Leadership and Systemic Change: Reimagining Higher Education

By Alice Chilver, CEO of WHEN

Over the past month, I have had the privilege of engaging in rich, thought-provoking conversations with leaders from across the higher education sector. These discussions have been part of the preparation for our transformative initiative: 100 Black Women Professors Now. This programme is not just about representation but about systemic change—rethinking how leadership operates and what it means to create meaningful, sustainable transformation within academia.

Today, one of these conversations deeply inspired me. I spoke with a leader who has worked in higher education for over two decades. Despite his extensive experience, he shared that he’d only recently recognized himself as a leader. In fact, upon deeper reflection, he admitted that he had likely been leading for 17 years but had relied primarily on confidence and ego to navigate his role. This honest admission prompted a powerful question: What if our leaders in higher education moved beyond ego and confidence? What if they instead grounded their leadership in values, purpose, self-awareness, and intuition?

The Challenges of Current Leadership in Higher Education

Leadership in higher education is at a critical juncture. The sector faces immense pressures: increasing student numbers, a drive toward global competitiveness, mounting financial constraints, and a demand for equitable, inclusive institutions. Yet, as many academic scholars and practitioners have noted, the prevailing model of leadership in the sector is often rooted in outdated paradigms.

Ego-Centred Leadership

Ego-driven leadership can create significant barriers to systemic change. According to Heifetz and Linsky (2002), leadership often requires adaptive challenges—those that demand a shift in values, habits, and attitudes. However, leaders who rely primarily on ego may resist such shifts, viewing them as threats to their authority or expertise. In higher education, this can manifest as hierarchical structures where innovation and collaboration are stifled.

Confidence Without Reflection

While confidence is a valuable trait, overreliance on it without self-reflection can lead to blind spots. Research by Goleman, Boyatzis, and McKee (2013) on emotional intelligence highlights that self-awareness is critical for effective leadership. Leaders who lack self-awareness risk making decisions that do not align with the needs of their institutions or stakeholders, perpetuating inequities and inefficiencies.

Transactional Versus Transformational Leadership

Bass and Riggio (2006) contrast transactional leadership—focused on maintaining the status quo—with transformational leadership, which inspires innovation and change. Unfortunately, the higher education sector often leans toward the former, prioritizing operational efficiency over visionary, inclusive leadership. This approach can hinder efforts to address systemic inequities and adapt to the rapidly changing landscape of education.

A New Kind of Leadership for Higher Education

To create a thriving, equitable higher education sector, we must reimagine leadership. Here are key pillars for this transformation:

1. Values-Driven Leadership

Leaders who are guided by their values create institutions that prioritize integrity, fairness, and inclusivity. Values-driven leadership fosters trust and aligns decision-making with the broader mission of higher education: to serve diverse communities and advance knowledge for the public good.

2. Purpose Over Ego

Purpose-driven leaders ask: What impact do I want to have? This orientation shifts the focus from personal advancement to collective well-being. Research by Sinek (2009) underscores that organizations thrive when leaders start with “why”—a clear sense of purpose that inspires action.

3. Self-Awareness and Emotional Intelligence

Self-aware leaders are attuned to their strengths, limitations, and the impact of their behaviour on others. They leverage emotional intelligence to build empathetic, inclusive environments. In the context of higher education, this could mean creating policies and practices that actively dismantle systemic inequities.

4. Intuition and Adaptability

Higher education is dynamic, and leaders must navigate uncertainty with intuition and adaptability. Kahneman’s (2011) work on decision-making highlights the value of intuitive thinking when paired with critical analysis. Leaders who trust their instincts while remaining open to feedback can respond more effectively to emerging challenges.

The Promise of Systemic Change

Imagining a sector led by values, purpose, self-awareness, and intuition is not just aspirational—it is essential. Such leadership can:

• Foster Equity: By addressing systemic barriers and creating pathways for underrepresented groups, including Black women professors, to thrive.
• Promote Innovation: By empowering teams to think creatively and collaboratively.
• Enhance Resilience: By building institutions that can adapt to change without compromising their core mission.

As we move forward with the 100 Black Women Professors Now programme, I am inspired by the potential of this new kind of leadership. The leaders we cultivate today will shape the future of higher education, creating institutions that are not only excellent but equitable. Together, we can move beyond ego and confidence, embracing the transformative power of values and purpose.

The question we must continually ask ourselves is: What kind of sector do we want to create? And how can we lead in a way that aligns with that vision?

References

• Bass, B. M., & Riggio, R. E. (2006). Transformational Leadership. Psychology Press.
• Goleman, D., Boyatzis, R., & McKee, A. (2013). Primal Leadership: Unleashing the Power of Emotional Intelligence. Harvard Business Review Press.
• Heifetz, R., & Linsky, M. (2002). Leadership on the Line: Staying Alive Through the Dangers of Leading. Harvard Business Review Press.
• Kahneman, D. (2011). Thinking, Fast and Slow. Farrar, Straus and Giroux.
• Sinek, S. (2009). Start with Why: How Great Leaders Inspire Everyone to Take Action. Portfolio.