A future focus for higher education


Vijaya Nath, director of leadership development reflects upon leadership, the future and working with influencers in higher education.

While 9 November 2016 will forever be associated with tumultuous political change in the US, it also brought into stark relief the change process that political decisions unleash across all sectors – and the relationship between our two higher education sectors. In such circumstances, leadership and the ability to think interdependently becomes increasingly important.  On 9 November I was with colleagues from across HEIs – my first formal engagement with the higher education community – at the annual Staff Development Conference. My session was on Higher Education: Future Focus, which fitted with the theme of the conference, Future Fit, and the commitment to developing excellent practice that staff developers share with those of us from external development organisations.

Exploring the five main forces driving change globally “now and next” (using the ideas of futurologist and personal colleague Richard Watson), we first looked at the potential impact of demographic change, including an aging population and aging workforce, for the UK and the challenges and opportunities this brings to higher education. Just hours after Trump’s election victory, the next of the five forces – power shifts east – was also a stimulus in a post-Brexit world that most staff developer colleagues agreed was in sharper focus. The impact caused through being better connected globally (the third force) and sustainability (the fourth force) were concepts that most colleagues found familiar. The last of the five forces, GRIN technologies (genetic prophesy, robotics, intuitive internet, nano materials and artificial intelligence), was found to be of topical relevance as many staff developers were focused on new learning technologies and the impact of these on teaching and learning in HEIs.

When hypothesising about the impact of two of the five forces – demographics and GRIN technologies – staff development colleagues expressed the importance of up-skilling themselves. They also recognised the need to extend their influence to enable a greater number of academic and non-academic colleagues to appreciate the change process necessary for HEIs to face the future with confidence and maximise the potential benefits and challenges.

This session, in tandem with the following session, enabled staff development colleagues to focus on a future that gives priority to growing a learning culture within their organisations and enabling their HEIs to foster cultures which are responsive to changes in their domain and in which innovation will thrive. This is Future Focus.

More recently, following the SDF Conference, I was pleased to facilitate a morning with Richard Watson for senior strategic leaders in HEIs. With Richard’s expert input, it was an opportunity to initiate a conversation with a group of senior leaders on how the five forces Richard associates with global change will impact higher education in the four countries of the United Kingdom.

Richard reminded us of the challenge that leaders in higher education face, contrasting the pace of volatility, uncertainty and ambiguity that characterise this current period with the mindset, tool set and agility needed to tackle the issues this period brings. This is sometimes matched by a cohort of leaders who are anxious and who may appear slow to react as events unfold.

Richard set out the process he follows for building an exploration of the future. This begins with identifying the big questions you believe you might face as leaders in your sector. From these ‘‘burning questions” come a series of trends and patterns related to the questions.  These trends and patterns lend themselves to scenario planning (an activity with which many sectors engage but to which few give enough time). The generation of these future scenarios is often predicated on leaders being able to look at what would need to disappear and, conversely, what new innovative practices and mindsets may be needed for the new possibility to become a reality.

We applied this process to a short guided exploration of the future for higher education from the perspective of this senior leadership group. Reflecting on the burning questions generated by the senior leaders, a number of these were focused on the impact of future demographic trends on higher education. These questions included the impact of declining fertility rates, and an ageing population. In the ensuing discussion, the opportunities and challenges of demographic change led to a possible future trend of growing higher education provision targeting the silver surfer generation and an explosion of concepts such as the University of the Third Age alongside more catastrophic predictions eg university closures due to falling UK student numbers.

Leaders were keen to explore the impact of technology and innovation made possible through the growth of artificial intelligence and the “industrialisation” of learning via enhanced smart technology, as Richard referred to a blurring between digital and physical. This leadership activity requires the strategic change leaders to take a step back and engage in bold thinking. Higher education leaders may not be able to predict all that the future holds in the next 30 years but they can and should be able to influence it.

As the minutes ended on my second interaction with leaders in my new sector, I recalled and shared a philosophy I have held as a developer of leaders for 26 years and across a number of sectors: if we can understand how we learn, then we can understand how we lead.

We are committed to using the insights that this senior leadership group produced in co-creating new innovative leadership development interventions. The graphic above demonstrates the possibilities of working in new ways as we continue to support the Future Focus for higher education.


Vijaya Nath leads the Leadership Development operation at the Leadership Foundation. The portfolio of development for higher education institutions include options that are delivered face-to-face, online only and also in a mix of both formats (blended learning). They are designed for leaders, managers and those that aspire to such roles from across all disciplines and types of institutions. Programmes and events include one-day events for governors; the flagship Top Management Programme, that has over 700 of the most senior people in higher education in in its alumni including 60 current vice-chancellors. There is also Aurora, the women-only development scheme that has already seen almost 2,500 participants in its first three years.

Watch Vijaya Nath discuss the future of higher education and the need to create political powerbrokers on our YouTube Channel: www.youtube.com/watch?v=iVUzlTtfCUI 

David Allen OBE: Good Governance in Wales


David Allen OBE, chair of the Higher Education Funding Council for Wales (Hefcw) discusses the importance of good governance for institutions to succeed in challenging political times.

Good governance is at the heart of institutional success. I am immensely grateful to members of governing bodies of universities and colleges who give so freely of their time, expertise and experience to support their senior teams and, through them, students and staff. The Leadership Foundation provides a development programme for governors which enables you to be supported, obtain information and to network.

Governors can only be as good as the information which they receive and seek out. You rely on authoritative, comparative data. You are also very busy and need information to be clearly signposted for you, by your institution, and sector and other bodies. Both Hefcw and the Leadership Foundation provide rich sources of material readily accessible via their websites.

Here in Wales we face a fascinating but challenging time following the Welsh government’s response to and approval of much of the recently published Diamond review of higher education. Diamond is in itself a rich source of information for governors. Commentators such as WonkHE and the HEPI have pointed out that, once (and if) implemented, Diamond provides a blueprint for the most sustainable and stable student support system in the UK for full-time and part-time undergraduates and postgraduates. The report envisages the current tuition fee regime (which benefits only Welsh domiciled full-time undergraduates) being withdrawn over time in favour of grant support for living costs and income contingent loans repayable after graduation to cover tuition for taught programmes at all levels and modes of study. The proposals are accompanied by recommendations, for example, to provide more support through Hefcw for expensive subjects and research. It is expected that the reforms, subject to treasury consent and revised Student Loan’s Company arrangements will be introduced gradually from Autumn 2018, since it will take several years for the existing system to unwind. Welsh domiciled students would receive support for living costs wherever they choose to study in the UK and possibly wider afield.

In the meantime Wales, along with the rest of the UK, needs to face and deal with the consequences and opportunities of Brexit. Research and student support in relation to the EU is currently protected but until we know the shape of the Brexit deal there will be considerable uncertainty for higher education providers. What is certain, however, is that well-led, governed and managed institutions, which are clear about their missions and know their place in the market will, as always, be better placed to succeed.

In the meantime, the Leadership Foundation will continue to convene meetings and seminars to support governors, including the ‘Shaping Governance in Wales’ event planned for Thursday 6 April 2017 and taking place in Aberystwyth, with a live stream to Cardiff. I look forward to seeing you there.

David Allen OBE has been Chair of Hefcw since 2014 and on the board since 2008, has a wealth of experience in higher education leadership, governance and management, having previously held the role of registrar (2003–2013) and deputy chief executive (2009-2013) at the University of Exeter.

For more information and to book a place on the ‘Shaping Governance in Wales’ event for Governors of Welsh Institutions, please click here.

 The Leadership Foundation has a wealth of information, tools and tips on its Governance website, tailored to the specific needs of Governors of Higher Education institutions and colleges. For more information visit: www.lfhe.ac.uk/governance

 To see the upcoming Governor Development Programmes please click here