused and where there is an individual or group willing to take accountability, Newcastle’s Student Living offers a restorative process alongside the student conduct process.&nbsp;Our approach is to acknowledge that behaviours are separate from the individual themselves, in other words, that people can demonstrate behaviours that may not align with their values, and that these actions may cause harm in our communities. This can be anything from intoxicated students leaving a common area untidy, whereby our cleaning staff and other students wanting to use that area the next day are harmed by not being able to utilise the space in the way that it has been intended and additional cleaning resources needing to be allocated, through to an external establishment formally complaining about the behaviour of our students at an event. In this instance, the staff of the establishment were harmed and wanted to see a resolution from the residential community.&nbsp;Our team ensures that an assessment takes place with a relational lens cast over the process. This means that all harmed people involved have their needs heard and expressed and that we listen to those alleged to have caused harm to understand what was happening for them at that moment and what they have thought about since. This holds space for restoration, in which those who have caused harm are responsible for making it right.Using the principles of restorative practice can bring about incredibly positive change within student communities. When we intentionally and explicitly seek ways to connect, empower, and foster relationships, we create a thriving campus community capable of withstanding and working through challenging times together.Gemma Edgar is general manager of Student Living at The University of Newcastle, Australia.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Restorative practice builds healthy student communities 

The integration of restorative practices within student residential communities can have a transformational impact

Build healthy resident student communities with restorative practice

Higher education institutions must constantly seek ways to enhance creativity and encourage innovation. To meet these aims, at Monterrey Institute of Technology, we launched a competition called the Innovation Challenge.&nbsp;The Innovation Challenge encourages staff to propose groundbreaking projects that address institutional needs. It uses design thinking methodology, which fosters collaboration and creativity by involving multidisciplinary work teams in all phases of the process and encourages continuous learning due to its iterative process. We gamify the initiative to boost participants’ motivation, turning staff into agents of change.The Innovation Challenge was conceived based on the theory of change which holds that changes do not occur spontaneously, but require planned and structured processes that allow us to:Implement new ideas and practices gradually and effectivelyEstablish structure and a systematic approachManage resistanceBuild a consensusEnsure sustainable and enduring implementation over time.To launch it, we adapted Stanford University’s IDEO model which has been widely used in product development. It consists of five main steps:Empathise: understanding the users’ needs and challengesDefine: defining the problem&nbsp;Ideate: generating creative and innovative ideas to address the problem&nbsp;Prototype: selecting and bringing the most promising ideas to lifeEvaluate: testing the prototypes and gathering feedback.For the Innovation Challenge, we decided to address all stages except the “define” stage.The iterative process of the methodology facilitates the improvement and refinement of ideas. Its user-centred collaborative approach allows us to address challenges and generate more relevant and meaningful solutions, providing an enriching and effective educational experience for all involved.Resource collection: What innovation needs to thrive in higher educationHow university leaders can use an ‘innovation for’ mindset to drive enrolmentResources for higher education professionals on leadership and strategyWe’ve run the Innovation Challenge twice, with participants from different specialisms and departments coming together to work in teams.&nbsp;The competition lasts six weeks and the process is as follows:Advertising campaign: we send out newsletters and post details including the rules, the challenge and key dates on our social media channels&nbsp;Stage 1: we register participants and put them into multidisciplinary teams. The competition is open to whoever wishes to applyStage 2: participants define the issue that needs to be solved based on the challenge posedStage 3: participants propose innovative solutions, making sure to comply with the requirements (that the team engages in multidisciplinary collaboration and that the ideas solve the proposed challenge)Stage 4: participants create a prototype of the proposed solution, explaining the process in detail along with the necessary resources for its development and subsequent implementationStage 5: participants pitch their ideas via a presentation to a panel of judges who evaluate them and assign scores based on an evaluation rubricStage 6: we run an award ceremony where first-, second- and third-placed teams are celebrated.Our evaluation rubric comprises seven criteria: feasibility, scalability, cost, risk, operation, effectiveness and creativity. We assess each criterion on a three-level scale: insufficient, good and excellent.&nbsp;The first challenge was: “How can an instructional designer continuously evaluate and improve the design of a course?” The solutions were: (1) an application to measure the emotions and attitudes of students, (2) a rally-style competition to generate innovative ideas and (3) a mobile application to enrich learning experiences.The second challenge was: “How to optimise and enrich activities with GenAI”. The solutions were the development of AI tools to (1) spell-check texts on the learning management system, (2) centralise reliable sources of pedagogy and (3) promote the use of inclusive language.Running an innovation competition enhances creativity, fosters the development of innovative projects that tackle real-world issues and encourages multidisciplinary collaboration that has the potential to bring about impactful change. The gamified format encourages healthy competition and gives staff the opportunity and freedom to express their ideas in a controlled environment.&nbsp;Diana Beatriz Estrada Beltrán is a planning leader, Elia Esther Mendoza Carabeo an instructional design leader, Gabriela Sánchez Castillo a pedagogical architect and Laura Patricia Zepeda Orantes is a pedagogical model innovation leader at Monterrey Institute of Technology.If you’d like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Host a competition to foster creativity and innovation

Challenging and rewarding staff for coming up with innovative solutions can help your institution become more adaptable and forward-thinking

Host a competition to foster creativity and innovation at your institution

University of Chester vice-chancellor Eunice Simmons talks about effective strategies for widening access and embedding equity in higher education

THE podcast: supporting student success at all stages of the university journey

Given the often bureaucratic structure of most universities, quickly implementing change is difficult because approvals frequently go through many layers of committees with revisions along the way. And with accreditation requirements, governmental mandates and funding difficulties, change in higher education is often resisted.&nbsp;However, it is becoming ever more clear that higher education needs to make some significant and strategic changes if many of our institutions are to continue existing. Facilitating discussions about strategic change with faculty, staff, students and alumni is challenging – there are many diverse perspectives and interests among institutional constituents, differing communication styles and mistrust of administration. But there are some ways to create both the time and mental space for a climate of strategic innovation in higher education.Breaking down traditional institutional silosMost faculty/staff speak to or email the same people each day. When there is an all-campus meeting or another cross-campus gathering, it’s always surprising to see how many people don’t know each other. So, one of the first things to do is to break down traditional silos and encourage cross-disciplinary collaborations. This can foster sharing diverse perspectives and raise questions about old assumptions. Holding campus-wide events on a regular basis will begin to encourage these types of discussions. And, since everyone will probably want to sit with people they know, be strategic with how seating is set up.&nbsp;Streamline administrative processesNothing stops a great idea faster than having to wait weeks for an answer or for approval. To encourage strategic innovation, administrative processes must be simplified and reduced. Reduce unnecessary layers of approval. How many approval signatures are needed for new ideas? If the idea doesn’t cost much, reduce them. Consider streamlining paper processes into digital ones to save time and better track necessary approvals. This can free up time for faculty and staff so that they can focus on innovation.Prioritise and focus on key initiativesMake sure that there is a clear understanding of the type or area of innovation that needs focus. Asking faculty and staff to “make things better” is not specific enough. Setting clear priorities on a few initiatives can help focus time and effort on the most impactful areas. Work with a small group to develop a clear innovation agenda that outlines specific goals but not the ways in which those goals will be achieved. That provides some structure for innovative ideas to come up for discussion.&nbsp;Resources for higher education professionals on leadership and strategyResource collection: What innovation needs to thrive in higher educationFive strategies to cultivate university reputationProvide specific time and space for discussionsConsider scheduling an “innovation retreat” focused on a key priority. This type of uninterrupted time can be crucial for deep thinking and creative exploration of new ideas. Bring faculty and staff together at an off-site location with plenty of time to have discussions around the issue. &nbsp;Make sure to provide comfortable spaces for these discussions and ways to record the different ideas that come out of them. Traditional Post-it notes and newsprint are one way to do this, but new technologies can also help with tracking ideas that come up. With a smart, digital or virtual whiteboard, for example, participants can be creative with new ideas and the ideas can be saved and shared. Having a full day (or even longer) for a retreat can provide time to really dive into discussions. But, even a three-hour session can be enough to discuss a few pertinent ideas. Consider reducing the workload for some faculty or staff to create the time needed for innovative thought and writing – this can be especially helpful when ideas that have been generated need to be synthesised into a proposal or plan.Name the elephant in the roomIf there is a reason that change hasn’t happened, get that out in the open for discussion. Perhaps previous leaders weren’t supportive of new ideas or maybe funding cuts are coming. Talking through these “elephants” won’t make them go away, but it will provide a shared understanding of any ground rules or guidelines.&nbsp;Reward innovation, expect failure – and celebrate!Many innovative ideas are developed but will never work – but they may lead to the next innovative idea that might. Find ways to establish awards, grants or other incentives to recognise and reward innovative ideas and projects. Consider incorporating innovation into performance evaluations as a way to signal its importance and encourage faculty and staff to prioritise this in their work.&nbsp;And, when an innovative idea doesn’t work, don’t hide that. Celebrate what was learned from this and keep moving forward. Failure isn’t bad – unless nothing grows from that experience. Try new things and see what works and what doesn’t. Then, do more of what works and find out why something didn’t work. That might provide the next new strategy that makes a difference. &nbsp;For example, I know of one institution that decided to partner with another to create a shared degree programme, and while this didn’t work (there were too many different policies and expectations between the two colleges), good relationships were forged and now the two institutions collaborate with their honours programme events.Encourage reflective practicesEncourage faculty and staff to regularly reflect on their work and on the institution’s overall strategic direction. Ask questions that will create opportunities to think about how what is done on a daily basis might align with strategic plans. For example, ask faculty questions such as “How does your scholarship support undergraduate research ideas?” or “How can your service to the community play a role in engaging students?” Reflections that come from these conversations can help generate new ideas and insights that spark innovation.&nbsp;Finally, support mindfulness and other well-being programmes that can help reduce stress and enhance mental clarity. A clear and focused mind is much more conducive to strategic thinking and innovation.&nbsp;By intentionally creating time, space and incentives for innovation, higher education institutions can better position themselves to adapt and recreate their mission to support our students and alumni and our future.&nbsp;Catherine M. Wehlburg is president of Athens State University, Alabama, US.If you’d like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

How to create time and mental space for strategic innovation

How higher education institutions can better position themselves to adapt and innovate 

Ways to create time and mental space for strategic innovation in higher education

Balancing a career in higher education with family responsibilities is a&nbsp;challenge, especially for primary carers. As an associate professor at a medical college in Dubai, my professional commitments require careful coordination with my personal responsibilities at home. I live with my 73-year-old mother and my 16-year-old son, who has special needs.&nbsp;To maintain a healthy work-life balance, I have to carefully manage these responsibilities alongside each other.I have a helper who assists with household chores and takes care of my mother during my work hours, which ensures that my household runs smoothly and allows me to focus on my career and family. However, balancing these tasks with my professional duties can be overwhelming, as unexpected caregiving needs or school commitments for my son often disrupt my carefully managed schedule.Supporting parent academics through staff networksHow to manage parental leave for university staffBreaking barriers for women: how to build effective parental leaveDespite&nbsp;this, prioritising quality time with family remains crucial. I dedicate time each evening to assist my son with his studies and engage in conversations with my mother,&nbsp;to make sure they&nbsp;both feel supported and connected.&nbsp;Ordering groceries online and other time management strategies help streamline household tasks and maximise time spent with family. Nonetheless, these efforts underscore the need for institutional support to navigate the unpredictable demands of caregiving.Recommendations for&nbsp;higher&nbsp;education&nbsp;leadershipTo support primary carers effectively, higher education institutions should consider implementing the following strategies:Flexible&nbsp;work&nbsp;hoursFlexible work hours accommodate the needs of staff who are balancing work with family responsibilities. It allows primary carers to handle any unforeseen family obligations without it affecting their professional duties.&nbsp;Flexible scheduling improves job performance, reduces stress levels and enhances employee satisfaction and retention.&nbsp;By offering flexibility, universities can create a supportive work environment&nbsp;with higher overall&nbsp;levels of&nbsp;productivity and morale, as research has shown.Childcare&nbsp;support on&nbsp;campusProviding on-campus childcare facilities eases the burden on primary carers by offering convenient, reliable childcare solutions. As a result, staff can focus on work and improve their productivity. Not only does it benefit the work-life balance of academics, it also supports single-parent students and helps them concentrate on their studies. On-campus childcare significantly impacts the academic achievements and retention of parent-students, studies show.Leveraging&nbsp;technology for&nbsp;remote&nbsp;workInstitutions should equip staff with the tools and support to work from home when required, enabling them to maintain productivity while managing family responsibilities.&nbsp;Remote work arrangements&nbsp;can benefit work-life balance and employee satisfaction,&nbsp;studies show, making them a crucial aspect of modern workplace strategies. Micro-sabbaticalsShort, focused sabbaticals help staff manage family emergencies or personal development needs without requiring long-term leave, alleviating stress and preventing burnout for primary carersFamily-centric&nbsp;mentoring&nbsp;programmesMentoring programmes where experienced staff mentor newer employees foster a supportive community, enabling staff to learn effective strategies and share valuable resources for achieving work-life balance.Caregiver&nbsp;support&nbsp;networksInternal support networks for staff with caregiving responsibilities, offering regular meetings, workshops and events, provide a platform for sharing experiences and solutions. This boosts morale and creates&nbsp;a sense of community.Resource&nbsp;allocation for&nbsp;family&nbsp;emergenciesAllocating emergency funds or resources for staff facing sudden family-related crises ensures staff remain productive and engaged during challenging times.Mindfulness and&nbsp;well-being&nbsp;programmesMindfulness workshops, meditation sessions and mental health support tailored to the needs of primary carers help staff manage stress better, leading to improved focus, efficiency and job satisfaction.Hybrid&nbsp;role&nbsp;structuresDesigning hybrid roles allows staff to divide their time between different responsibilities, with flexibility in focus depending on personal needs, reducing conflict between personal and professional roles.Community&nbsp;engagement&nbsp;initiativesEncourage&nbsp;participation in community projects, especially ones that&nbsp;align with family interests. This strengthens family bonds and makes work more meaningful, connecting professional and personal life.Virtual&nbsp;family&nbsp;daysHosting virtual family days involves families in understanding the work environment&nbsp;and helps them appreciate the significance of the staff’s work.The integration of support systems, strategic time management and innovative institutional policies is essential for primary carers in higher education to achieve a sustainable work-life balance. By adopting flexible work arrangements, providing on-campus childcare and leveraging technology for remote work, institutions can enhance staff well-being and productivity.&nbsp;Measures like these mean primary carers can fulfil professional roles without compromising family commitments,&nbsp;leading to a happier and more supportive workplace for everyone.Ambreen Ansar is a lecturer in public health at Dubai Medical College for Girls.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

How HE can help academics with caring responsibilities

Higher education institutions can help their employees balance the demands of family responsibilities with work – here’s how

What universities can do to help academics with caring responsibilities 

Teaching excellence and student outcomes are measurable and meaningful differentiators in our increasingly competitive sector. As a comparatively small university, we rank highly in these areas, as our triple-gold Teaching Excellence Framework and National Student Survey scores reflect. But sustaining this success is not easy.In 2018, our student numbers were growing, the sector was changing and so were the needs of employers. Our 20-year-old education framework and dated technologies and approaches were holding us back. Courses had proliferated organically into crowded curricula with a lot of assessment and related stress for students.&nbsp;We came to the hard realisation that we had to overhaul our entire education curriculum – redesigning all our undergraduate (UG) and postgraduate taught (PGT) courses, assessment and teaching methods – to streamline and enrich the learning experience and better equip our students for the evolving modern workplace.&nbsp;Read more: back to the basics of pedagogyCampus podcast: how to lead a university from the frontLessons from developing a whole-university well-being strategyIt would be a true curriculum transformation (CT), with course-wide design yielding longer, team-taught units that connect topics and build on learning for deeper and more holistic subject knowledge. Practical exercises and team projects apply what is learned and foster transferable skills. New teaching technologies and methods enhance accessibility and engagement. For consistency, cost and outcomes, CT had to be a simultaneous, silo-busting, whole-course, whole-university innovation initiative.&nbsp;Now, as we enter our second year of full CT course implementation, we’re sharing insights and advice for those embarking on their own CT journeys.Define your goals and prepare to measure themTo guide our transformation, we agreed clear goals founded on what we heard from stakeholders, including students, staff, industry partners and accreditation bodies, through surveys, discussions and discovery workshops. These were:To improve visibility and understanding of our whole education portfolioTo take a strategic, holistic&nbsp;approach to course development, centred on well-grounded principles for the curriculum, and building on our strengthsTo move towards a culture of continuous improvement to sustain our reputation in education.&nbsp;Key advice&nbsp;Set your goals and think about how you’ll evaluate success. Then capture metrics before you start for comparison later. Consider in-course student surveys for early feedback.Resource your project effectivelyThe scale of change and effort made our CT an epic undertaking that required strategic investment and careful resourcing. Having inspiring people to initiate the project and a passionate and diverse team to reignite and drive it, after a pandemic-enforced hiatus, were both critical to our success.&nbsp;New teaching approaches required technical support and different space needs, and CT affected systems, academic registry, student support and many other departments.&nbsp;Our cross-discipline project-steering team was the first of its kind at the university, and a small dynamic project team provided coordination and troubleshooting.To improve the visibility of our education portfolio, we created a single source of truth and a system for approval and monitoring material course data on our student information system (SITS).We had to budget for additional resource to make more than 500,000 system data changes and to support faculties with a range of new needs.&nbsp;Key adviceBuild the right mix of personalities and specialisms to drive your project and support academics. Be prepared and resourced for extra work and significant changes to course data.&nbsp;Create shared course-design principlesThough central support was provided, we found most course innovation happened in academic departments. To ensure consistent, holistic transformation – where course content builds on what was learned before rather than merging units into longer ones – we co-created course-design principles.&nbsp;We began with 15, but four emerged as core, against which we evaluate CT course quality. They are:Articulate a course-wide approach to learningEmbrace assessment for learningSupport the diverse needs of learnersEmbed citizenship and sustainability.Key advice&nbsp;Define a set of common course-design principles that encapsulate your learning goals but allow flexibility for the diverse needs of different specialisms.Consult and collaborate widely with stakeholders&nbsp;With employability and quality of the learning experience as key student outcomes, we engaged with industry partners, potential employers, students, staff, external reviewers and accreditation bodies in designing our new courses.Key advice&nbsp;Define your target outcomes and consult relevant stakeholders on how best to achieve them.Test the waterWe piloted our ideas with early-adopter and vanguard courses…and then Covid-19 hit. The pioneering teams and the pandemic both yielded insights and highlighted the enhanced agility and resilience of new teaching delivery methods.&nbsp;Early gains were encouraging, including a 34 per cent reduction in assessment time in chemical engineering and 89 per cent overall satisfaction from students in architecture and civil engineering vanguard courses.Key advice&nbsp;Harness the enthusiasm and courage of early adopters to test your principles and hone approaches.Knock-on issues and benefitsImplementing a step change in course design has its challenges, such as student suspensions that involve rejoining on a transformed course. Combined units require collaborative design, team teaching and equitable assessment, which took adjustment for lecturers used to working alone.&nbsp;CT can expose and catalyse perennial issues, such as teaching space, technology and timetabling.&nbsp;CT also made it possible to embed institutional themes into the curriculum, such as sustainability, and emerging technologies, such as generative AI.&nbsp;Key adviceExplore potential impacts and opportunities and brainstorm solutions with a cross-discipline team.Sustain momentumTo sustain the benefits of CT, we are working to embed a spirit of continuous enhancement in line with our course-design principles. We hope this will be fostered by pedagogical benefits that we are already seeing, such as increased collaboration, course-wide thinking, employability focus and team teaching.&nbsp;Key advicePlan transition to business as usual carefully to avoid reversion to pre-CT complacency.A leap into the futureFor us, CT has been an evolutionary leap and a vital investment in our future to keep us at the forefront of the sector and continue to make Bath the place to be for students and staff from around the world.Marion Harney is associate dean for education in the Faculty of Engineering and Design, and is leading the institutional curriculum transformation project; Julian Chaudhuri is pro vice-chancellor (education &amp; global); both are at the University of Bath.&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Overhauling an institution’s entire education curriculum is a silo-busting undertaking. Here’s what one university, now in its second year of implementation, has learned

Why university-wide curriculum transformation is a leap of faith 

Taking your first steps into a leadership role can be both exciting and challenging. Here, we’ll&nbsp;take a research-informed look at the key steps and the mindset shifts needed to hit the ground running.&nbsp;The first stepsStepping into leadership for the first time is like setting out on a journey without a clear map. You know where you need to go, but not necessarily how to get there. The shift from being one of the team to leading it is one of the most significant transitions you will face in your professional career.Growing into an academic leadership roleHow to become a deanLanding your first lectureship: top five academic career planning tipsLeadership is not simply a change in title – it’s a fundamental shift in role and responsibility. Suddenly, you’re not just accountable for your own work, but also for the performance, motivation and well-being of an entire group. This can be overwhelming.Consider this: yesterday, you were in the trenches with your colleagues, commiserating over tight deadlines and celebrating wins. Today, you’re expected to set those deadlines, inspire your team to meet them and manage the delicate balance of authority and approachability. It’s a transition that can leave even the most competent professional questioning their ability.But what if we looked at leadership not as a destination, but as a journey? A series of steps, decisions and learning experiences that, when applied thoughtfully, can transform you into a leader who not only manages, but also inspires.Understanding the role of a leaderIt’s important to understand that authority and leadership are two different things. Yes, you have the power to assign tasks, make decisions and even reprimand, but these actions alone do not make you a leader. Leadership is about influence, trust and respect.Imagine being in a position where your team follows your directives out of obligation and not out of respect. The result? A team that meets the bare minimum, lacking engagement and innovation. True leadership involves motivating a team to not only follow, but also to exceed expectations – driven by a shared vision and mutual respect.&nbsp;So how do you cultivate this type of leadership? Start by listening. Leadership begins with understanding the people you are leading – their strengths, weaknesses, motivations and concerns.&nbsp;Take the time to engage with your team on a personal level. Ask questions, solicit feedback and make it clear that their input is valued. This not only builds trust but also lays the foundation for a collaborative environment.The power of vulnerabilityLeadership often comes with the misconception that one must be infallible – always confident, always certain. However, there’s a real power in admitting that you don’t have all the answers. It humanises you and creates an environment where others feel safe to express their uncertainties and ideas.When you lead by example – showing that it’s okay to make mistakes and learn from them – you encourage a team dynamic where innovation and risk-taking are not only allowed, but also encouraged.This is a principle that we must adhere to.&nbsp;It reinforces what we already know: employees will trust and follow a leader they can rely on.Live your valuesLeading by example isn’t about being the first one in the office and the last one out. It’s about embodying the values and work ethic you expect from your team. If you want your team to be collaborative, show them what collaboration looks like in action. If you value innovation, demonstrate how you challenge the status quo and think creatively.A leader’s actions set the tone for the entire team. When your team sees that you are fully committed to the vision, they are more likely to invest themselves in the work, knowing that their leader is right there with them.Reflect and improveAs you progress on your leadership journey, it’s vital that you reflect on your progress. What have you learned? Where have you succeeded and where can you improve? Leadership is not static; it’s an evolving process. To sum up, the habit of continuously reflecting and seeking ways to improve ensures that you are not just a leader by title, but a leader in action too. We believe that every leader should have a good story to tell their colleagues about their first steps.Kingsley O. Omeihe is a senior lecturer in marketing and Ibiyemi Omeihe is a lecturer in enterprise, both at the University of the West of Scotland.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the&nbsp;THE Campus&nbsp;newsletter.

How to navigate your first steps into leadership

Moving from colleague to taking charge can be a daunting transition. Kingsley O. Omeihe and Ibiyemi Omeihe offer advice on your first few moves as a leader

“The foundation of every state is the education of its youth, and that foundation starts with recruiting the best teachers.” – DiogenesPakistan’s higher education landscape is in dire need of reforms. One important area is the process of hiring university teachers, which is done by universities according to the rules set by Pakistan’s Higher Education Commission (HEC). When recruiting, most universities apply only the minimum standards, hindering academic excellence.There are several reasons why this approach to hiring is flawed. First, too much focus is placed on the number of research papers published, rather than their quality. Second, good teaching, which is vital for higher education, is not given enough value. Experience is measured by an educator’s length of tenure rather than the quality and effectiveness of their teaching. Third, the heavy reliance on subjective interviews in hiring makes the process less fair and transparent. Favouritism and political influence continue to play a significant role.Resource collection: What innovation needs to thrive in higher educationFive tips for embedding a team member into a newly created roleHow do universities successfully recruit faculty and staff?Importantly, the current requirements do&nbsp;not take into account significant contributions, such as community involvement, partnerships with industry and interdisciplinary research, that address national and global problems. We know these aspects are crucial for creating a well-rounded academic environment that encourages innovation and has a real-world impact.The rigid criteria in use miss very talented people, who may not fit the usual academic standards but have valuable experience and fresh ideas. Good universities around the world benefit from academic staff with a variety of backgrounds and experiences, who bring creativity and new ways of thinking to research and teaching.Three years ago at Government College University (GCU), Lahore, we decided to adopt a more robust and comprehensive set of recruitment rules. The result was GCU Recruitment Policy 2021, a much-improved guideline for recruiting quality university teachers, compared with the hiring practices based on just the HEC’s minimum standards.The policy was created after extensive deliberations by a team of experts who graduated from top universities around the world, including the University of Oxford, the National University of Singapore and the University of Essex. It is a rubric-based evaluation system that assesses candidates not solely on their research publications but also on their external research funding, awards, international travel grants, research supervision, conferences and seminars organised, editorial services to journals and community services.Key elements of Recruitment Policy 2021 include:1. Holistic evaluation: We assess candidates on academic qualifications as well as their contributions to the academic community, looking at their conference organisation and participation, editorial contributions to journals and institutional development activities.2. International and national expert review: By also involving foreign experts in the evaluation process, we ensure that candidates meet global standards, providing a robust and impartial assessment. In getting written assessments from global subject experts, we reduced reliance on local subject experts, which is particularly important in the top-tier professorship positions.3. Emphasis on leadership in research: We value candidates’ roles as editors or referees for HEC-recognised journals for a culture of research and scholarly contributions.4. Enhanced professional development: We reward faculty’s involvement in additional roles such as course designing and student advisement to promote continuous professional growth.5. Reduced reliance on interviews: We redefined the marks distribution to reduce reliance on interviews while prioritising the rubric-based, multifaceted evaluation approach. Previously, interviews carried a weight of 30&nbsp;per cent of total marks; in the new policy, they count for only 10&nbsp;per cent.The Recruitment Policy 2021 has already had an impact on GCU’s academic quality, showing good early results. Previously, the university relied heavily on visiting faculty, often with only 18 years of compulsory and higher education, to meet workload demands. By shifting away from this reliance and following a more rigorous method of recruitment, the quality of teaching has shown signs of improvement, particularly in self-supporting and evening programmes.Recruiting well-qualified and rigorously evaluated candidates has started to infuse the university with fresh ideas and extensive experience. These stringent recruitment criteria have attracted top-tier candidates, bringing innovative teaching methods and valuable experience. By aligning with international best practices, GCU is poised to elevate its standards in teaching and research and continue its drive towards greater academic excellence.The transformative Recruitment Policy 2021 at GCU not only revamped hiring practices but also introduced comprehensive training for new faculty. The newly established Directorate of Academics launched the Advanced Teaching and Learning Programme 2023 specifically for assistant and associate professors. These initiatives aim to equip our faculty with advanced pedagogical skills, ensuring that they are well prepared to enhance academic excellence at GCU.By demonstrating a commitment to higher academic standards with the help of rigorous recruitment, training and evaluation, we’re leading the way for other institutions to adopt similar practices, ultimately improving the academic landscape of Pakistan.Asghar Zaidi is an associate professorial fellow at the Oxford Institute of Population Ageing at the University of Oxford.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

A blueprint for hiring innovative educators

Academics in Pakistan found the rules for hiring university teachers were letting well-rounded candidates, with real-world experience, slip through the cracks. Here’s how they changed and improved the situation

When you’re a parent and a working professional, you play dual roles in your own life. From playroom to boardroom, primary caregivers are constantly juggling multiple tasks. Taking care of loved ones can be rewarding, but it can also be incredibly stressful.&nbsp;For caregivers who work in higher education, it can be particularly demanding. We have to switch between educator and carer roles, sometimes multiple times a day. Balancing tasks such as lesson planning, assessment and classroom administration with caregiving chores such as attending medical appointments or providing emotional support is not easy.Supporting parent academics through staff networksFrom prams to postgraduate degrees: how universities can support student parentsWhat parents need to succeed in academia and how universities can helpWorking in higher education means I’m always looking for fresh ideas to inspire my students, and I’m often involved in projects that need my full attention. But I have to balance my rigorous work commitments with the demands of my family life – it’s a constant struggle.&nbsp;Emotional flood: Always being the go-to person for your loved ones when in need can be overwhelming and emotionally draining. It can lead to anxiety and depression, which often go unnoticed.Career empowerment:&nbsp;Being in higher education can come with a lot of expectations and responsibilities. You may not be able to focus on career advancement because of demanding dual roles. Besides, we all know how important continuous learning is in the higher education sector.Physiological wellness: Long hours of standing for lectures in a synchronous context or prepping for long asynchronous sessions might induce physical strain. As a result, we must recognise and prioritise our own health, otherwise we risk exhaustion and burnout.Lack of support:&nbsp;Primary caregivers frequently feel helpless and unrecognised. They often find themselves grappling with tasks on their own, leaving them feeling alienated.Institutional expectations:&nbsp;Universities and colleges usually have high requirements for faculty performance, such as publishing research, receiving funds and serving on committees. These expectations can conflict with family obligations.Empowering primary caregivers in the workplace not only fosters a balanced work-life culture but also opens a path for professional development. It’s critical to establish a conducive workplace environment for a professional to thrive as a caregiver.How can we achieve that? Here are some pointers:Circle of support: Identifying a couple of people in the team who can extend their support is crucial. A helping hands network promotes openness, collaboration and lessens one another’s workload when needed. Also, introduce a huddle system once a week so team members can share their needs, concerns and requirements. This makes delegating tasks much more straightforward.Fluid scheduling: Having a versatile work schedule not only boosts productivity but saves the time required to complete a task. This technique, also known as blendable routines, can be essential for primary caregivers. If you are working from home, the nine-to-five approach may not be the best fit for you. Determine which schedule best meets the demands of your family while still allowing you to fulfil your professional commitments. In higher education this could come in handy, since the lectures can be done online.&nbsp;Self-nurturing rituals: Indulge in some soul-soothing activities. Most universities offer ample recreational options, since they’re student-oriented places. Even academics and staff working there can take part in some short meditation or workout sessions.Professional alliances:&nbsp;Who doesn’t like a partner in crime? Having someone who can hear you out and scream with is a blessing. Identify someone in your professional space to share that bond. You might be surprised to discover that they’re facing the same challenges. This can bring strength and hope.Project management:&nbsp;Prioritising chores and establishing clear boundaries between work and family life might help you manage your time effectively. For professors and administrators in higher education, splitting tasks based on importance can be beneficial.Employee assistance programmes: It’s always a good idea to seek support from your university’s existing programmes, such as counselling services and support for mental health. They can help staff manage stress and improve their emotional health.Academics and university staff who are balancing the demanding role of caregiver with the stress of their career demonstrate their dedication and perseverance every day. Using these strategies, that balance can become a little easier to maintain.Monika Shukla is an instructional designer at Singapore Institute of Technology.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

The art of balance: tips for primary carers

The dual role of primary caregivers and higher education professional is a delicate balancing act. Here are some strategies for juggling two very demanding endeavours

The art of balance: tips for primary carers in higher education

“Some are born leaders, some achieve leadership, and some have leadership thrust upon them. Which of these are you, or would you rather not bother?” Maurice Flanagan, airline executiveReflecting on Emirates founder Maurice Flanagan’s riff on Shakespeare about the nature of leadership, I am definitely among those who have had senior roles thrust upon them. I was happily focused on being a good lecturer with no leadership ambitions and what appeared to be a couple of people above me on the leadership ladder. Within a short time, a few resignations resulted in my being asked to be deputy head, then acting and finally head of the discipline group.I was not prepared, and my sudden move up the ladder came with a definite change in my focus. I wasn’t a born leader, but I still didn’t want “yes people” around me. I wanted to work with positive people who help to solve problems and make things better for everyone. So generally, my leadership style focused on the acronym OTHERS.Open to ideas: not being closed-minded but willing to consider new approaches&nbsp;Think about opportunities: rather than business as usual, explore opportunities&nbsp;Hear people’s views: listen to advice from colleagues, students and even outsiders&nbsp;Evaluate options: use advice from other people to evaluate the best option and make decisions to undertake actions&nbsp;Respect for all: be respectful of everyone and consider possible negative consequences of your actionsSelflessness: think about what is best for the staff, department or the institution when leading and accept that it may mean sacrifices that affect your personal plans.From ‘geek’ management style to ‘lead’At first, when this was new to me, I wanted to be head yet remain true to myself. I fell into what I felt was a GEEK management style. The idea underlying the acronym involved the following:&nbsp;Guidance: being a guiding force to give direction and advice to staff and studentsEngagement: making sure that I was engaged with what was happening in the department and university with management, colleagues, subjects and students&nbsp;Encouragement: ensuring that colleagues’ positive activities were praised to encourage staff to continue their good workKindness: aiming to be kind in my manner and decisions, and not be a mean or angry manager.The last point aligns with my policy to be myself. While this leadership style was a comfortable approach at first, I felt that there were instances where my kindness was taken advantage of. These limitations came to light during Covid shutdowns that required immediate changes to deal with the new teaching and research environment.&nbsp;THE podcast: how to prepare for university leadershipRead more: Should I become a university administrator?How to grow into an academic leadership roleI knew I had to (another acronym) LEAD, including: &nbsp;Learn: as administration was still new territory for me, I had to learn about how to manage people and situations as they occurred, but I also learned by watching and listening to the advice from others with more experience than me, such as my dean, other heads of department and administration managers&nbsp;Equality: in dealing with people, I had to be fair and equal with everyone, and not show favouritism to any person or groupActions: practical actions can provide positive changes and engage staff, whether this is in the form of new initiatives, teaching or research workshops, engagement meetings or seminars&nbsp;Decision-making: what staff want is certainty, and so it was important to make clear decisions, and not leave issues unresolved.&nbsp;As the head of department (or lead geek), I tried to support and motivate staff and champion innovation in teaching and research. When face-to-face teaching was stopped with Covid shutdowns, the university worked hard to manage online education. However, tighter budgets also led to cutbacks in research funding.The four Cs of supporting staff undertaking researchIn an attempt to support staff with their research activities, my role was to be both an example and encourager. Here I used the 4Cs: continuation, communication, collaboration and congratulation:&nbsp;continuation of my own research, which included producing Zoom presentations and new publications and updating previously rejected papers that I had put to one side, to lead by example&nbsp;communication&nbsp;of information relating to research, such as sending out relevant calls for papers, new publications and industry articlescollaboration&nbsp;is fostered within and outside the department, although having some single-author publications is encouraged, as well as having small grants for collaborative projects&nbsp;congratulations for research output and impacts are sent to individual researchers as well as circulated within the department so research output is celebrated.&nbsp;My rise did surprise some colleagues at the time. It was not easy, but after many years in academia I felt that I could make decisions that would benefit the staff and the institution.NFL coach Vince Lombardi noted that leadership is forged through effort. He said: “Leaders are made, they are not born. They are made by hard effort, which is the price which all of us must pay to achieve any goal that is worthwhile.”Coming to understand the realities of this has been one of the most enjoyable times of my career so far as I step down after almost five years as department head.David Waller is associate professor and former head of the marketing department in UTS Business School at the University of Technology Sydney.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Taking on academic leadership before you are fully prepared

The call to leadership can come before you feel ready for a more senior role, as happened to David Waller. Here he shares what he has learned from five years as a department head

Taking on academic leadership even if you are not prepared for it

Most new faculty members do not imagine that one day they could become an academic administrator. However, the enthusiasm to ignite, inspire and lead change at a committee, departmental or faculty level is not lost upon colleagues wondering who the next chair, head, dean or director might be. The pathways into academic leadership are never straight and predictable.&nbsp;A blend of passion, humility and commitment to continuous learning and personal transformation marks the transition into an academic leadership role. Whether intentional in their pursuit of leadership or not, future leaders in academia are often driven by a deep passion for their field or a specific area of service from the beginning of their journey.Spotlight: Should I become a university administrator?The secrets to success as a provostHow to become a deanFive attributes of successful university administratorsSo, what are key qualities in new faculty members that mark their potential for success as administrative leaders?Practise attentive listeningEffective leaders understand the value of hearing diverse perspectives and fostering an inclusive environment where all voices are heard. This openness to hearing and understanding ideas not only enriches the academic community but also enhances decision-making processes. Offering meaningful contributions that build upon others’ ideas and asking insightful questions demonstrates thoughtful and attentive listening. Being curious, setting assumptions aside and allowing space for others to share their voices also facilitate respect through the act of listening.Seek out mentorship from experienced leadersMentorship is pivotal in the development of academic leaders. Seeking mentorship, whether formal or informal, from experienced leaders provides guidance, helps aspiring leaders to navigate challenges and offers insights into the nuances of leadership. A good mentor can help rising academics to refine their skills and strategies.&nbsp;As many institutions do not have formal academic leadership mentor programmes, informal mentorship can be an effective substitute if one purposefully fosters such relationships. After identifying your goals (How do I run a more effective meeting? What experience do I need to become a department head?), reflect on who in your primary and secondary networks has demonstrated positive experiences that you value.&nbsp;Asking someone who is familiar with you and your work helps to facilitate an effective informal mentorship relationship. Informal mentorship is enhanced through the careful observation of your mentor and other academic leaders as they navigate committee meetings, academic governance and the implementation of deliverables. Observational learning is a valuable way to reflect upon how to have a positive impact within your educational institution.&nbsp;Seek opportunities and initiate progressProactively seeking opportunities to lead is another vital step towards more senior roles. Whether it’s heading up a research project, chairing a committee or organising an internal teaching workshop, these experiences build confidence and demonstrate leadership potential. Taking initiative shows a readiness to assume more significant responsibilities and a willingness to contribute to the institution’s growth.&nbsp;If you are asked to chair a committee or represent the university at an external meeting, ask about the expectations and whether any specific concerns or issues need to be addressed. Also, enquire about who will be part of the committee and any agendas to be cognisant of. Understanding the issues and the people involved is essential for all academic leaders. Being proactive and well prepared lays the groundwork for successful outcomes. Your colleagues will notice small successes from the opportunities you pursue and the initiatives you undertake.Cultivate humility and emotional intelligenceAcademic leaders who recognise that there is always more to learn and who are open to feedback give themselves room to grow. Humility fosters a collaborative environment where team members feel valued and respected. For example, a research or teaching excellence recipient who has been asked to chair a committee can create a more inclusive environment by recognising the strengths of other members and being modest about their own accolades.&nbsp;Integral to this dynamic of safe and collaborative environments is emotional intelligence. Emotional intelligence encompasses self-awareness, self-regulation, motivation, empathy and social skills. Academic leaders with high emotional intelligence are skilled in perceiving and considering the emotions of others, which strengthens interpersonal relationships and communication. Tips for enhancing emotional intelligence include the ability to maintain a positive perspective even when challenged with barriers, and the ability to pause (and suppress the urge to act or solve problems immediately). With humility and emotional intelligence, academic administrators create a supportive atmosphere where innovation and creativity can flourish, conflicts are managed constructively and team members are inspired to contribute their best efforts.Having emotional intelligence does not mean that an academic administrator always reads their own emotions or accurately perceives the emotions of others. Showing reflection and acknowledging when you misread a situation demonstrates humility.Work with openness and reflectionFinally, be open to change and innovation. Effective leaders must be adaptable and willing to embrace evolving technologies, methodologies and ideas. The ability to alter our ideas or plans in light of changing information illustrates both flexibility and authenticity to the outcome of the process. Reflecting upon the impact of holding to previous ideas and alterations to those plans helps ensure we identify the most suitable solutions or outcomes for the department or institution.Equally important, academic administrators should regularly assess their experiences, decisions and outcomes to learn from both successes and failures. By engaging in reflective practices, aspiring academic leaders can gain deeper insights into their own leadership approaches, identify areas for improvement, and develop strategies for personal and professional growth. By re-evaluating one’s decisions with respect to goals and commitments, academic leaders expand their repertoire of leadership skills and approaches.Questions to guide aspiring leadersThe five attributes of emerging academic leaders can be enhanced through reflection on the following questions:How do you foster open communication? Do others feel valued when responding to your questions?Do you seek advice from a diversity of academic members regarding how to navigate an actionable idea?What did you learn from taking responsibility for a specific task?&nbsp;How do you maintain a positive perspective when other academics challenge an idea you are advancing?How do you demonstrate adaptiveness and reflection?Growing into an academic leadership role requires a balance of passion, active listening, mentorship, willingness to embrace opportunities no matter how small they seem, humility and emotional intelligence, and staying open to new ideas and reflection. As a new academic who may not yet realise their potential as a leader, delivering on commitments with positive impact and a personal dedication to developing the essential characteristics of an academic administrator can pave the way to more senior roles. Cultivating these qualities not only enhances personal growth but also contributes to the overall success and advancement of the institution.&nbsp;William J. Owen is interim vice-president (academic) and provost of the University of Northern British Columbia.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

What qualities in new faculty members predict success in academic administrative leadership? Here, William Owen explores the traits that can see junior faculty transition effectively into more senior roles

Growing into an academic leadership role

Like a triangle, reputation has three sides: integrating stakeholders, contributing to the overall environment, and preserving institutional integrity from any interference.&nbsp;In these turbulent times, reputation is key for universities and their leadership, even as surveys from the US to Australia suggest public confidence in higher education is falling. Changes in technology, de-globalisation, geopolitical tensions, and debate around institutional neutrality and free speech mean that university leaders have fewer certainties when asking how their institutions gain society’s trust.&nbsp;Perhaps the key lies in how we have understood university reputation until now.Let me be clear: reputation should be a principle of governance aimed at preserving the integrity of universities. It is a complex reality that integrates three perspectives: an inside-out approach, an outside-in approach, and a co-creation of a value environment approach. This reputation triangle may seem theoretical, but it explains some of the current crises. The three approaches are:The “inside-out” reputation refers to the institutional character or behaviour that is the source of academic performance and good execution in the university’s core functions&nbsp;The “outside-in” reputation is the classic view of reputation as the set of perceptions, beliefs and attitudes that stakeholders have about the university&nbsp;The “side-to-side” or co-created reputation is the transversal approach that learns from global trends, drives value co-creation and contributes to social causes in the environment.Historically, managing university (and corporate) reputation has prioritised stakeholder management and adaptability to the context, neglecting the first, and possibly most important, approach: that reputation is born and cultivated within the organisation and expressed outwardly. The reputational crisis of many universities is a crisis of identity: what is the unique and credible purpose that makes us distinguishable? How do we protect our professors’ intellectual work above market interests (whether capital or ideas)? How do we safeguard our universities’ integrity against external forces?How thought leadership can build your institution’s reputation onlineResource collection: ideas and inspiration to make your university stand out in a crowdHow to build reputation among different audiencesUniversities must integrate the voices of all their stakeholders in order to be more open and inclusive, but they must also remember the purpose for which they were founded: to transmit and generate knowledge, preserve the free circulation of ideas, and promote the holistic growth of their students. It is the task of university governance to seek a balanced pursuit of the three reputation approaches.Principles should inspire governance and illuminate practice. Reputation as a principle of governance must include an operational model that allows for institutional improvement. Reputation management requires professional capabilities, new functions and intentional actions.&nbsp;Strategies to support university reputationHere are five strategies to guide an operational model for university reputation led by the governance team:Clarify the university’s purpose&nbsp;A university must dedicate resources and teams to ensure that its institutional mission is clear, strengthen internal culture, and express and defend genuine values from external or internal interference. University brands should prioritise a distinct and credible purpose. A clear mission differentiates the university in the market and creates a sense of belonging among internal audiences. Embracing too many missions and having ambiguous purposes can lead to reputation fragmentation and an institution that fades into the landscape.Embrace interdisciplinarityTechnology and increasingly polarised ideologies have brought profound social changes that require new ways of thinking about the transformative power of intellectual education. Universities need to introduce multidisciplinary programmes that promote intellectual virtues, dialogue and the pursuit of truth, respect for diverse viewpoints and constructive disagreement. These programmes have been shown to empower students as whole people. Interdisciplinarity can also foster civic qualities such as integrity, responsibility and respect for difference.Practise strategic communicationUniversity brands are much stronger when leadership teams manage communications with a specific university lens. Reputational risk management, public affairs, institutional relations and branding are better addressed through a global communications strategy, not just from a legal, marketing or functional communications perspective. Leadership communication strengthens the brand across all audiences: prospective students and families, but also faculty, current students, alumni, businesses, donors, communities and governments.Create governance and culture that listenUniversities must exercise a culture of listening and integrate it into their governance models. Understanding the perceptions of all stakeholders is essential for any reputation strategy. Universities should have dashboards with intangible indicators: brand sentiments, satisfaction, recommendation, support and engagement. Listening systems, which include surveys and focus groups, give institutions insight into external perceptions, allow them to integrate stakeholder views, and can inform decision-making.Be sensitive to contextual intelligenceRecently, many universities have found that their decisions to operate in global environments also bring tensions and imbalances. There is no turning back. Therefore, institutions must be much more sensitive to understanding the environments in which they operate and the social, political and cultural trends that surround their activities. Taking a step back from public events and defending values and principles requires contextual intelligence – the ability to look at and learn from the environment – and strong leadership within the academic community.&nbsp;From this perspective, reputation is the most valuable intangible endowment of universities, ensuring their long-term sustainability; it is a strategic asset resulting from honest, coherent and well-communicated behaviour, which will continue to bear fruitful outcomes for their future.Santiago Fernández-Gubieda is chief reputation officer at the University of Navarra, Spain.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

The reputational crisis of many universities is a crisis of identity, writes Santiago Fernández-Gubieda. Here, he explains that reputation starts within the organisation, and offers five actions to foster public trust in universities

Five strategies to cultivate university reputation

Laboratory management plays a crucial role in supporting teaching, learning and research activities in universities. While some universities prefer a decentralised approach managed by individual departments, we at Universiti Teknologi Petronas (UTP) have adopted a centralised system. Here, we’ll highlight the ways that centralised laboratory management has been successful.Lean managementA single department overseeing overall laboratory operations streamlines processes and improves effectiveness. At UTP, the Laboratory Management Department (LMG) reports directly to the chief support services officer, acting as a neutral party to advise academics on laboratory matters. This centralised approach ensures clear, consistent communication and enhanced collaboration. It allows the university’s management to implement top-down directives, and overall laboratory performance is more efficiently monitored and evaluated.Ten tips when building a centralised evaluation unitShow your research impact: a guide for academics and researchersHow to develop a researcher mindset as a PhD studentTo ensure effective and efficient operations, LMG is divided into six operational units – namely, Laboratory Operations and Services, Centralised Analytical Laboratory, Engineering Prototyping and Innovation Centre, Quality and Statutory Compliance, Planning and Asset Management, and Centralised Chemical and Material Management. Each section head reports directly to the director, forming the LMG leadership team (LT). This team is responsible for setting goals, making decisions, tracking performance and fostering collaboration across the university. Each LT has a specific role, and they work together to achieve LMG’s overall objectives.Focus on academic deliverablesIn a decentralised system, academics, especially heads of department, juggle both academic and laboratory management responsibilities. This can include managing equipment, manpower, processes and expenditures. Centralised management segregates these responsibilities. Academics can focus entirely on their scholarly activities, while LMG handles the complexities of laboratory management. Instead, academics act as advisers, ensuring that equipment acquisitions align with their objectives.Optimise the use of resourcesWe can use our resources more strategically with centralised management. Manpower is assigned to laboratories based on their requirements, allowing staff to be flexible and deploying them where they’re strongest. The&nbsp;Centralised Chemical and Material Management unit has streamlined the inventory and procurement processes of chemicals, gases and consumables. The Planning and Asset Management unit oversees purchasing and maintenance of equipment, while the Quality and Statutory Compliance unit ensures adherence to QE/5S standards and safety regulations.Budget optimisationWith the laboratory management budget centralised, it’s easier to control overall expenditure. Consistent laboratory management practices allow for better oversight of Capital Expenditure (Capex) and Operational Expenditure (Opex) spending. Spending is more prudent with centralised budgeting, as bulk purchasing, fleet maintenance service contracts and ensuring the budget is used where needed most all help to keep costs down.&nbsp;Centralised KAIZEN InitiativesCentralised management allows for standardisation in practice. LMG has introduced several KAIZEN (continuous improvement) initiatives university-wide. For example, laboratory dustbins are standardised by colour based on function: yellow for contaminated waste and blue for general waste. The LMG leadership team conducts HSE walkabout sessions three times a month to identify improvement opportunities in QE/5S, statutory compliance, asset integrity and housekeeping. Findings are closely monitored to ensure timely closure.LMG has also implemented online inspections via QR code for monthly fume hood and eye wash inspections and quarterly self-inspections of equipment reported monthly to the LMG leadership team. To foster innovation and encourage creativity within LMG, a business process improvement initiative has been introduced. Using this platform, LMG personnel can leverage their expertise and propose their own improvements, either individually or as a team.Centralisation of analytical equipmentUniversities often have high-end analytical equipment dedicated to each department. Often, this results in expensive machines and products never getting used. Centralised management at UTP allows all high-end analytical equipment to be managed centrally, with the number of units determined based on university-wide requirements. Because of this, manpower and the budget are spent only where they’re needed and the equipment is used more.Centralised laboratory management offers significant advantages, including enhanced efficiency, improved quality and cost-effectiveness. By consolidating laboratories under a central management system, we have streamlined practices and allocated resources better. It’s also led to improved communication between different laboratories, which in turn has allowed us to be more consistent in quality control and make important decisions faster.&nbsp;Mohd Fatimie Irzaq Khamis is director of laboratory management at the Universiti Teknologi Petronas.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the&nbsp;THE Campus&nbsp;newsletter.

Centralise laboratory management for better research 

Creating a single department to oversee laboratory operations can streamline your processes and cut costs. Here’s how to do it

Centralise laboratory management for better teaching and research

Recent events on X (formerly Twitter) have made many university departments and services question whether they should still be active there. There is a sense that our presence is an implicit endorsement of an extremely problematic platform, and that now is the time to say “enough is enough” and become ex-X.&nbsp;So how do you get off? Here are five practical steps to follow:&nbsp;1. Set a date, and tell people you’re goingAs tempting as it is to leave right now, we need to give our users time to hear that we’re leaving, digest this, and make alternative plans to get updates from us. Pick a date to work towards (perhaps in two to four weeks), announce it, make it your pinned post and put it in your bio. The key thing is to tell people where to find you instead, going forward.I run the social media accounts for the University of York Library. We decided we’d leave by the end of August, and we announced this on X itself in July. We’ve since posted a nostalgic thread of some semi-viral posts we’ve had over the years, which were nice to revisit in and of themselves – after all, we’ve loved being there for 99 per cent of the 14-year span we were active – and have also served to get the word out to more users before we go.&nbsp;2. Consider how to mitigate the impact on your X audienceWhen we leave X, we leave behind a particular audience. Some of that audience may follow us elsewhere (almost all our undergraduates are on either Instagram or TikTok, for example) so they’ll continue to get our news. It’s the people who don’t use other social media platforms that are the issue.&nbsp;Academics are, for us, the problem audience that we can’t reach easily without X. They’re not all going to the same place when they leave, and while BlueSky shows promise, there isn’t yet a critical mass of academics using it. So we’ve spoken to the central university comms team and asked if they’d be willing to post perhaps three or four really important things about the library each year on our behalf, which they’re happy to do.&nbsp;Think about options you can offer your users: a newsletter, an RSS feed or updates some other way entirely? One of the things we’ve done at my library is set up a library status page (which we’re encouraging people to bookmark) that tells them the kind of functional info we used to use X to communicate to our users.&nbsp;Universities need to get better at using Instagram – here’s howMaking the most of social media: practical tips for academicsHow to start an academic YouTube channel: tips from a psychology YouTuber3. Turn off Grok data sharingX recently activated an on-by-default data-sharing setting where everything you’ve ever posted can be used to “train” Grok, Elon Musk’s generative AI chatbot. Assuming you don’t want that, it’s important to disable it before you go: here’s the direct link to the Settings to turn data sharing off (which apparently does not work on mobiles, but does on desktop).&nbsp;4. Keep the accountThere are disadvantages to this but ultimately it is better to ensure no one else takes the username or starts to impersonate your account. You may wish to lock the account to prevent new users finding you on X, not realising you’re no longer active and sending messages that won’t be answered. Do not be subtle about flagging up the fact you're not using the account any more! Put the info in the name on the account, put it in the bio, put it in the pinned post (with where they can find you instead) and make a banner pic especially. Here’s what my own personal profile has looked like since I left X, and I’ll do something similar for @UoYLibrary.&nbsp;Since we announced we’re leaving X we’ve had no negative feedback. Many have said they’ll miss us, and several have praised us for taking a stand against what is happening on the platform. I’d recommend taking the steps above and doing the same: giving your users a period of time to get used to the idea, and adapt to keeping in touch with you in other ways.&nbsp;&nbsp;I wrote a briefing paper for our leadership team at the start of 2024, explaining the rationale for leaving the platform. Here’s how it ends:&nbsp;“By stopping our use of X we will be upholding our values, adapting to the changing landscape of social media by jettisoning a platform no longer delivering value, and freeing up capacity to work on more impactful communications.”&nbsp;It’s time to go.&nbsp;Ned Potter is a faculty engagement manager at the University of York, and the author of The Library Marketing Toolkit. You can read his previous Campus article about using Instagram here.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus&nbsp;newsletter.

It’s time: how to get your department off X 

With a flurry of HE professionals leaving the platform, here’s how to notify your followers and provide alternative options for staying up to date

Those of us in human resources should never stop talking about improving onboarding, and how key it is to the employee experience. Each employee joins our university or higher education institution from a different place, and so we need to make sure they can contextualise their experience in their new place of work. This is especially important when you hire someone into a newly created role.So, what are the key steps that need to happen and why are they important?Tip 1: streamline the ‘street to seat’ processThe journey from candidate to employee starts with the first contact that a potential hire has with the university, so an understanding of how your recruitment process works is critical. If your human resources department doesn’t have a “street to seat” recruitment flowchart mapped out for your team area, it’s a good idea to start there. This will enable you (as the person who wrote the business case for the role) to see anywhere you don’t have processes in place when bringing in new hires. With a new role, you will need to think about who the hiring manager will be (if not you), who else will be in their team, whether you have a standardised onboarding in place, when this needs to happen based on notice period, and whether they can access any onboarding in advance.&nbsp;Advice for university staff on working successfully with human resourcesCampus webinar: Recruit, develop and retain the best staff in higher educationHow to embed inclusive recruitment practices in a higher education settingThis process flow also needs a timeline, so you have a good idea of how long your overall hiring journey takes. Address any shortfalls and share the timeline with your senior leadership team and, if working outside HR, your HR business partner, so they know how it works and can give you feedback.&nbsp;Tip 2: give new recruits a point of contact before they startOnce your job advert is up and running, you need to nominate a person to be the point of contact to keep candidates “warm” (to remind them why your university is a great place to work and support them, for example) both before and after the job has been accepted. If you have a big team, you may be able to offer one-to-one interaction to all candidates who ask for it; if not, just offer this to your shortlist. This ensures that even if your process is slow, they have an accessible contact to whom to ask questions.&nbsp;This person could be in administration or a member of your hiring team, but preferably not the hiring manager to ensure you’re guarding against biases from contact outside a formal interview process. Even if you use a recruiter, I’d still recommend doing this in-house. This person should be able to answer questions about higher-level aspects of the job or institution, such as company culture and work expectations, but also know about leave entitlements, car parking or working hours, for example. They will be a friendly face of your company. Even if you have this information on a website, it’s a good idea to do this. Stressed people don’t read emails properly; they like to ask.&nbsp;The person in the warming role needs to have enough time to respond to queries, and I’d suggest making them the person who meets the new recruit on day one, who can show them where to get coffee and help with their car pass. This person should also sort out IT before the new hire starts if possible, including organising laptop collection.Tip 3: pair new hires with a buddy&nbsp;Get your new joiner a buddy of the same level or similar. When nominating someone to do this for a new role, ensure you pick someone who has been with your institution a while, who will be friendly and has time to help out, probably for the first month or so. Don’t ask someone who applied for the role but didn’t get it. This person should be able to answer questions such as: how does the IT system work? What meetings do I need to attend (and why)? Who prefers PowerPoint slides over Word docs? That sort of stuff. If you are in a small department, this might be their line manager, but it’s better if not (they want to be able to ask stupid questions).&nbsp;Tip 4: provide a clear list of training deadlines&nbsp;Mandatory training should be easy to navigate if it is managed through an online learning portal. If training schedules are provided in an electronic list with links, this should be given to the new hire in week one, with clear completion deadlines. Their buddy should be able to go through the list with them. If there is bespoke training for their new role, make sure it’s added to the list.&nbsp;Tip 5: actively integrate the new hire into their role&nbsp;Meet-and-greets are critical for a new person in a new role, not only so they get to know their colleagues but so their colleagues get to know them. It’s a good idea to spread meet-and-greets out; if possible, an in-person chat over a coffee in a relaxed setting is nice. They should meet all the key players in week one, though, and be in all regular meetings by about week two, if not before.&nbsp;If the new role has been much anticipated, lots of people will want to meet your new hire. Ensure this is managed so they don’t feel overwhelmed. If members of senior leadership are likely to want to meet them, make sure they first have a brief about who the person is and how they relate to the new role.To fill their diary initially, the new hire will need responsibilities and tasks that would previously have been owned elsewhere delegated to them. Key stakeholders around the new role need to know the person has arrived; if they have waited three months for a notice period to elapse, they may have forgotten that some of their work can be delegated now.&nbsp;Reading around (on the university website or shared pages pertaining to their team, for example) can be useful to assign (depending on their level). You can use an induction pack. This gives the new hire something to do when not in meetings, so they don’t feel too lost.&nbsp;An induction pack should include background on the role (even if this was covered in the interview), contact details and org charts. If there’s a business plan or set of strategies they need to know, also put those in. This is mostly appropriate for high-level roles.&nbsp;With shortened notice periods for new hires, remember that, just as a new employer reserves the right to terminate a new employee, the new hire can also decide your institution is not for them. So, hiring managers should consider onboarding (and even the whole probation period) as formative for a new staff member in your institution and act accordingly. A robust onboarding process will go a long way towards helping new recruits to your university feel settled and looked after.&nbsp;Alexandra Head is head of talent and resourcing at the University of Southampton.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Onboarding a new hire into a newly created university role

How do you make sure a new recruit feels at home at your university, beds into the department and feels they have a place at the table? Here, Alexandra Head shares advice from her experience

Five tips for embedding a team member into a newly created role

The interview as a form of personal testimony is a staple of the presidential search ritual that is here to stay. What should be set aside, however, is the naive belief that public performance is a sure guide to a candidate’s leadership potential. The entire search process stands to be improved with steps that bring stronger candidates to the forefront and enable search committees to distinguish truly exceptional leaders from those who talk a good game.We call this superior alternative the forensic model.&nbsp;The goal of this fresh approach is to turn the search for exceptional leaders from a crapshoot into more of a sure thing.How do universities successfully recruit faculty and staff?Resource collection: How do universities work?How to become a deanThe forensic method includes basic elements of the conventional approach but improves upon them in several important ways. Forensic searches feature wide-ranging reconnaissance for superior candidates well before the official start of the search. Superficial vetting is replaced by more penetrating scrutiny of the personal leadership styles and professional accomplishments of top candidates. Because the first year of a&nbsp;new presidency is so critical, this model calls for intensive coaching and support beginning shortly after the selection.&nbsp;These strategies are not new in the business of presidential searches, but they are not practised as often as they should be. This integrated effort, which blends forensic elements with conventional practices, produces more well-equipped leaders than either can alone. They demand more effort, time and cost as the price for recruiting truly exceptional leaders, but the added expense is far less than an underperforming or outright failed presidency and yet another search.&nbsp;How the model works1. The confidential recruiter Recruiting begins two months ahead of the official start of the search. The combination of advance recruiting during a quiet phase and conventional advertising in the relevant media is a powerful tool for building a pool of well-qualified candidates. Ideal choices for this recruiter role could be a recently retired or semi-retired academic with a network developed over years or a veteran search consultant working independently of a firm.2. A culturally sophisticated search committee An effective search committee is composed of truly open-minded and experienced members who appreciate what non-traditional candidates have to offer. Members receive serious instruction in the perils of bias, including the tendency to underestimate the talents of candidates who do not fit the traditional mould. The committee includes members diverse in thought and background who commit to seeking a truly exceptional president over a merely acceptable one.&nbsp;3. Strengths of character Seeking candidates with strengths of character should be the top priority. Academic credentials and experience are important both for credibility with the faculty and to demonstrate familiarity with the business side of higher education. Yet, personal leadership strengths are as important as academic credentials for leadership in these conflicted times.&nbsp;Because these personal qualities are more difficult to identify than degree and credentials, they typically receive less scrutiny than they deserve. A veteran search consultant says that too often “formal credentials served as an unreliable proxy for competence”. He goes on to say that academics in particular rely on credentials alone to narrow the field, thereby unintentionally eliminating many non-traditional and potentially superior candidates.&nbsp;Recommendations from trusted friends and colleagues offer insight into how close associates regard the candidate, but they should not be fully trusted. Verified examples of critical incidents when the potential leader displayed courage, political sensitivity and practical intelligence, or other essential leadership qualities, provide more useful evidence. Early-life experiences, those crucible moments that forge character, signal the presence of traits such as resilience and persistence and reveal the candidate’s own sense of their personal strengths.&nbsp;Personality and leadership assessments, common in corporate human resources practices, can help both search committees and candidates become more aware of their inner strengths and weaknesses.&nbsp;4. Critical interviews Committee orientations should stress the unreliability of interviews and encourage members to question their own first and second impressions of candidates. Over-reliance on lists of predictable questions, avoiding incisive follow-ups, accepting performative responses and failure to demand evidence of whatever accomplishments the candidate asserts are common flaws. Assigning one question to each member of a large committee all but ensures shallow responses and truncates the time available for follow-ups and clarifications.&nbsp;Where open-meeting laws and the politics of the committee allow, subsequent private discussions between top candidates and search leaders should be pursued. These sessions provide the occasion for a candid back-and-forth conversation more likely to reveal a candidate’s strengths and weaknesses.&nbsp;5. Coaching unconventional candidates Unconventional candidates often possess the qualities most needed to address today’s challenges. People of colour, those with English as a second language and anyone crossing class lines face special challenges in presenting themselves in interviews. Coaching can help these candidates in communicating their potential to an unfamiliar or even prejudiced audience.&nbsp;6. Deeper background investigations Some hyperbole is expected as candidates make their cases. Careful background investigations should explore the facts behind the claims. Did the candidate lead in developing the big new facility or were they just there at the ribbon cutting? Does the candidate accept responsibility for collective failures instead of blaming circumstances, staff or the trustees? Is the candidate truly a collaborative and transparent leader, as virtually all claim to be? Positive responses to questions like these can confirm that a top candidate would be a good choice for president.To get a solid read on the candidate’s personality, leadership style and the validity of their claims to accomplishments, there is no substitute for a personal representative visiting the campus or other place of work.A board representative, the chair or the head of a system who meets personally with their counterpart is much more likely to receive a candid appraisal of the candidate than if a search consultant makes a cold phone call.&nbsp;7. Intensive first-year support Every president needs a coach, mentor or trusted adviser they can go to in confidence for counsel. This is especially important for unconventional candidates who are less familiar with the customs of academic culture and the attitudes of the surrounding community. New presidents face some common challenges, including learning the political terrain, managing multiple and conflicting expectations, sizing up the current senior team and building support for a fresh agenda. An experienced former president can help the neophyte avoid missteps associated with all these tasks. A shepherd or two of the president’s own choosing to guide them through the first critical month and year should be mandatory and paid for by the institution.&nbsp;It is more important than ever to transition away from the traditional methods of recruiting candidates for university presidents. The willingness to question one’s own preferences, assumptions and biases regarding candidates, combined with an open-minded stance toward the qualities that unconventional persons can bring to the presidency, are key to a truly successful search.Terrence J. MacTaggart is a senior fellow at the Association of Governing Boards, and Eileen B. Wilson-Oyelaran is president emerita at Kalamazoo College and senior consultant for the Association of Governing Boards.&nbsp;Excerpted from The New College President: How a Generation of Diverse Leaders is Changing Higher Education by Terrence J. MacTaggart and Eileen B. Wilson-Oyelaran (copyright 2024) and reproduced with permission from Johns Hopkins University Press.&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Recruit your next president using the forensic model

In their new book ‘The New College President: How a Generation of Diverse Leaders is Changing Higher Education’, Terrence J. MacTaggart and Eileen B. Wilson-Oyelaran offer their step-by-step guide to finding the strongest non-traditional presidential candidates

I never anticipated becoming director of the School of Architecture, Arts and Design (AAD). This role wasn’t part of my plan. When I was offered an interim director position in 2022, we were at an interesting time at the school – we had just gone through a dramatic restructuring that brought together the performing and visual arts and the architecture&nbsp;and design disciplines. Performing and visual arts had been part of liberal arts at Virginia Tech.&nbsp;As I considered my next steps, I realised that taking on an administrative role was a deepening of service to students and colleagues, while simultaneously an extension of creative practice. If I was passionate about ushering in the kind of school I knew we could be, then we must all work as partners to make that vision come true. This would mean not only identifying opportunities for new collaborations but also rethinking existing relationships and making them stronger. My goal as director would be to align service and creative practice, creating conditions for the entire community to thrive. And I would need to do that while also retaining the college’s history of architectural innovation.Flexibility and collaboration in leadershipWhat really worked well for me in taking on the director position was: (1) being flexible, allowing for frequent course corrections; and (2) stressing collaboration, ensuring that everyone had opportunities to participate.For example, enlisting alumni and their firms for a summer career discovery course for high school students allowed us to connect prospective students with graduates of the programme. The professionals were able to rediscover the joy of explaining and exposing the field to students, while scholarships give opportunities to dozens of students who might not otherwise consider or even know about the intricacies of the field.&nbsp;Deepening service fuels a sense of purposeAs a school administrator, we also help guide and support teaching faculty. A few years ago, a respected colleague said something that still influences me today. Speaking about the university, Rosemary Blieszner, then interim dean of the&nbsp;AAD, remarked that she knew of no other academic institution where not only did everyone know the motto of the school but actively strove to embody it. The Virginia Tech motto, Ut Prosim (That I May Serve), speaks of promise, of values, of what we want to be and who we want to become. It fuels a sense of purpose. It is aspirational. To me, it is also a directive: it means helping each student and colleague manifest their potential and joy in creative practice.Resources for fostering creativity in higher educationUnlocking urban secrets: learning through the exploration of our cityscapesAdvice for becoming a university administratorI find so much delight in teaching, working in a diverse community of people who are all striving for the common goal of growing and developing ourselves and each other. What a tremendous honour to guide students as they cross the threshold of learning and grow into their full potential. But it also means leaving room for students to actively participate in the process of discovery. We don’t connect the proverbial dots for them, we encourage curiosity. In architecture, we can then manifest and explore this curiosity through studio practice. Rather than approaching teaching as telling students what we as professors know, we help them formulate good questions and explore potential design solutions by leveraging a range of traditional and contemporary means. This results in thoughtful exchanges and reciprocity through conversations and experiences between and among students and their professors.&nbsp;The profound value of serviceA few years ago, I heard a colleague say to someone more junior in the department that “service doesn’t really count” because its value is harder to quantify than citations or journal articles. This is something I fundamentally disagree with. Perhaps something else needs acknowledgement here: service is an opportunity to be part of a collective vision.Creative practice – the practice of enquiry – is near and dear to many disciplines. We don’t design new structures, for example, because those we have don’t work but rather because we’re driven by a practice of enquiry – making sense of the world through this practice – to do that. Good work has its own inertia, and its own reward.We make things and put them into the world because somehow it makes an idea whole, and this is true of many forms of practice. Service is similar in that one is driven to it the way one is driven by creative practice. It cannot be easily quantified because its measure is less transactional than poetic, more profound, and more necessary for improving our world.Jim Bassett is an associate professor of architecture and director for the School of Architecture in the&nbsp;Virginia Tech College of Architecture, Arts, and Design.&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Service and creative practice as a university administrator

Why give up or reduce teaching responsibilities to enter an administrative role? Jim Bassett took on the position of director for simple but meaningful reasons: deepening the level of service to students and colleagues and extending creative practice

Societal impact is a hot topic in higher education. The powerful actors who control funding push universities to demonstrate that they are impactful – but each has their own definition of what impact means and how it should be measured.&nbsp;Faced with conflicting demands, some institutions avoid commitment to any metric of societal impact. They stick to the established definition of research impact, which focuses on academia, and claim that by influencing science they also influence broader society. This strategy might work for elite universities that can rely on their strong local reputations or international rankings in attracting students, employers, partners and donors, but it can be risky for less self-sufficient institutions.Universities can also face a mismatch between what staff consider to be impactful activities and the institutions’ narrow definition of societal impact. Institutions that try to demonstrate impact to multiple external actors – for example, funders, government agencies, corporate partners and alumni – often implement an array of overlapping measurement systems. These might leave the staff wondering what counts as impact and make it difficult for an institution to support societal impact creation in a consistent manner.How to demonstrate the economic and societal value of higher educationAdvice for enacting a ‘circular’ approach to research and impactResources on research excellence: what is it and how can universities achieve it?To avoid these undesirable outcomes, institutions need to find a coordinated approach to measuring societal impact that has sufficient level of:External legitimacy (it is recognised by governments, funders and other external stakeholders); and&nbsp;Internal legitimacy (academics and professional service staff can see their own contribution in it).&nbsp;We highlight that the level of legitimacy should be sufficient, because&nbsp;any approach selected is unlikely to satisfy everyone’s highest standards. Hence a realistic aspiration is to have an approach that is legitimate enough in the eyes of both internal and external stakeholders to ensure that it is not dismissed summarily by them.Here, we offer advice (based on our&nbsp;recent publication) on how academic leaders can approach this challenging task.Three key questions to help measure and demonstrate societal impactIn developing an approach to measuring and demonstrating the societal impact of their institution, academic leaders need to answer three questions:1. What does impact mean for us?Resolve the understanding of “social/societal impact” from the outset. Do not assume that everyone has the same idea in mind. Disagreements about the meaning of impact often stem from disciplinary traditions, so ensure that all disciplines have a voice in the discussion. Without common ground, you will have more confusion and stronger resistance to ways of measuring impact. Aim for an inclusive set of potentially measurable definitions that capture pathways to impact rather than a singular definition (even if you have one that is easy to measure and is favoured by most powerful stakeholders). 2. What are the reasonable ways to measure this impact? You might have tension between quantitative and qualitative approaches, and will need to put together a reasonably diverse bundle of measures or ways to communicate impact. To select specific metrics, consider their validity (how well a metric reflects impact on broad society) and their ability to inform busy decision-makers’ thinking in a succinct way. While each individual metric will not be perfect, a diverse bundle has a better chance of capturing the many “faces” of societal impact.3. How much should the university spend on impact measurement?Think about return on investment. Given the reputational (and economic) benefits that communicating impact can create for the university, how much can it invest in data collection about impact? Depending on your resource envelope, you will need to make choices based on the cost of data collection for different types of metric (which can differ wildly) and the value that a particular metric can deliver (some can be used for external benchmarking; others are only suitable for internal decision-making).Three stages of measuring impactPutting in place a system for measuring societal impact is a three-stage process, with each stage being necessary for establishing legitimacy. We recommend this sequence:Stage 1: Figure out the impact for the institution and where it is createdAt this stage, consult with many stakeholders across the university. Although a top-down process (where leadership decides and imposes its vision of impact on the university community) can work in the short term (given sufficient authority of university leaders), in the long term it will result in a window-dressing exercise, where reports about impact are dutifully submitted, but nobody cares about impact activities or uses impact metrics to inform decision-making. A broader, bottom-up approach will give impact staying power.&nbsp;Stage 2: Choose the right metrics&nbsp;Consider existing approaches to impact measurement in the institution’s regulatory environment. For example, what do local funders, government bodies and accreditors consider to be impact? There is extensive literature on impact measurement, but given substantial disciplinary differences, it is important to seek input from academic units on appropriate metrics for their discipline. Do not forget that societal impact can be created, in interconnected ways, through research, teaching and other university activities.Stage 3: Make resource-based choices&nbsp;Establish a working group with the expertise and decision-making authority to weigh the costs and benefits of measuring societal impact using specific approaches. On this working group you might have:A university representative to tell the group which metrics the institutions already collects for regulatory bodies and other purposesA research librarian to advise on relevant bibliometric and altmetric indicatorsAn admissions office representative to advise on the value of impact communication for attracting future students&nbsp;A communications office representative to advise on which impact-related evidence makes the most powerful narrativesAn academic and other staff representative to keep the group connected with the voices of those who generate societal impactSomeone with financial decision-making power to commit resources to the choices made by the group.This process should deliver an approach to societal impact measurement that has sufficient to keep a university’s critical stakeholders invested in it. Genuine engagement of academic leaders in co-creating a legitimated impact framework with external and internal stakeholders gives the leadership a stronger mandate for coordinating impact activities. Ultimately, by relying on such a legitimate system, a university can demonstrate its societal impact in a more effective way. In the short term, this happens due to improved coordination in impact creation and communication. In the longer term, the impact framework enables the development of organisational structures and strategies that facilitate impactful activities and make societal impact creation a shared responsibility of individuals and their institutions.&nbsp;Olga Ryazanova is associate dean for strategy and governance and Peter McNamara is dean, both of the Faculty of Social Sciences at Maynooth University. Tatiana Andreeva is associate professor in management and organisational behaviour and a former research director of Maynooth University School of Business.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

When societal impact has so many definitions, how can higher education institutions measure it without overlap or disengagement? This coordinated approach aims to find accepted, effective common ground

Key questions to help universities measure societal impact

The relationships between a university’s faculty members can be crucial in shaping well-being, student performance and the institution’s outcomes as a whole. In health professional education, they directly impact student success and overall programme quality. Faculty members shape the learning environment, and their interactions with students can significantly influence self-efficacy and academic performance.Open communication between staff and leadershipTo start, we can improve the relationships between faculty leaders. This can be achieved with these actions:Establish regular, transparent communication channels such as meetings, open-door policies and feedback&nbsp;forums to ensure that staff feel heard and valued.&nbsp;Flip the script on criticismEmbracing disagreement in research co-productionAdvice for effective cross-team collaboration for researchWe can support continuous learning and career advancement by providing access to training programmes, workshops and conferences.&nbsp;These methods can encourage faculty to pursue further education and certifications, and demonstrate commitment to their growth.Implementing mentorship programmes – matching up experienced faculty with new members – can facilitate knowledge transfer and professional guidance, fostering a sense of community and belonging.We must&nbsp;acknowledge achievements and contributions through awards and public recognition.&nbsp;A celebration of faculty successes can boost morale and motivation.We should&nbsp;create opportunities for interdisciplinary and team projects to enhance innovation and strengthen relationships. Offering flexible work schedules and wellness programmes can help reduce burnout and improve overall job satisfaction.&nbsp;Build relationships between faculty and studentsOne way to improve faculty relations in educational institutions is to foster positive faculty-student interactions, which will in turn create an engaging, supportive and effective learning environment.&nbsp;We can achieve this relationship through the following methods:Establish channels for open and transparent communication between students and faculty. This can include regular office hours, online forums and feedback sessions. The students should feel that their educators are approachable and are listening to their concerns, ideas and feedback. By encouraging a two-way dialogue, we can build trust and understanding between students and their faculty.Engage the students actively in the learning process through interactive teaching methods such as case studies, simulations and group discussions. Staff can involve students in research projects, clinical rotations and hands-on activities, providing them with practical experience and fostering a sense of partnership in the learning journey.Implement mentorship programmes. During the meeting of faculty members with their mentees, they can guide students to improve their academic and professional performance, provide them with feedback, help them reflect on their learning, analyse their weaknesses and strengths, and create an action plan to improve their performance.&nbsp;Mentorship provides personalised support, career advice and academic guidance, helping students navigate their educational paths more effectively and improve faculty-student bonds.Leadership plays a crucial role in managing faculty relations. Leaders should lead by example, demonstrating the values and behaviours they wish to see in their staff. Showing respect, transparency and a commitment to excellence will inspire the same in others.Foster a supportive and inclusive classroom atmosphere, where students feel safe to express their ideas and ask questions.&nbsp;Educators should aim to create a respectful and non-judgmental environment that encourages active participation and collaboration.&nbsp;Moreover, it is crucial to offer timely, specific and constructive feedback on student performance that can guide their learning process and professional development.Create bonds between colleaguesOf course, it’s important to manage any conflict or incivility between faculty members. This creates a positive and productive academic environment, and can be achieved by implementing the following strategies:Encourage open and transparent communication and create safe spaces where faculty can express their concerns without any fear of retaliation. Regular meetings and anonymous feedback systems can facilitate this.Provide training workshops in communication skills to equip staff with the tools to handle disputes constructively and professionally. These workshops could be on active listening, negotiation and mediation techniques.Develop clear policies regarding acceptable behaviour and conflict resolution procedures, ensuring&nbsp;that all faculty members are aware of these policies and understand them.&nbsp;Encourage a culture of mutual respect and professionalism by highlighting the importance of respectful interactions and modelling these behaviours at all levels of leadership.Address conflicts promptly before they escalate. We can use neutral mediators to facilitate discussions between conflicting parties, aiming for a fair and amicable resolution.Provide support systems for faculty well-being, such as counselling services and stress management programmes. A healthy work environment reduces the likelihood of conflict.Acknowledge and reward positive behaviour and collaborative efforts, to create a positive work environment and reinforce desirable behaviours.Regularly gather feedback from faculty about their experiences, concerns and suggestions for improvement. We can use surveys, focus groups and one-on-one meetings to collect insights and enable us to address any concerns.Managing faculty relations in health professional education requires a multifaceted approach focused on communication, support and recognition. By fostering open dialogue, promoting professional development and recognising achievements, institutions can create a collaborative and respectful environment. These strategies enhance faculty relations and contribute to a positive and productive academic community.Rania Shalaby is associate professor of biomedical science at Dubai Medical College for Girls.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Create healthy relationships between faculty members

When staff members at an institution work together amicably, student performance improves, a collaborative environment forms and the academic community is made even stronger. Here’s how to do it

Create healthy relationships between faculty members for the benefit of everyone

Campus podcast: how to prepare for university leadership

Middlesex University vice-chancellor Shân Wareing talks about the need to make the path to senior roles transparent and why confidence is not the be-all and end-all of leadership

THE podcast: how to prepare for university leadership

Has academia prioritised money over integrity? Global education is changing as fast as the world around it. The words “cost-effectiveness”, “break even” and “revenue” are brought up in discussions about the direction institutions should be facing, and the impact of this on academia is visible. We’re overlooking many genuine opportunities for academic growth in favour of the bottom line.&nbsp;This is the struggle that academic leaders find themselves in. The key question they face is how to balance doing more with less and academic workload inflation and burnout.&nbsp;Streamlining a move from a faculty position to a leadership roleEmerging leaders, your universities need youThree principles for leadership in academiaTo prepare for an academic leadership role, candidates need to understand the true value of education and make sure every decision is aligned with this value.&nbsp;Academic leaders under pressure can fall into the numbers trap, which sucks the life out of academic achievement. We must start moving away from models for evaluation that approach education as if it is an industry. This thinking has harmed education processes vastly in my opinion and needs to be reconsidered.&nbsp;To manage the evaluation process, academic leaders need to understand that education is their core business and that having appropriate non-numerical key performance indicators (KPIs) is equally as important as having quantifiable outcomes that feed into the sustainability plan of the institution.&nbsp;Three virtues for leadershipBut what are the virtues needed to be an academic leader? The answer to this question lies in the understanding of the roles and responsibilities of these leaders and how they materialise across different cultures and countries. These responsibilities include creating impactful education, managing workforce and planning and managing the budget.&nbsp;If these core responsibilities are addressed as three vectors in the space of educational management, then the job of ensuring the equilaterality of the angles in this three-sided model also falls to the leader. This is what their energy should be channelled into.The first virtue of this leader is their capacity to invest energy in delivering excellence and to understand when the institution as a whole is suffering from the same energy drain.&nbsp;Managing silent frustrationThe second virtue is their capacity to manage people within this sense of drained energy and, in many instances, lack of clear priorities. People exhibit frustration in many different scenarios but silent frustration with an institution, turning to resentment, can become challenging. This is why it is important for academic leaders to develop sensing mechanisms to recognise the early signs in the organisation.&nbsp;Leaders need to map in advance the signs of frustration and remain on the lookout for them. There are many mapping tools that can be used, such as&nbsp;the polarity map. These help leaders identify signs of frustration early on before they start impeding the progress of the organisation. Some of these early signs might be an increased rate of absence or decreased engagement with social events held on campus.Once you realise that your institution is walking into employee frustration, corrective actions need to be taken. These leaders can lead the change, but the decision needs to be taken collectively by all stakeholders. This is where the value of committees and task forces comes into play.Leaders who can do this diagnostic are ahead when it comes to problem identification. Those who have an already available strategy for remedy are always far more in control than those leaders who are more accustomed to reactive mode.&nbsp;Be proactive, not reactiveNo degree of speed and readiness can manage mass frustration or lack of trust in an institution that’s governed by return on investment. This is why the third virtue of academic leaders is the capacity to plan response strategies in advance and to be ready to deploy unconventional solutions when needed.&nbsp;Virtues that were important in the past, such as transparency and the capacity to listen, are important still, but are no longer the priority. In this era, mere transparency can create debilitating frustration. Leaders cannot rely on being open when the facts might cause resentment.&nbsp;In the era of artificial intelligence (AI), concerns about job security and managing performance will continue to be raised. Academic leaders need to start shedding light on different ways to harness the skills and capacities of employees. This will necessitate a deep, qualitative understanding of the apprehensions that exist among employees and their root causes.The whole education industry is suffering from uncertainty, with the question raised again and again about the value of the educational system and its cost-effectiveness. This is a wake-up call for us to start redefining success in education and success for education leaders.&nbsp;Samar Abdelazim Ahmed is associate dean for academic affairs at the Dubai Medical College for Girls.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Universities need to remember the true value of education

The sector’s focus on cost-effectiveness is overshadowing educational opportunities. Samar Abdelazim Ahmed argues for a redefinition of success 

Moving from a role in learning design to an educational leadership position can be both exhilarating and challenging. Having spent years at the coalface, stepping into a leadership role introduces a new set of dynamics, often balancing broad institutional aspirations with the nuanced needs of staff and students. Understanding these tensions and leveraging skills from learning design can help smooth this transition, offering new leaders a path to success. Learning design and coaching-based leadership The skills that make an effective learning designer also make an effective leader. Principal among these are the people-focused skills. Put simply, a people-first learning design approach and a coaching-based leadership approach share a core focus – empowering others to succeed.&nbsp; Coaching for success:&nbsp;Coaching your team involves guiding them to reach their full potential. This can include mentoring new colleagues, providing professional development opportunities and fostering a collaborative environment. By applying your experience in supporting students, you can cultivate a supportive team culture that encourages innovation and growth. Influencing policy:&nbsp;As a leader, you have a unique role in shaping institutional policies. You’re in a position to advocate for strategies that support effective teaching and learning practices, ensuring that the needs of both staff and students are considered. This could lead to systemic changes that improve the overall educational experience at your institution. Whole-of-institution impact:&nbsp;Effective leaders empower their teams to take initiative and drive change. By fostering an environment where your team feels valued and supported, you can inspire them to contribute to the institution’s success. The impact of this empowerment can be far-reaching, leading to improved educational outcomes and a more engaged academic community. Challenges of transitioning to leadership As with all change, while there are positives, there are also some challenges that we see as people move into leadership roles. Here are a few to keep in mind as you make the transition. Changing work:&nbsp;Moving from a learning designer role to a leadership position means shifting from direct engagement with projects to overseeing broader strategic initiatives. This transition can be challenging as it requires letting go of day-to-day tasks and focusing on long-term goals. You must delegate effectively, trust your team’s expertise and help guide them. Finding balance:&nbsp;As a leader, balancing the institutional vision with the practical needs of academics and students becomes paramount. This can be difficult to achieve, as institutional goals might sometimes seem at odds with the immediate concerns of teaching staff or student success. Communication and negotiation skills are essential to balance these sometimes-competing priorities.  Navigating corporate structures:&nbsp;Stepping into a leadership role often means engaging with the corporate structure, including understanding project management, budget constraints, reporting lines and administrative policies, which can feel distant from the core individuals’ educational values. Navigating these structures requires a shift in mindset and the ability to see the bigger picture while advocating for the resources and support your team needs. Resource collection: Should I become a university administrator?Expectation and compassion: two sides of the coin for successful learning outcomesLearning designer may be the best job you’ve never heard ofAdvice for new educational leaders&nbsp;So, as people who have made the shift from learning design to leadership, what advice would we give those looking to make the leap? Embrace continuous learning:&nbsp;Transitioning to a leadership role involves continuous learning. Seek out development programmes, mentorship opportunities and resources that can help you grow in your new position. Stay open to feedback and be willing to adapt your approach as needed. Build strong relationships: Develop strong relationships with your team, colleagues and other stakeholders. Effective communication and collaboration are key to navigating the complexities of educational leadership. By building trust and rapport, you can create a cohesive team that works towards common goals. Act as a translator between strategy and operations:&nbsp;There is often a need to translate strategic demands into operational functions. Help your team understand how their daily work aligns with broader institutional goals. By bridging this gap, you can ensure that strategic initiatives are implemented effectively and that your team remains engaged and informed about the bigger picture. Stay grounded:&nbsp;While corporate structures and institutional goals are important, never lose sight of the core educational values that brought you into this field. Your passion for teaching and learning should remain at the heart of your leadership approach, guiding your decisions and actions. Advocate and influence:&nbsp;Use your position to advocate for policies and practices that benefit both staff and students. Engage with institutional decision-makers and contribute to policy discussions. Your insights from working at the coalface can provide valuable perspectives that shape effective and equitable educational policies. Foster a culture of innovation:&nbsp;Encourage your team to explore new ideas and approaches. By fostering a culture of innovation, you can drive continuous improvement and ensure that your institution remains at the forefront of educational excellence. When making the leap from a learning designer role to one in leadership, you will have to navigate significant challenges. But it also presents opportunities for influence and impact. By applying your existing expertise through the lens of leadership coaching principles, balancing institutional and academic needs and advocating for positive change, new leaders can empower their teams and create meaningful, whole-of-institution impacts. So, embrace the journey and stay committed to continuous learning, strong relationships and a steadfast dedication to educational values.&nbsp;Paul John Gregory Moss, Richard McInnes and Simon Marek are managers of educational design at the University of Adelaide.&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Tips for moving from learning designer to educational leader

Learning designers have all the skills to make great leaders. Here’s how to transition into the role

Mechanical engineering is the Swiss army knife of the discipline – you can pursue so many avenues within a degree in it. And, quite frankly, university leadership is similarly multifaceted – and rewarding. My role, as head of the&nbsp;Virginia Tech department of mechanical engineering, is a service position, guiding the department, faculty and students, all while helping others grow into their talents.One of my goals is to raise our profile. Mechanical engineering was one of the original programmes offered in 1872, and the department is now among the largest within the university, with more than 1,500 students and 14,000 alums. As best-in-class, mechanical engineering supports nine research centres, more than 35 labs and nine instructional labs.&nbsp;With a programme this large, I want us to be more thoughtful and intentional on how we manage engagement. While I didn’t expect to take on the leadership role, I relish the chance to make our programme the best it can be. To wit: in the past, we tended to wait for companies and organisations to contact us, but I’d like to see us do more industry outreach and interact even more closely with alumni. I’m growing our engagement team to have more bandwidth.&nbsp;Resource collection: Should I become a university administrator?Bridging the communication gap between administrators and facultyFive things that an effective manager needs to doAnother goal is to ensure that mechanical engineering is a key part of the future when it comes to collaborating with others on a global scale. We regularly collaborate with colleagues and stakeholders across the world, so in my tenure as department head thus far I’ve established new resources for graduate student travel and built the beginning of a framework to forge even more industry relationships and partnerships.&nbsp;Last year, for example, we&nbsp;published an&nbsp;award-winning article on high-technology and low-environmental-impact solutions to monitor, control and contain large outdoor fires that resulted from the work of 15 co-authors. These co-authors collaborated from entities including two US-based universities, the United States Forest Service, research organisations in Spain and Japan, two universities in China and Japan, and other high-profile stakeholders. To me, this is not only incredibly rewarding, but it signals the future – leveraging the best resources from around the globe to find answers for our most pressing challenges.&nbsp;Techniques that serve us well as leaders in higher educationBefore I moved into higher education, I worked in industry, first as a senior engineer and then as a vice-president of research and development, so I brought a mix of industry expertise and administrative leadership into my role as professor in the College of Engineering. During my time in industry, I held positions that included managing large numbers of staff and engineers, so I was accustomed to supervisory positions, helping people develop and reach their potential. So, when I was offered the department head position, I felt comfortable taking it. I’d been interim department head for the better part of a year, so I knew what to expect.&nbsp;But I’ve found these tips immensely helpful in optimising faculty relations as a department head:Communicate freely: Keep an open-door policy and be transparent and approachable. I genuinely enjoy talking to and listening to people, and that’s an advantage for me.Build trust: If you communicate openly, you’ll build trust. I make a point of always showing integrity, fairness and consistency.&nbsp;Lead by example: This is closely related to building trust; demonstrate what you want to see in faculty and set high standards for yourself. And if you fall short, own it.Respect faculty expertise and autonomy: Acknowledge and value faculty contributions and knowledge. I know through my own experience that faculty run their own “mini businesses” with their teaching and research.&nbsp;Support faculty development, teaching and research endeavours: Your faculty are of critical importance, and they need to know and feel that.Collaborate in decision-making using shared governance: Seek input and advice from the staff and faculty who understand the topic to come up with the best solution.&nbsp;Be supportive: Address concerns related to workload, professional development and work-life balance. Advocate for faculty and staff when needed within the institution.Celebrate wins: Amplify individual and collective achievements and show appreciation for individuals’ contributions.Create leadership roles that are right-sized: Make the associate department head roles such that faculty can still do the things they love – research, teaching and service – while delivering excellent support for students and the department.Give up your calendar: Leverage your administrative assistant to support you in creating meetings, keeping you on schedule, planning department events and task support.&nbsp;Be flexible: There will be difficult conversations, especially when you are trying to change things.&nbsp;Communicate the changes to people ahead of time, hear what their concerns may be, and work together to come up with the best solutions.&nbsp;Create a concise strategic plan: Stand up a task group to make a strategic plan that people can understand in a one-page graphic or a few sentences that describe your mission and vision.&nbsp;This will help you support why you are doing things in the future.Something that I am still trying to balance is how to engage in what I love about academia – research, writing up findings and mentoring students – while still prioritising leading the department. Perhaps I’ll report back in this space once I’ve figured that one out.Brian Lattimer is department head and Nicholas and Rebecca des Champs chair in mechanical engineering at Virginia Tech.&nbsp;He is a fellow of the American Society of Mechanical Engineers and Society of Fire Protection Engineers.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Streamlining a move from faculty to leadership 

Moving into a leadership role at an academic institution includes setting ambitious goals around collaboration and finding solutions to worldwide challenges. These techniques can support leadership success

Streamlining a move from a faculty position to a leadership role

In the case of the evolving relationship between academia and the policy world, one can still point to significant developments over the past five years. These include the emergence of new mechanisms such as:Areas of research interest (ARIs)The Government Office for Science (GOS) navigator toolVarious policy profession initiativesLarge funder investments in place-based policymaking and connectivity in the evidence-policy landscapeMyriad examples of the role research expertise has played during and after the pandemic.&nbsp;The Universities Policy Engagement Network (UPEN) asked our membership of more than 110 higher education institutions across all four UK nations what the new government could and should do to strengthen evidence-informed policy engagement. Five themes emerged from 36 responses. &nbsp;Coordination &nbsp;The UK benefits from “excellent structures” to support engagement with evidence and expertise, however, silos continue to persist. There is a shared perception that the lack of stable docking points is exacerbated by an HE sector within which participants prioritise institutional advantage and have internalised competition over collaboration. A key priority for us, over the next two to three years, will be to normalise a more collaborative approach to informing public policy with evidence and expertise through targeted approaches to embedding connectivity across the ecosystem. Our members have repeatedly emphasised the importance of such approaches, including: &nbsp;More cross-departmental collaboration around cross-cutting policy issues and evidence needs &nbsp;Support in working with interdisciplinarity and trans-disciplinarity evidence bases, alongside a funding and support structure to encourage academic engagement &nbsp;A joined-up approach to communicating evidence needs (such as ARIs, colleges of experts and research showcase events).&nbsp;Capacity&nbsp;Recent years have seen a noticeable increase in efforts and investments to strengthen and build capacity for policy engagement within both universities and localities, including the creation of UPEN itself. This has been mirrored by an upsurge in dedicated higher education institution knowledge brokerage units and policy shops designed to sustain and build upon existing capacity. To build on these ongoing developments, our members also called for: &nbsp;Continuing dedicated and ring-fenced investment in academic-policy engagement infrastructure, such as PSF, offered on longer-term funding cyclesStrengthening evidence use infrastructure within government, through more visible and better resourced points of contactTargeted resources for devolved and local decision makers, to enhance capacity across all regions and nations of the UK. &nbsp;Recognition &nbsp;The use and recognition of academic contributions to policymaking were, unsurprisingly, key areas of focus for our membership, including but not limited to the need for recognition in relation to the production of impact case studies for the Research Excellence Framework. Members also called for greater transparency and acknowledgement of how research is used once submitted to consultations, inquiries and ARIs, alongside clearer communication of the decision processes that frame research use.&nbsp;Resource collection: How can higher education make its case amid political change?THE podcast: what does the UK election mean for higher education?‘It falls to us to tell our universities’ stories. Here’s how’There was also a plea for government to value the different forms and varieties of evidence and expertise that are offered across the sector to generate increased buy-in for the idea that R&amp;D is central to the process of developing policies that work. Similarly, it was suggested that government should be careful in how “evidence failure” is presented when policies are perceived or presented as unsuccessful, because this has knock-on effects around wider public trust in science and research. This requires: &nbsp;Further consideration of how government and Parliament recognise written and oral evidence used to develop and implement policy, as well as the researchers engaged in policy processesBuilding strong incentives for institutions and individual researchers to engage with government, working with them to encourage further collaborative engagement.Valuing a diversity of evidence &nbsp;Overall, members were keen to encourage a reframing of the ways in which evidence is understood and navigated within public policymaking. Crucially, this includes building and nurturing the skills and confidence of civil servants and policymakers to deploy evidence based on different methodologies. &nbsp;Some of these asks included:&nbsp;Moving away from an overly quantitative approach, or at least one that views economic models as the sine qua non of all policy formulation and is comfortable embracing mixed methodology approaches – a model championed by UPEN’s own Arts and Humanities subcommittee, and within the British Academy’s SHAPE approach to national policy challengesBuilding capacity for decision makers to engage with a diversity of evidence (such as the arts and humanities and research working with lived experience) across all cross-cutting policy issues. &nbsp;Visibility of academic-policy engagement opportunities&nbsp;Finally, the need to craft initiatives and opportunities to connect with and inform public policy, and promote these equitably, continues to be a key priority for our members. Our newsletter is consistently cited as a useful mechanism for rendering academic-policy engagement more accessible to a wider range of research and professional staff across the HE sector. Alongside this, members called for:&nbsp;Increased visibility of civil servants working in particular policy areas, including publishing job titles, key responsibilities and contact details (even if to a shared email)The need to embed an improved understanding of how ministers and governments make policy decisions into HE capability-building initiativesThe regular publishing and updating of ARIs, with opportunities for the academic community to engage in their co-production and be supported (and funded) in delivering evidence and interacting with them. Indeed, UPEN events, which have presented with various department ARIs, have regularly seen high attendance and engagement, with feedback showing the value of the opportunity for academics to engage directly with ARI teamsDriving more engagement and coproduction with the UK research community on parliamentary policy issues and scrutiny of governmentAn improvement in guidance for disciplines that do not traditionally engage, that includes both tips and tricks, as well as examples of successful engagement.There will clearly be many opportunities to engage as the new administration finds its feet and seeks to develop an evidence base to support the delivery programmes that will underpin its five missions. UPEN looks forward to playing an active role in supporting the government achieve its R&amp;D ambitions, as well as supporting universities as they continue to build their policy engagement functions, seek to prove their value to local, regional and national renewal and build a more connected and collaborative UK research community.Sarah Chaytor, Chris Hewson and Andy Brown are co-chairs and Laura Bea is network manager at UPEN.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

What can be done to strengthen academic-policy engagement?

Following Labour’s landslide victory, all eyes will be on the new government to see how it will respond to current issues within higher education

What can the new government do to strengthen academic-policy engagement?

One of the most significant barriers to higher education is the cost of study. To remove this and address the gap in accessibility between advantaged and disadvantaged students, university leaders must adopt an entrepreneurial mindset. &nbsp;Although academic organisations are fundamentally distinct from businesses, research shows that university leaders who engage with and have industry experience bring significant benefits to their institutions because of their ability to foster innovation by bridging theory and practice.&nbsp;Entrepreneurial-based management involves implementing new ventures and making the university a catalyst for social change. With an entrepreneurial mindset, higher education leaders can implement innovative ways of diversifying their income streams to avoid dependency on student fees, allowing universities to support students who face financial challenges. In this article, I will offer some advice on how to do this.&nbsp;Engage with businesses with corporate responsibility budgetsCorporate social responsibility (CSR) has become a global 21st-century norm. Annually, thousands of companies engage in CSR activities related to areas such as the environment, education and community development.Universities can partner with companies with CSR budgets to seek support for operational costs and students facing financial challenges. Doing this will attract talented students from low-income families and minority groups who otherwise would never apply.&nbsp;Resource collection: What universities can do to become fairer and more sustainableBreaking barriers for women: closing the gender health gap in academiaSimple ways universities can collaborate to bring more refugees into higher educationIntegrate paid internships into the curriculumIn Indonesia, the Ministry of Education recognises and encourages paid internships supervised by higher education institutions. Under the&nbsp;Freedom to Study programme, students can intern and claim their learning engagement outside the classroom as a credit. The programme pays Indonesian student interns a living allowance and travel funds.&nbsp;Internships help students develop soft skills and expand their network. Moreover, working in a professional environment allows students to learn about real-world problems. Internship activities complement the in-class learning process and allow students to reflect on their cognition when they encounter workplace challenges.Seek out consultancy opportunitiesUniversities have the potential to impact the wider community and industry with their research. By offering their professional services in the form of policy recommendations, product research and social innovation, they can generate profits that they can allocate to disadvantaged students and diversify their income. They can also promote knowledge transfer that can upskill individuals within the institution.However, identifying these opportunities is no easy task. Universities have to compete with other organisations to gain contracts. Therefore, it is up to individuals to stay abreast of contemporary social challenges so they can identify opportunities and propose convincing solutions to&nbsp;them.&nbsp;Keeping your finger on the pulse requires making a habit of catching up with staff and partners and taking steps to understand the wants and needs of students. Furthermore, attending higher education conferences can help you understand issues that matter while building your network with potential sponsors.&nbsp;Ethical considerationsWe need ethical guidelines to ensure entrepreneurial initiatives align with our institutions’ core values. Although profit should be a key performance indicator, the university must always take steps to ensure its partnership with external parties will not harm the community and environment. Conduct robust research before signing any contracts to avoid being associated with organisations that have made headlines for the wrong reasons, and ensure your new partner’s values align with your institution’s. Furthermore, any student involvement in the partnership should also be seen as participatory learning rather than as a way to get cheap labour.&nbsp;A university’s achievement should not always be measured by rank, facilities or number of graduates. The greater community appreciates institutions that take steps to provide equal access to education, and embracing an entrepreneurial attitude can bridge the gap in accessibility.&nbsp;Bhakti Eko Nugroho works at the Faculty of Social and Political Sciences at Universitas Indonesia.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Leaders must become entrepreneurs to address inequality

A university’s achievement should not always be measured by rank, facilities or number of graduates. The greater community appreciates institutions that take steps to provide equal access to education, writes Bhakti Eko Nugroho

 University leaders must become entrepreneurs to address inequality

Despite the occupational prestige of administrative positions, there is no single agreed-upon strategy to become a good manager or leader. There are many different paths an administrative career can take and a wide range of ways to deliver good performance. Learning from the stories of those who successfully made it to administrators in higher education could be beneficial for fellow educators.&nbsp;Resource collection: Should I become a university administrator?Bridging the communication gap between administrators and facultyHow to engage your staff in just 15 minutesHere, I’ll share practical tips, based on my own experience and observations, for becoming an administrator.Tip 1: Don’t wait to start&nbsp;Based on my personal observations, many educators are promoted to administrators in education based on their excellent performance as teachers. Certain positions are being offered to those who obtain relevant degrees in management, leadership or education. However, my way to administrator began in my university years. As a student, I was elected president of a national member organisation of the International Federation of Medical Students Association.&nbsp;Volunteer administrative work helped me acquire the foundational skills for my future career. I learned the basics of professional communication, became accustomed to&nbsp;working with documents, practised decision-making and problem-solving and led a group of students, which allowed me to experience teamwork and take on responsibility.&nbsp;Tip 2: Keep learning&nbsp;Subject expertise is known&nbsp;to be essential for a good leader. I believe that if even the most gifted administrator lacks knowledge of his or her business, they are an empty vessel. Once I discovered my passion for&nbsp;education, I took every opportunity to increase my expertise in the field. Even after obtaining a master’s degree in the education of health professionals, I keep engaging in relevant courses and events to gain broader and deeper knowledge and to&nbsp;stay up to date.&nbsp;Tip 3: Follow your heart&nbsp;Surprisingly, your choice of doing administrative work may not always be well understood or supported by others. Administrative work can be looked down on by others in the field.However, I decided for myself that I am first an educationalist&nbsp;and administrator. This is the way I position myself, and so far, destiny has been gracious enough to connect me to individuals who understand my true value and allow me to make the best of my skills. Regarding the people around me, there are still those who perceive me as just an admin. However, when you receive recognition and appreciation from senior colleagues and education experts, it pays off.What should an administrator be like?&nbsp;The job of administrator is not easy. In this section, I want to share my vision of the top qualities and skills of a good administrator.&nbsp;Emotional intelligence: Administrators work with people. Emotional intelligence is important for fruitful working relationships. Administrators must be able to understand and control their own emotions. In addition, they should make an effort to recognise the feelings of others and act with empathy.Communication skills: Sometimes the way you present information is even more important than what you’re saying. To avoid confusion and misunderstanding, every administrator should be advanced in communication. Clarity, knowledge of terminology and adherence to ethical principles are likely to result in more effective teamwork and a positive image of the administrator.&nbsp;Resilience: Work in higher education is never smooth. Every administrator is likely to continually&nbsp;experience multiple setbacks or even failures. In such situations, I cheer myself up with the saying of Nobel prizewinning physicist Niels Bohr: “An expert is the man who has made all the mistakes which can be made in a narrow field.”Consequently, those in administration must be able to bounce back and learn from their mistakes.&nbsp;Taking initiative, ownership and responsibility: For me, this is the hardest part. I perceive as a true transformation the moment one moves from simply following and implementing the requests of higher management to complete ownership of the process. This shift is a big step out of the comfort zone that requires confidence, prospective thinking and&nbsp;expertise. Administration is also related to taking&nbsp;responsibility for the actions and mistakes of the team.&nbsp;Additionally, administrative duties require the worker to be accessible even outside of working hours. All the above must be considered when making career choices.&nbsp;Should you become an administrator in higher education?&nbsp;For me, of course the answer is yes. However, every educator should make a personal decision based on his or her greatest skills and interests. I strongly believe that work can be pleasant and that our career choices should be those that make us happy.&nbsp;Arina Ziganshina is head of assessment at Dubai Medical College for Girls.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

How to become an administrator – and why you should

Many career paths lead towards administration. Arina Ziganshina draws on her own experiences to offer advice

Podcast: higher education leaders’ post-election priorities

What will the UK’s new Labour-led parliament mean for university funding, research impact, international student flows and free speech on campus? Two higher education leaders share their perspectives on the challenges ahead

THE podcast: higher education leaders on their priorities for the new UK government

As an academic for over 25 years, I have lived and breathed teaching and research. It’s been my career lifeblood. So why did I choose to move to an academic administrative position – or “the dark side”, as perceived by my colleagues?&nbsp;This divide between academics and administrators is encapsulated in the satirical Peter Principle, developed by Peter and Hull in 1969. The principle states that within hierarchical organisations, people are promoted based on their previous success. Subsequent promotion ultimately leads to people occupying roles for which they no longer have competence.&nbsp;The greater the length of time that an administrator has been absent from&nbsp;“the action” (whether that’s the field or the laboratory or the classroom), working their way up the promotional ladder, the more their academic knowledge and experience will be devalued by those who have remained.Resource collection: Should I become a university administrator?Bridging the communication gap between administrators and facultyCareer advice for higher education professionalsI have encountered this view, that my new position has distanced me from what other academics think of as the real world. A contributing factor is simply institutional geography. Administrative units are often physically separated from the hustle and bustle of student-centric university life. I am now located in Block C2 – the quiet, cold, sterile management wing of the campus – the ivory tower within the ivory tower.&nbsp;So what was I thinking? I now lead an institutional unit that impacts the quality of learning and teaching across the whole institution. I can influence institutional change at scale, through the shaping of policy, culture and practice. I have been able to develop an effective and cohesive team who inspire me. These were the motivators.Step outside your comfort zoneMy world has expanded and this has provided me with huge opportunities for continuing professional growth. I have left the comfort zone of my discipline, to learn about many other disciplines looking for connections and divergence. I am connecting with mathematicians, doctors, political scientists, English language instructors, postdoctoral fellows, teaching assistants, provosts, counsellors and student government. I am gaining insights from a range of perspectives that enable me to see and experience my institution in new ways.&nbsp;And I haven’t abandoned my passion for teaching or my love of interacting with students, it’s just that my student audience is different. I now teach my colleagues through the delivery of professional learning courses. These are not cohorts of people that pass through my life, but people with whom I have continuing relationships, and opportunities to impact their learning experiences and the learning experiences they provide to others, over a much longer period. There is a sense that my impact has a cascading effect, influencing others to influence others.&nbsp;Could this meeting have been an email?But there are drawbacks. I’ve traded the generous academic recreational leave for a more limited management leave schedule. My days and weeks have a different rhythm, no longer punctuated by assessments, grading and research data collection. I can breathe a sigh of relief while my former colleagues are drowning under lengthy term papers, but in turn I experience death by endless meetings and administrative documentation on some days.&nbsp;For me, the decision to move from an academic role into an academic administrative role represents a logical next step in my career. I can use the skills and knowledge I’ve developed, but the role allows me to apply those skills in a broader, new context. It enables me to keep growing professionally.&nbsp;And I hope that I won’t lose touch with my roots – that I will be able to retain some authenticity. My plan is to keep connected, through listening to diverse perspectives, to remain approachable, to value the work of others, to be respectful and to demonstrate my philosophy of servant leadership – that leadership is an enabling service – to help others and the institution achieve their goals.I’m sure others before me have had similar lofty intentions. Perhaps I haven’t been on the dark side long enough to be eaten up by the shadows.&nbsp;Elaine Sharplin is&nbsp;general director of the Center for Innovation in Learning and Teaching&nbsp;at Nazarbayev University.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Moving over to the dark side: academic or administrator?

Academics may view administrators with suspicion, but Elaine Sharplin recommends stepping over to the dark side – as long as you stay true to your roots

Moving over to the dark side: academic or academic administrator? 

Educational developer practitioners are often positioned as leaders at the forefront of university teaching and learning change initiatives. They face critical choices daily as they aim to empower a culture of learning while achieving the quantifiable outcomes expected of increasingly corporate and marketised institutions. To balance these perspectives, we must consciously define our identity as leaders in teaching and learning. Subversive leadership provides the means for this praxis – a critical reflection on our actions and combining theory and practice to drive social change.The concept of subversive leadership is borrowed from pre-tertiary education, where school headteachers undertake activities to challenge, disrupt and resist policies, practices and political agendas in favour of the needs of their student cohorts.&nbsp;Emerging leaders, your universities need youQuestions for the next stage of university leadershipHow to initiate conversations about belongingApplying this to the higher education space is less about all-out anarchy but more about challenging the effects of corporatisation, marketisation and neoliberalism. A subversive leadership approach can aid educational developers in navigating the demands of contemporary university structures, while championing the teaching and learning agency and empowerment of academic staff. This is, after all, in the interests of all students, benefiting them and their well-being.&nbsp;But what does a subversive leadership approach look like for educational developers? &nbsp;How can they adopt a variety of strategies that balance institutional demands with the commitment to transformative education?Strategies for embracing subversive leadershipTo break down the praxis of subversive leadership into practical actions, educational developers can adopt a variety of strategies that balance institutional demands with the commitment to transformative education.&nbsp;If you are ready to embrace subversive leadership in your practice, here are several approaches to try implementing:Foster a culture of inquiryEducational developers should encourage a culture of inquiry by asking critical, sometimes uncomfortable, questions necessary for growth:Critical questioning: Regularly ask critical questions about new policies and practices. Don’t shy away from asking questions that may not be welcome but are essential for addressing underlying issues, such as: Who really benefits from these changes? What are the potential impacts on students and staff? What are the impacts on the university’s vision?Critical dialogue: Facilitate open discussions that explore the deeper implications of policies and practices, encouraging a more critical examination of the institution’s direction.Active resistance: Encourage a mindset of active resistance to policies and practices that do not align with student and staff-centred higher education and understood teaching and learning quality practices, or the values of equity and justice.Continuous improvement: Foster a culture of continuous improvement where the status quo is regularly questioned and improvements are consistently sought.Champion equity and inclusionFocus on equity and inclusion to ensure all staff and students have equitable opportunities to succeed, particularly those from marginalised groups.&nbsp;Inclusive curriculum design: Work with faculty to design curricula that reflect diverse perspectives and experiences. Empowering ideas such as the decolonisation of the curriculum.Support services: Advocate for robust support services, such as tutoring and counselling, that support the needs of under-represented students. For &nbsp;staff, offer additional appropriate capability-building on how to be allies for marginalised colleagues.Critical pedagogies: Empower staff to embrace pedagogical approaches that enable students to challenge power structures, develop agency and challenge hegemonies.Use technology: For example, advocating for open educational resources to reduce costs for students and encourage faculty to use and create open resources.Advocate for student- and staff-centred policiesPromote policies and practices that prioritise the needs and experiences of students and staff:Engaging in policy development: Participate in committees and working groups where policies are crafted, ensuring student and staff voices and needs are at the forefront.Evidence-based advocacy: Use data and research to highlight the benefits of student and staff-centred approaches, presenting these findings to stakeholders to support policy changes.Critical examination: Regularly review and critically assess institutional practices and policies to identify and challenge those that do not adequately benefit staff or students. Promote a culture that encourages innovative thinking and the questioning of traditional methods.Strategic vision: Familiarise yourself with your university’s strategic vision statements. Becoming knowledgeable in this area will help you position your arguments and defence when engaging in discussions where subversive leadership is necessary. You would be hard-pressed to find a university vision statement that isn’t sometimes at odds with marketisation and corporatisation. So, directing attention back to these overarching values is a useful approach.Model subversive leadershipEducational developers should exemplify subversive leadership to support others to engage with this approach.&nbsp;Leading by example: Demonstrate subversive practices in their own work, showing how these approaches can be both effective and sustainable.Mentorship: Mentor junior faculty and staff, guiding them in adopting and integrating subversive leadership practices in their roles.Continuous improvement: Foster a culture of continuous improvement where the status quo is regularly questioned and improvements are consistently sought.Embracing subversive leadership in educational development is not just an act of resistance but a commitment to fostering a more equitable, student-centred and reflective academic environment. By engaging in the praxis above, educational developers can navigate the complexities of contemporary higher education while championing transformative practices. This will lead to the creation of institutions that truly serve the needs and aspirations of all their students and staff. In doing so, we as educational developers can embody the very essence of subversive leadership – innovative, inclusive and resolutely dedicated to the betterment of education.Richard McInnes is manager of education design at the University of Adelaide.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Embrace subversive leadership to tackle corporatisation

Educational developers must balance the corporatisation of higher education with providing transformative education. To do this, subversive leadership is the key, argues Richard McInnes

We can face the challenge of corporatisation by embracing subversive leadership

Internal communication is a challenge in every university. Another is coordination between academic and non-academic staff. Communicating effectively between faculty and administrators saves time, prevents misunderstandings and – in some cases – defuses conflicts.&nbsp;Gaps between university staff can be wide, even in collegial institutions. Junior researchers or teaching-only adjuncts might feel distant from senior professors. There are hierarchies of all kinds, and another big gap is between the academic staff (faculty) and the staff who are employed to give administrative support and expertise in the university. Whenever the relationship between administrators and academics breaks down, fundamental conflicts can emerge over who is responsible for what, and who makes decisions. At the heart of those questions is communication.Resource collection: How do universities work?Resource collection: Should I become a university administrator?Informal networking and how to meet people on campusIt is common for an initiative or a decision to travel up or down a purely administrative hierarchy, while another initiative circulates in a faculty channel. People complain that they are not consulted or that information is withheld. Universities hardly ever try to keep information away from staff, so this is unlikely to be deliberate. It seems that bridging those channels between faculty and administration is not intuitive.&nbsp;So, how do we improve that situation?Consider how universities functionThe first step is to think about how universities are run. Balancing administration and academic work is a constant negotiation at every level. Many parts of a university are made up of administrative services overseen by an academic whose role is strategic, not operational. Other services may be overseen by a professional manager who also has a strategic role. At the level of the laboratory and the seminar room, vastly different skills, tasks and hardware must work together, and all require careful handling.Add to this the fact that universities are usually collegial institutions that value shared responsibilities and distributed decision-making. This is a recipe for complexity. We are familiar with academics who fear having to take on too much administration. If the same colleagues also complain that central services employ too many administrators, are they talking about the same work? Administrators are sometimes called support staff. Is this how administrators understand their key tasks?Ask faculty and administrators how they see their rolesThe second step is to meet different groups of colleagues regularly and to listen to how they see and describe the challenges and tasks that they handle. These meetings provide important information about how different colleagues experience the university. If you are handling a budget, you will hear a different version of it from professors, technicians, accountants and (if necessary) communications. None of those opinions are more or less important than the others. Each of them contributes to how your budget will be handled, including by you. If you are the star academic in your institution, for example, you will not be able to deliver your brilliant work at all if you mishandle your budget, confuse your technicians or screw up your social media campaign. Some meetings are easier to attend or to organise than others, and in some cases, it is worth the effort to create a community of practice that meets regularly or a forum. Other options include a shared workshop or conference, bringing staff together to share and discuss a designated topic.Don’t be afraid of over-communicatingYou have now thought about how the university functions, and you have started to see it through different points of view. The third step is not to be too worried about offending anyone by over-communicating.&nbsp;Communicate often, make messages clear and keep technical detail to annexes or web pages. One method is to channel emails and directives to ensure that the head of the administrative group is included alongside the head of the corresponding faculty group. This ensures that both groups receive the same message, at the same time, via the same channel. If you do not know who oversees those groups, add the team email to the address list (or ask, during one of your information-gathering meetings). If you do not want to use email, think about putting a notice on your university intranet site. It is an excellent platform for sharing information widely without overloading inboxes and without hierarchy. Do not assume that a group online channel will resolve communication problems; many people never look at them unprompted.Finally, insist on bringing different groups of academics and administrators into the loop, wherever you can. Generally, better communication helps everyone. Administrators who understand what the needs and priorities are of academic staff will work more effectively, and vice versa. Everybody wins. Knowledge is power and, in this context, everyone deserves to have a bit of power.Catherine Léglu is vice-rector for academic affairs at the University of Luxembourg.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Tips for communication between administrators and faculty

Academics who understand the needs and priorities of administrative staff will work more effectively – and vice versa. Everybody wins, writes Catherine Léglu

Bridging the communication gap between administrators and faculty

The next generation of leaders leads from the middle. At this level, emerging leaders are vital – interpreting and implementing strategy, contextualising plans and vision, and reporting back to senior management on the experiences of their colleagues.&nbsp;De Montfort University’s recent transformational change to block delivery needed emerging leaders to embrace the opportunities and challenges available when redesigning the curriculum to align to university vision. Between the two of us, we’ve collectively led more than 240 staff in the redesign and delivery of curriculum change for more than 50 programmes of study.&nbsp;Sprinting in shorter burstsOne of the first challenges was a reduced time frame for curriculum redesign, due to the university’s desire to embed innovative approaches swiftly, maximising the impact on students. We adapted design sprint methodologies for emerging leaders to use, involving innovative approaches such as creative, collaborative team activities to explore and identify unique offers within the provision, engaging planning sessions and extensive stakeholder engagement, required as part of a comprehensive&nbsp;quality assurance activity.What block learning taught me about meeting diverse student needsResource collection: What is block teaching?Block teaching: what it is, how to do it and whyIn the Faculty of Computing, Engineering and Media, this involved leading a review of curriculum and development across an expansive undergraduate and postgraduate portfolio. This clearly articulated the argument for strategic change and the need to develop innovative approaches, if academic teams were to fully embrace curriculum change.&nbsp;To adapt the nursing curriculum, we conducted a critical review of the feasibility of the transformational change. We also held discussions with three other higher education institutions within the UK and Australia that had adapted or developed block teaching curricula for nursing programmes. Nursing students within the UK must complete a minimum of 2,300 theory hours and 2,300 placement hours to complete the programme and register with the Nursing and Midwifery Council (NMC). So adapting to block delivery was a complex challenge, one that required emerging leaders to engage the wider team in the change.&nbsp;The design sprint methodology meant that academic staff were involved and had the opportunity to contribute to, and shape, the change. Leaders recognised that it was important for staff to feel empowered, to take ownership of the redesign of their curriculum.Keep external regulators in mindIt is not just university vision that emerging leaders are required to understand and translate for colleagues. As higher education is a carefully regulated space, professional, statutory and regulatory bodies had to be consulted during curriculum change to ensure redesign approaches continue to align with externally set requirements.&nbsp;While this was a consideration within the Faculty of Computing, Engineering and Media, where there are external influences across the curriculum, it was even more prevalent in the School of Nursing and Midwifery, where strict NMC requirements are understandably in place, as graduates from these disciplines must meet the exacting and stringent standards of healthcare professionals. For the nursing and midwifery programmes, a major modification request needed to be submitted to the regulatory body for approval.Consider staff well-beingEmerging leaders are often responsible for ensuring the welfare and support of others,&nbsp;prioritising well-being and creating a culture of psychological safety. There has been an increasing focus on staff well-being, including a refresh of the Nursing and Midwifery Staff Well-being Group to understand the key issues affecting colleagues. We must acknowledge the impact of a time-pressured curriculum change on colleagues who already have busy and demanding roles. Line managers have been supported to encourage colleagues to speak openly and communication channels have been improved to work towards greater transparency and well-being support.&nbsp;Recognising the uncertainties of change, we established a regular communication channel in computing, engineering and media to provide all colleagues with the latest details around the transformational change, which was welcomed and appreciated. Despite our disciplinary differences, we both recognise the importance of providing time and space for colleagues to raise questions, explore concerns and share practice. Creating opportunities for this are key to change success.To deliver the above, emerging leaders need to be enthusiastic and motivated, exploring and understanding the full scale and scope of their roles. These leaders should be curious and fearless, exhibit confidence, embrace and articulate complexity by understanding and translating complex activity and strategy, and develop the team around them.Authentic leadership is needed. As leaders we must be accountable for our approaches, values and behaviours, aligning these with the university strategy and embodying the working practices that we want in our teams. Authentic leaders must&nbsp;keep it REAL, earning and demonstrating respect, fostering and nurturing engagement, and actively facilitating achievement and positivity. As the higher education sector increasingly faces challenges related to finance, student recruitment, regulatory compliance and social pressures around the role of the institution, an&nbsp;authentic approach is a necessity.Emerging leaders make strategy implementation understandable. They play a vital, influential role in developing and implementing strategies, translating visions to spark university-wide change. At De Montfort University, emerging leaders have translated educational strategies for their teams. They’ve devised implementation approaches that satisfy internal and external requirements, and engaged staff in collaborative curriculum redesign. As the university continues to embrace delivery of the redesigned curriculum in a newly developed mode, the emerging leadership role develops into one of interpretation and analysis about the impact of the change on students and staff. Being an emerging leader is a continuous change process when embraced within university-wide change transformation.Zoë Allman is associate dean (academic) in the Faculty of Computing, Engineering and Media, and Gary Souter is the head of the School of Nursing and Midwifery in the Faculty of Health and Life Sciences, both at De Montfort University.Thanks to De Montfort University, the authors had the opportunity to engage in&nbsp;Minerva’s Emerging Leadership Programme during this period of transformational change, and appreciate the support and guidance received from Mary Stuart, with Kerry Shepherd and Ben Tucker, and their fellow programme participants.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Emerging leaders, your universities need you

When a university is undergoing transformational change, emerging leaders are crucial for translating strategy into action. Zoë Allman and Gary Souter share their experience of leading on curriculum change

In a few days the next UK government will be formed for what may well be the most important parliamentary term for the university sector in a generation. Universities have had to manage multiple challenges in recent years. It is clear, however, that many of these challenges are systemic and will become increasingly acute without policy intervention. Universities face a deficit of more than £1 billion each year for delivering higher education and a further £5 billion for research and wider activities. Many have financial models that have become more reliant on fee income from international students, but applications are declining after years of strong growth.Policy action by the next government is essential, but there won’t be easy solutions. Universities must work with each other, but perhaps even more importantly with wider stakeholders, to spotlight their role in the economy and society. The future of universities does not matter only to the institutions themselves and their staff and students. It matters profoundly to our country.&nbsp;Election special: advice on how higher education can make its case amid political changeVoting counts: how to get more students to the ballot boxInsight on teaching your students to be engaged citizens1. Focus communication on economic growth&nbsp;Whoever forms the next government will need to unlock economic growth across the UK to meet priorities and spending ambitions without substantially raising taxes. However, successive attempts at industrial strategy and growth plans have not succeeded in shifting the dial. Universities make a lot of important contributions to the UK, but in the current policy environment clearly and repeatedly articulating a case for higher education sitting at the heart of economic growth is essential. This can point to universities’ critical role in improving stagnating productivity, training the future workforce and driving innovation through research. &nbsp;2. Move from measurable impact to compelling outcomesUniversity communication teams and senior leaders need to deliver clear, sharp messages on the role they play in driving economic growth. In recent years, many universities have captured and communicated quantitative impact reports to demonstrate their economic value. While important, these can feel abstract. There is a need to more effectively communicate universities’ role within the economy and point to the positive outcomes they help to deliver – from incubating local businesses and the impact of that on local employment and economic performance, to supporting skills pipelines and addressing skills gaps across sectors and regions. This can reflect examples from the past but must also set out a vision for the future.3. Bring others into debates about the future and make them your championsThe question of how universities can help revitalise economic growth and make the UK globally competitive again needs to play a significant role in the debate about the future of universities and their funding. The university sector cannot lead these discussions in a vacuum but must partner with businesses, charities and policymakers to find an answer.&nbsp;Universities are unlikely to secure a more positive policy environment and funding structure by lobbying by themselves. A powerful coalition of industry, local leaders and charities needs to amplify a positive vision for the future with universities at its heart.&nbsp;Many of the businesses we engage with at NCUB recognise universities as one of the UK’s greatest strategic strengths. However, policymakers are often unaware of the strength of feeling within the business community. Universities have extensive networks across the UK. Making these networks aware of the risks higher education is facing, as well as its positive vision for the future, will be critical to leveraging their support. NCUB’s recent work to bring businesses into the debate about&nbsp;the graduate route visa featured on the front page of the Financial Times and demonstrates how bringing other voices out in support of the sector can radically shift government positions. 4. Engage with local MPs and leaders&nbsp;Some communication work can be coordinated and led by national organisations like NCUB. However, individual universities have an essential role to play in leading the charge at a local level. Any new parliamentary term is an opportunity to build up relationships with new MPs and constituency teams.&nbsp; The political pendulum continues to swing towards more power and responsibility being devolved away from Westminster. The UK has a brilliant and vibrant network of universities dispersed right across the UK which need to express how they contribute to local priorities and progress.&nbsp;5. Make communication a strategic priority&nbsp;Bringing stakeholders together to debate and communicate the role of universities in driving economic growth will be resource intensive at a time when the sector is very stretched. However, we cannot assume that an incoming government will view research, higher education and innovation as a priority. A compelling case, backed by businesses and others, could lay the foundations for a mutually beneficial partnership with the next government. Thus, universities need to invest in effective communications focused on long- as well as short-term goals – for example, focusing on the long-term stability of domestic and international student numbers alongside immediate student recruitment.Joe Marshall is chief executive officer of the&nbsp;National Centre for Universities and Business (NCUB).&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Advice for universities on communication strategies that will push their need for policy action up the next government agenda 

What should universities focus on when communicating with the next UK government?

There’s nothing like a general election to focus the mind.Since the announcement that the election would be held on 4&nbsp;July, we have heard only a little from politicians about higher education, with individual universities and sector groups lobbying to influence current and potential decision-makers.When the Conservatives gave us one of the few higher education headlines of the campaign, with their vow to scrap “Mickey Mouse degrees”, universities fought back, highlighting their role in creative industries worth £108&nbsp;billion to the UK and the fact that international students added £21.7&nbsp;billion to UK exports in 2021. They also pointed to&nbsp;the soft power universities generate – a great example of this is the Emperor of Japan, who is visiting the UK this week and who studied at an English university.It is perhaps surprising that there has not been more public discussion about our sector, given the size of the challenges we are facing and the potential impact they may have across communities. So it falls to us to tell our stories.Election special: find out how higher education can make its case amid political changeTHE podcast: what does the UK election mean for higher education?Resources offering advice on how to promote your research for greater impactKnow your university’s key stakeholdersBuilding relationships takes time. Identify and engage with your key stakeholders in ways that work for them. Regularly meet with your local and regional politicians, so not just MPs but also local or parish councillors, and do&nbsp;not limit yourself to talking only to those who represent the party currently in power.Take the time to understand them, the context they work in, their motivations and their challenges so you can build stronger local and regional partnerships. And do this on an ongoing basis.When the government-commissioned report on the UK graduate route from&nbsp;the Migration Advisory Committee (MAC) was published, we already had connections to our MPs, chambers of commerce and partners in a wide range of sectors. We knew who to turn to quickly for help, and, in turn, they knew that our concerns were serious.Gather the facts that support your storyOnce you know who your key stakeholders are, you need to have an established evidence base to support the story that you want to tell. Identify “why you” and why does the problem that you have matter to them.Be ready to clearly articulate your contribution and your university’s value. At the University of Greenwich, we commissioned a&nbsp;report that plainly sets out our impact on our local areas. The most striking statistic for me was that for every&nbsp;£1 spent, we generate&nbsp;£5.50. But we won’t be unique in that – as diverse as our brilliant sector is, one thing we have in common is that every institution gives more than it takes.We worked with our alumni team to identify the human stories behind the statistics. We use these to ensure that our stakeholders understand our impact and our value and can relate to what we are telling them.You can draw on other sources of factual information for advocating. When we were working around the MAC review in Greenwich, in addition to our own internal information, we used reports prepared by Universities&nbsp;UK (UUK), polling from Public First and material from other organisations to make the case for international students in a letter to the chancellor of the Exchequer.We also had a clear ask, which could be conveyed in a letter to ministers, via joint statements, or in a request for a question to be raised in the Houses of Parliament.Collaborate with others in higher education and beyondThis year, as well as being vice-chancellor of the University of Greenwich, I&nbsp;am also chair of the University Alliance (UA). As University Alliance, we are part of a brilliant community in higher education, and with our other sector groups – UUK, the Russell Group, London Higher – we meet ministers and civil servants all year round to share the excellent work universities do and to lobby on their behalf.Universities can work with these sector groups. For instance, contribute a local case study to their regular campaigns and public affairs activity; by doing so, you will elevate your work to a new audience.Journalists can help give you profile. Your communications team works closely with local and national reporters, so they will know the best people to talk to and what the audiences they serve are interested in. That could be anything from your take on local issues to research that shifts the dial nationally.And do not forget your networks closer to home: local partners, staff, alumni and even students can be your advocates.Remember, this is an ongoing conversationEffective stakeholder engagement cannot be a one-off. As a sector, we tend to be less comfortable advocating for ourselves on a day-to-day basis; it can feel like nobody’s listening. But by telling our stories consistently, we build trust and credibility. We&nbsp;gain the respect to have a stronger voice.So whoever ends up occupying No&nbsp;10 on 5&nbsp;July, we all have a job to do, locally, regionally and nationally, to make our case for change and to support the trailblazing sector we are lucky to work within.Jane Harrington is vice-chancellor and chief executive officer at the University of Greenwich and chair of the University Alliance.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

There has been little mention of higher education during the UK general election campaign, so it falls to university leaders to make sure their stories are heard, writes Jane Harrington

‘It falls to us to tell our universities’ stories. Here’s how’

If the polls are to be believed, 5 July will see a raft of new ministers entering the UK government, presenting an opportunity for anyone looking to get their sector’s priorities in front of fresh eyes. Universities will face competition from myriad industries, all vying for attention and funding.To cut through, universities can’t become just another sector looking for a funding injection from a cash-strapped Treasury. Whoever is in government will be under pressure to take swift action on urgent priorities such as the National Health Service (NHS), the environment and, above all, economic growth. Universities need to present themselves as partners that are ready to help – using their scale, research excellence and global connections to develop solutions to pressing problems faced by families, businesses and public services.Show how your university can support manifesto prioritiesUniversities need to show how their activity supports ministers’ priorities, so their requests don’t appear one-sided. Do they, for instance, train the skilled NHS workforce of tomorrow, develop innovative solutions for green energy or create jobs by commercialising research?&nbsp;In showcasing how they can support key government aims, universities can then highlight how the government can help them do more.Election resource collection: how can higher education make its case amid political change?THE podcast: what does the UK election mean for higher education?Does the UK need an observatory for university engagement with policymakers?Public affairs and policy professionals should be combing through the detail of party manifestos to match the potential priorities of the next government to their university’s areas of strength.&nbsp;When presenting to new ministers, universities need to be ready to evidence this contribution with robust data. While these arguments can feel very familiar to those living and breathing higher education, the scale of our sector’s impact is often a surprise to those outside it.Innovation and research commercialisation at Russell Group universities alone generated&nbsp;£37.6 billion for the UK economy and supported more than 250,000 jobs in 2021-22,&nbsp;a report by London Economics published this year found.To put this into perspective, that's double the number of jobs in chemical and pharmaceutical manufacturing. To make a case for universities to be high on the agenda, this type of impactful evidence of higher education as a lever for growth is a must-have.Celebrate your university’s role in the local communityIt’s not just about national priorities. Many universities now describe themselves as “anchor institutions”, but what does that mean? Away from Westminster, most local MPs are enthusiastic advocates for their constituency and are always keen to celebrate local successes and find allies to help solve local challenges. Showing your local MPs, especially those who are newly elected,&nbsp;the tangible difference that your university makes for their constituents is an invaluable first step in demonstrating the need for sector support.A local thriving university is a huge advantage, and not always in ways people expect. Whether improving access to dental care, as at&nbsp;Cardiff University’s Mountain Ash Valley Primary Dental Care Unit, or giving children the chance to experience diverse, international live music, as at the&nbsp;University of Southampton’s music venue, Turner Sims Southampton, universities respond to the needs of their local communities far beyond their day-to-day teaching and research. This engagement in national and local priorities doesn’t have to wait until there is an election result. Sharing a short briefing with powerful data or hosting prospective parliamentary candidates at your institution may sound straightforward, but this kind of bread-and-butter engagement activity will help establish a positive footing for a future relationship. It lays the ground for deeper conversations about the important role of universities in the wider ecosystem of economic growth.Remember the power of public opinionUK universities haven’t had an easy ride recently, with concerns, and at times attacks, over course quality and the value of international students. So, if politicians aren’t fully convinced by universities’ own arguments, we would do well to highlight the evidence on public opinion.The public typically rate higher education very favourably as a sector, with respondents ranking universities higher than financial services, sports and tourism on the world stage,&nbsp;polling commissioned by the Russell Group this year revealed.&nbsp;More recent polling by the&nbsp;King’s College London Policy Institute found that voters hold our universities in high esteem, beaten only by the NHS, armed forces and Royal Family, and would hold the government responsible should their local university risk financial failure. In short, supporting universities would be a popular move.At a moment of potentially meaningful change for the UK, universities should seize the opportunity to offer ourselves as invaluable partners and problem-solvers for the years ahead.Hamir Patel is head of communications at the Russell Group.&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Three key considerations to convincingly showcase the value of universities to a new government inundated by competing priorities

How can universities make their case to a new government?

A new UK government will soon be in place, and regardless of the general election result, the process of change brings possibilities. It is an opportune time to consider how higher education institutions can communicate economic and societal value and strengthen their voice in regional strategic planning for growth and regeneration.Look beyond WestminsterIt is important to build support outside Westminster, not just for advocacy purposes, but because a change of government could mean an intensified commitment to devolution and a new approach to regional planning. So senior figures in higher education should engage with local politicians, mayors, councillors and organisations such as chambers of commerce and local enterprise partnerships.Their institutions are locally significant employers and community anchors that understand the breadth and specificity of the needs of their communities. As&nbsp;such, they are in strong positions to address skills gaps, support local businesses, drive engagement with cultural hubs and mobilise regional investment in research and innovation.Election special: collected insight on how universities can lobby governmentTHE podcast: what does the UK election mean for higher education?Driving change through knowledge: how to increase policy impactBuild regional presenceHigher education providers should step up efforts to lead or participate in place-making plans that purposefully and meaningfully address specific local challenges, as recommended in the recent GuildHE Local and Regional Policy Manifesto. The opportunity and the time is now to take an active role in co-creating local growth and regeneration plans.A successful example of regional collaboration is The&nbsp;Hive, Europe’s first fully integrated university and public library, jointly run and owned by the University of Worcester and Worcestershire County Council. The building is a space open to all, hosting exhibitions, a business centre, council services, a cafe and a theatre. Against a backdrop of the number of public library branches falling, the library annually ranks among the 10 most-visited libraries in the country.Another example is the three-year strategic agreement recently signed by my own institution, St Mary’s University Twickenham, based in historic Middlesex, with Surrey County Cricket Club, which will focus on knowledge-sharing and the facilitation of research in sports science and elite sporting achievement.Shout about it, strategicallyThere is much impactful and innovative work taking place across higher education that addresses regional and national economic, social and cultural challenges in the UK. But simply doing such work isn’t enough if we want to increase positive public perceptions and sway government support in favour of our institutions.Traditional large-scale metrics and economic impact studies are not always able to capture the economic impact of particular disciplines, or the contributions of a higher education institution to its local economy.Engaging with communities in marginalised neighbourhoods or working with small, local businesses to strengthen supply chains are examples of knowledge exchange impact that can be difficult to measure. The role of higher education institutions in delivering vocational and technical education is less well understood than in other education sectors.The UK higher education system is world-leading, not just because of the quality of our academic research, but because we have a diversity of providers and qualifications, invest in social mobility, and provide substantial financial benefit to the economy. Yet the UK has the lowest share of public funding in tertiary education among member countries of the Organisation for Economic Cooperation and Development.As a sector, we need to do much more to show our value and impact, and this should start at a local level to build consensus – for instance, detailing how our graduates and the skills they offer support regional or industry development.Regional growth strategies and local authority partnerships will be even more important in the future for connection and to build our evidence base. It is worth considering alternative approaches to telling these stories, making use of new ways to demonstrate impact.For GuildHE’s Building the Jigsaw report, we illustrated the impact of initiatives and collaborations by 10 member institutions using case studies and heat&nbsp;maps. This highly effective approach visually represented the unique contribution each institution’s research and knowledge exchange activities had on “place”.With a refreshed plan for communicating their work and contributions, institutions can develop a range of evidence that demonstrates impact at a local, regional and national scale. Then they must share successes not just with media outlets but also with local politicians, councillors and local and regional business forums.Anthony McClaran is vice-chancellor of St Mary’s University Twickenham and chair of GuildHE.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Higher education institutions should build a strong regional presence, addressing local issues, then find innovative ways to demonstrate their impact to the public and policymakers, writes Anthony McClaran

Regional place-makers: how to demonstrate the economic and societal value of higher education

How can higher education institutions appeal to students in a subject-specific manner? How can they tailor their brand voice based on what truly matters to school students who are researching the next steps in their academic journey? These were some of the questions examined during a discussion, held in partnership with Unifrog, at the 2024 THE HashtagHigherEd UK event.&nbsp;Unifrog is a guidance and support platform for students who are considering their choice of universities and courses. It is a user-friendly platform that helps students learn more about universities, compare their options and make strong applications. Unifrog partners with schools and universities to support students to be successful in their academic careers.&nbsp;“Students are actively using our platform to research and weigh up their options,” explained&nbsp;Ashley Walshe, higher education partnerships manager at Unifrog. “In the 2023 academic cycle, we had more than 1.5 million shortlists created on the platform. It represents a good first step for students.”Keen to better understand the shortlisting data stored on the platform and how it translates into activity around the UCAS January deadline, Unifrog’s data team carried out a detailed analysis. According to their findings, on average, 83 per cent of year-on-year UCAS trends were matching up with the shortlisting data on the platform.&nbsp;“Our data reveals how early students are conducting their research,” said Megan Soley, Unifrog’s higher education partnerships coordinator. “We saw genuine student intent on the platform as early as February of Year 12.”This presents an opportunity for universities to share relevant and targeted communication with students during the preliminary period of decision-making. At this stage, geotargeting can help universities better understand regional demand and make informed decisions about their messaging, which could influence enrolment.“Other things to consider regarding your student communication are outreach, resource allocation, budgets and course portfolio planning,” said Jess Wells, higher education partnerships manager at Unifrog. Having access to relevant trends and data can ease this process, she said.On the Unifrog platform, students are not only able to compare and contrast options but also filter and prioritise different factors that are important to them. The data drawn from the Unifrog platform provides a level of granularity that is helpful for universities to tailor their communication with prospective students.&nbsp;The data also shows that there are several factors that influence student decisions, including rankings, proximity to home, prestige and cost. “As part of our yearly survey, we asked students what they found the most valuable when researching university,” Wells said. “The answer that I particularly wanted to highlight was webinars and online events. This is still highly ranked by students even though the sector has moved away from always-online education.”There are other takeaways that can be gleaned from Unifrog data, including those relating to employability, teaching methods and strategies for leveraging wider trends. Soley shared examples from subjects such as computing and law to explain how universities can apply insights from Unifrog. “For instance, we’ve seen evidence of a campaign by Birkbeck, University of London, which tapped into data from our student shortlists and achieved a hugely positive clickthrough rate,” said Soley.&nbsp;The speakers:Megan Soley, higher education partnerships coordinator, UnifrogAshley Walshe, higher education partnerships manager, UnifrogJess Wells, higher education partnerships manager, UnifrogFind out more about Unifrog.

The higher education guidance platform Unifrog is not only driving data-based messaging but also delivering tangible results for institutions

Communicating clearly and early: the importance of data in university messaging

In postsecondary education in the US, especially within community and technical colleges, students are often top of mind for educators. My recent book, Delivering Promise: Equity-Driven Educational Change and Innovation in Community and Technical Colleges, makes it clear that educators often prioritise their students at the expense of their well-being. Unfortunately, educators’ welfare is seldom considered in student and institution success metrics. It is time for a paradigm shift, one that not only puts students first but also prioritises the welfare and fulfilment of educators. True education flourishes when everyone’s humanity is centred.For a bit of background, in the years leading up to the pandemic, unsustainable workloads and burnout had already been an issue in academia. Covid made it more complicated; it opened the door to different ways of teaching and delivering courses, such as hybrid or fully online options. It also changed how institutions provided student services and support, with many moving these structures online. While these changes now offer greater access and flexibility for students, the tradeoff is more work for educators and fewer breaks. These challenges have led to greater burnout, higher turnover and many people leaving higher education altogether. How can we holistically support faculty and staff so they can thrive in their service to students? Here are five things you can do.1. Communicate compassionatelyStarting small, those in leadership roles can reach out to staff to check on them. As one community college vice president I spoke to described, it can be as simple as touching base with 10 people a day and saying, “Just thinking about you. How are you?” This informal practice, by email or in person, makes people feel seen and allows leaders to receive timely feedback they can use to support faculty and staff.2.&nbsp;Build real trust through transparencyTrust is a critical element that deeply impacts student success and teaching efficacy. One practical way to build trust with faculty and staff is to communicate institutional priorities, such as creating new service units to address mental health or increasing the number of course offerings in a hybrid or online format transparently. If resources need to be reallocated to other things, institutions need to make that known and offer a thoughtful rationale. Openness and transparency have been proven to build faculty trust in community college administrators.3. Introduce flexible policiesIn light of the shifting workloads and expectations in recent years, institutions should develop formal policies that provide greater work flexibility. For example, remote work policies have gained traction in higher education in the last few years. Leaders will need to incorporate such options moving forward as an important recruitment or retention tool. Another way to support educators is by block-scheduling meetings during certain days and times instead of spreading them out throughout the week. This will demonstrate to educators that you value their time and help them manage it.Resource collection: Well-being in higher educationA pedagogy of kindness: the cornerstone for student learning and wellnessChange in higher education is hard, but not impossible4.&nbsp;Reimagine professional development&nbsp;Institutions should repurpose existing professional development opportunities or create new ones that adopt collaborative approaches. For example, community and technical colleges can use in-service days to hold collaborative sessions for educators to talk through and problem-solve shared issues. Also, professional development should no longer be tacked on top of educators’ existing workloads. Instead, institutions can develop policies that combine professional development with already existing areas of educators’ work, such as integrating professional development and support with the faculty evaluation mechanism. This approach makes professional development meaningful without adding more to their plate.5.&nbsp;Lessen the burdenFinally, institutions should regularly assess tasks or processes that are not effective or aligned with educators’ well-being. By taking a critical look at existing practices, leaders can identify areas where educators may be overburdened or tasks that no longer serve the institution’s goals effectively. For example, requiring faculty to give presentations and attend meetings about strategic goals without relating them to educators’ daily work can be demotivating. Removing or restructuring these burdens frees up time and mental energy for educators to focus on what truly matters for student success and their own fulfilment.The well-being of educators and students go hand-in-hand, meaning that both should come first if we are to holistically support everyone in higher education. The approaches outlined above require consistent action towards a broader transformation that situates educators as the assets they truly are. This will, in turn, allow them to better serve their students.Xueli Wang is the Barbara and Glenn Thompson professor in educational leadership at the University of Wisconsin–Madison.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Building kindness into an institutional culture

Advice on how to ground humanity in institutional practices, structures and policies to holistically support faculty and staff

Podcast: what does the UK election mean for universities?

Does the UK general election offer a ray of hope for the beleaguered university sector? Two higher education policy experts give their take on what university leaders can do to make a case for the sector and how a new parliament might tackle hot topics such as international students and research funding


THE podcast: what does the UK election mean for higher education?

Marketing and communications activity can easily become detached from key considerations around strategy and core operations at universities. With multiple stakeholders and competing priorities and objectives, finding a clarity of brand voice alongside a dynamic institutional strategy and values can be difficult. Without this clarity, institutions may fail to present themselves in a compelling manner.&nbsp;During a session, held in partnership with Brand &amp; Reputation, at the 2024 THE HashtagHigherEd UK event, Michael Lavery, founder and CEO of Brand &amp; Reputation, and Maddie McGowan, director of marketing, communications and recruitment at Brunel University London, discussed some of the institutional challenges that can often hold back university marketing and communications. They offered insights on harnessing the power of communications to overcome these challenges.The marketing communications professional community at universities can amplify leadership, collaboration and shared ownership to build an institutional brand voice that aligns not only with the market but also with the university’s strategic vision and culture. “We’re passionate about the connectivity between an organisation’s strategy and its brand,” said Lavery. As a marketing and communications consultancy, Brand &amp; Reputation has worked with universities and complex non-profit organisations around the world to design and implement their brand and engagement strategies. “Our contention is that brand is king,” said Lavery.McGowan and Lavery spoke about the experience of working together on a multi-faceted suite of projects for Brunel University London, bringing together its culture, strategy and brand consultations to ensure greater coherence. In McGowan’s words, universities sometimes struggle to “flex their brand muscles”, compared with their peers. “When I arrived at Brunel, an internal review revealed that we had been putting out the same creative campaign for several years and our visibility had fallen in the sector,” said McGowan. This led to the implementation of the university’s Brilliant Brunel campaign.While strategies may change, an institution’s brand should have more permanence. Universities often experience a disconnect between brand and strategy. Brand &amp; Reputation prioritised connecting these facets in its work with Brunel, synthesising the expert input from the university’s other creative and media agency partners.“When partnering with Brunel, we undertook an extensive programme of consultation interviews, mapping all the university’s external stakeholders and key staff representatives,” Lavery said. “This led to a diverse set of consultation exercises and conversations to achieve the engagement we needed to generate advocacy around strategy, brand and values at the university,” he added. “We listen, we connect and we come up with a clear roadmap and narrative framework to join the dots.”&nbsp;According to Lavery, it is important to retain flexibility in brand communications to resonate with various audiences and stakeholders. Institutions need to apply nuance to their brand language to build the right relationships with a broad range of audiences.&nbsp;“The emotional aspect is really important,” said McGowan. She added that the goal was to encourage people to connect with the university’s brand. Although this was, at times, a complex process, the end result was the launch of a new, collaborative university strategy, a refreshed set of authentic values and an emerging, overarching brand narrative to guide future campaigns, she added.&nbsp;Brand &amp; Reputation’s case study of its work with Brunel University London in 2022 and 2023 demonstrates how the marketing communications professional community can become a catalyst for transformative change. In less than two years, with the help of campaigns such as Brilliant Brunel, the university has reversed the trend of diminishing undergraduate recruitment numbers, with encouraging applicant numbers in current undergraduate recruitment cycles.&nbsp;“Marketing and communications professionals have a convening power to work across key operations and functions in the university – including strategic planning, human resources and partnerships – to do some of the important external horizon scanning before refining and building consensus,” Lavery said. “To be able to join the dots in this way was key to the work we undertook with Brunel University London and its ambitious leadership team.”&nbsp;The speakers:Michael Lavery, founder and CEO, Brand &amp; ReputationMaddie McGowan, director of marketing, communications and recruitment, Brunel University LondonFind out more about Brand &amp; Reputation.&nbsp;

Brunel University London aligned its brand review and development to university-wide consultations to launch a new university strategy and values

How universities can harness their brand as a catalyst for change

University of East Anglia’s (UEA) introduction of a new policy on assessment extensions, which took effect at the start of the 2023/24 academic year, was prompted by several factors:&nbsp;The impact of the&nbsp;rising cost of living on university studentsThe lack of clarity&nbsp;on when evidence was required (post-pandemic respiratory illness, such as Covid, or bereavement did not require proof, but broken bones did)The impact on academics’ workloads (the absence of defined “final” deadlines resulted in unpredictable and scattered marking which posed time management challenges)The impact on the workloads of professional services staff who were dealing with increasing numbers of student requests year upon year.&nbsp;This caused delays in responding to already anxious students, potentially exacerbating the very circumstances for which they were seeking extensions in the first place. &nbsp;Our new approach not only responded to a business-critical need but also encompassed several aims including:To simplify the processTo improve consistency&nbsp;in the granting of extensionsTo reduce workloads&nbsp;To&nbsp;create a process that supports our students and takes their changing demographics and needs into consideration.Recent research conducted at our institution evidences the financial struggles some students face during their time at university. Among other things, inclusive practice and flexible teaching and assessment arrangements are particularly important for the increasing number of students who now work during their studies. &nbsp;While interventions such as enhanced mental health support and financial aid provision tackle the symptoms of this crisis, we take pride in the fact that our approach takes an important step towards reshaping our curriculum and making adjustments for the changing needs of our student population. Our new approachThe revised approach is two-fold:&nbsp;We’ve extended the requirement for self-certification to all items&nbsp;(excluding event-based – scheduled assessments such as exams, oral presentations and vivas – or group work assessments)&nbsp;for seven calendar daysThe evidence-based extensions have been limited to 21 calendar days (which, combined, results in a maximum of 28 calendar days) after which students in exceptional circumstances requiring a longer extension will be automatically referred to delayed assessment.&nbsp;This new approach is underpinned by an improved, more accessible matrix outlining acceptable evidence combined with a shift in the timeframes towards “calendar days” and away from “working days” to better suit our students. It should also be noted that we already had a self-certification process in place, but our students could only use this twice in the academic year. &nbsp;Our new approach permits students to use the self-certification process for all items of non-event-based&nbsp;work.Engaging collaboratorsBefore implementation, we consulted widely with collaborators from across the institution including academic and professional services staff. We mapped out workflows and&nbsp;critically tested the process using example scenarios of how students might engage with the new approach.&nbsp;We adjusted initial plans to respond to possible concerns about student well-being and/or disengagement. Implementing the new workflow continues to be an iterative process.&nbsp;Resource collection: AI and assessment in higher educationEquity, agency and transparency: making assessment work better for students and academicsWhat does good assessment look like online?Impact&nbsp;The early indicators are positive as indicated by the data in the table below. We have seen an expected rise in the number of self-certifications, but a decrease in the number of evidence-based extension requests.&nbsp;Presenting an evidence-based policy change supported by internal data and external research has begun a real culture shift among academic staff in particular. We have received feedback from students telling us how this policy change has made the process more inclusive and supportive.Below is comparative data on exceptional circumstances from three academic years (from the start of the academic year to the Wednesday of week four of the Spring Semester)&nbsp;2021/22022/32023/4&nbsp;&nbsp;27/09/21 - 09/02/2230/09/22-22/02/2329/09/23-21/02/24Self-Certification &nbsp;645151.84%583350.41%998679.62%RA Self-Certn/an/a126710.95%n/an/aEvidenced Extension&nbsp;440735.41%288924.97%165813.22%Deferred Event&nbsp;7556.07%7206.22%4013.20%End of Year Request&nbsp;5084.08%5604.84%2471.97%Repeat/ Interruption&nbsp;3242.60%3022.61%2501.99%Barriers to implementationWhile this has been a necessary and&nbsp;positive development at the institutional level, the new process demanded a significant cultural shift and took time to embed across groups within the university community: students, academic staff, professional services staff including those involved in the learning and teaching and student services and the medical centre.Tips for success Decide what type of assessment this will apply toDecide if this will apply across all of your institutional programmesDocument your “as is” and “to be” workflowsEngage a wide range of collaborators to test the “to be” process using real examplesDiscuss what system changes will be required and build them into your timelineEnsure that the new process and the rationale for it have gone through the relevant governance structureUse as many communication channels as possible and keep repeating the message at any given opportunityBe prepared to iterate the new workflow if requiredEnsure you have the data to be able to assess the impact of your intervention.Eloise Ellis is associate pro vice-chancellor of education and curriculum; Kay Yeoman is associate pro vice-chancellor of learning and teaching enhancement; Karin Goodby is head of learning &amp; teaching services; Fabio Aricò is the Director of CHERPPS at the University of East Anglia.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

How to implement a more agile assessment extensions process

Applying for and managing of extensions for certain assessments within higher education can be time-consuming and stressful for students and staff. Read about how UEA has implemented a more agile process.

Tips on implementing a more agile and responsive assessment extensions process

Universities around the world face financial constraints that make it difficult to compete with the private sector when it comes to finding, nurturing and keeping the best people – be they researchers, teachers, department heads, administrators or executive leaders. Add to this the fact that university work is people-intensive, academics work long hours and often wear several hats – and the task of making your institution stand out among global competitors who are also courting top candidates is even more complex.Our discussion includes advice on how to identify and attract top talent,&nbsp;best practice for staff development and retention, managing the promotion pipeline, and&nbsp;inclusive practices for recruitment and hiring, including crafting job listings.Our panellists are:&nbsp;H. C. Man, chair professor in materials engineering and dean of the Faculty of Engineering at the Hong Kong Polytechnic University&nbsp;Inês Crisóstomo, mentoring programme coordinator in Gender Equality Office at the&nbsp;University of LuxembourgHelen Ashley, director of organisational development at the University of Manchester.All our speakers are from&nbsp;Campus+ partner institutions. Campus+ is a unique opportunity to become a contributing partner to the resources, tools and advice published on Campus.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Webinar: How to recruit talented staff in higher education

Join three experts from Campus+ institutions in the UK, Europe and Asia as they discuss best practices for universities for identifying, hiring and developing the best people

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