It does not need saying, but there’s a lot of change. Universities are responding to shifting funding models, regulatory complexity, evolving student expectations, technological developments, and expanding civic and economic roles – often all at once.

Change is no longer something that happens occasionally. It is the context within which day-to-day work now takes place. Recognising this reality can be a helpful starting point for leaders, not as a problem to be solved, but as a shared environment to navigate together.

Change is experienced, not just delivered

It can be tempting to think about change primarily in terms of strategies, structures, and programmes. Yet for those working within universities, change is often experienced in quieter, more personal ways: shifting priorities, reduced certainty, changing expectations, and the cumulative impact of sustained pressure.

People respond to this context differently. Some are energised by change and help others make sense of it. Some accept that change is necessary but feel stretched or unsure how to engage. Others question or resist aspects of change, particularly when they feel disconnected from decision-making. Still others may withdraw, believing they have limited influence over what is happening.

None of these responses are inherently right or wrong. They are understandable human reactions to working in environments characterised by volatility, uncertainty, complexity, and ambiguity —conditions that are now familiar. 

‘From a cultural perspective, what often matters most is not the change itself, but whether people feel seen, listened to, and supported as they navigate it.’

Beneath visible behaviours often sit unspoken assumptions: there isn’t enough time; this won’t be supported; we’ve tried this before; other priorities will take over. Some are grounded in real constraints, others shaped by past experience or a sense of limited agency, but all influence how people engage.

Some of these assumptions are grounded in real constraints. Others are shaped by previous experiences or by a sense of reduced agency. Either way, they influence how people show up — whether they engage, comply, resist, or disengage.

Leaders may find it helpful to approach these assumptions with curiosity rather than judgement. Asking where they come from, what they protect, and whether alternative interpretations might be possible can sometimes open space for more constructive conversations. Shifting mindset in this way does not remove constraints, but it can change how people relate to them.

In practice, this can mean focusing less on persuading people to “buy in” and more on helping them reconnect with purpose, choice, and influence, even when the broader context feels uncertain.

Another challenge for leaders is remembering that change rarely affects only those named in organisational charts or project plans. Even when colleagues are not directly involved in a transformation initiative, they may still experience its ripple effects: altered workflows, reduced clarity, increased workload, or a sense of instability.

At a recent NCEE leaders development day, Douglas MacDonald, formerly Vice President for Strategic Business Transformation at Starbucks, reflected on how easy it is for leaders to overlook this. He emphasised the importance of acknowledging those who appear unaffected by change on paper, but who nonetheless feel its impact in practice.

For higher education leaders, this can serve as a useful reminder that trust is built not only through clear plans, but through empathy, visibility, and attention to how change is experienced across the whole institution.

Developing leadership capacity for change

Leading change well in higher education is not about having all the answers. It is about developing the judgement, confidence, and self-awareness to act responsibly amid uncertainty,  and to bring people with you, even when the path is not clear.

This is a core focus of the Entrepreneurial University Leaders Programme, which supports senior and emerging leaders across the sector to explore how culture, mindset, and leadership practice intersect in complex environments.