Higher education institutions are at a crossroads. The demand for inclusive, forward-thinking leadership has never been greater. Universities are not only sites of knowledge creation but also powerful agents of social change. To truly fulfil this role, they must be led by individuals who reflect the diversity of the communities they serve, and who are equipped with the skills to foster inclusive, dynamic and sustainable academic environments.
As a Professor of Leadership and Enterprise and the Director of the Centre for Leadership and Empowerment at the University of Greater Manchester, I have dedicated my career to developing leadership models that are both impactful and inclusive. Having been part of the Advance HE steering group for the Framework for Leading in Higher Education, I have seen first-hand how such frameworks can provide valuable guidance for leaders navigating the complex terrain of academia.
The framework is informed by extensive research and best practices, making it an essential tool for building a more inclusive leadership culture within universities.
Leadership as a pathway to inclusion
Leadership in higher education is not just about governance, strategy or financial sustainability. It is about fostering cultures where people, academics, professional staff and students feel valued, heard and empowered.
Traditional pathways to leadership have often been exclusive, shaped by informal networks and unwritten rules that disproportionately favour certain groups. This has led to significant underrepresentation of Black and minority ethnic leaders in senior academic roles, including the position of Vice Chancellor.
One of the most valuable aspects of the Framework for Leading in Higher Education is its emphasis on leadership as a process rather than a position. The framework moves away from hierarchical notions of leadership and instead promotes distributed, adaptive and values-driven leadership; qualities that are essential for fostering inclusivity. By encouraging a more dynamic and participatory approach to leadership, the framework offers institutions a practical roadmap for developing diverse leadership pipelines.
The role of the framework in driving inclusive leadership
The Framework for Leading in Higher Education provides a structured yet flexible approach to leadership development, emphasising three interconnected dimensions:
- Individual effectiveness – encouraging self-awareness, emotional intelligence and continuous professional development.
- Organisational contribution – understanding institutional priorities and aligning leadership with the university’s mission and values.
- Contextual awareness – recognising external influences, policy landscapes and global trends in higher education.
Each of these dimensions plays a critical role in ensuring that leadership development is not just about career progression but also about fostering environments where diverse voices are included in decision-making processes. This is particularly relevant in the context of my work at the Centre for Leadership and Empowerment, where we focus on equipping leaders with the skills to build inclusive, equitable and high-performing academic environments.
Building sustainable leadership pipelines
One of the persistent challenges in higher education leadership is the lack of structured, transparent pathways for leadership development especially for individuals from underrepresented backgrounds. The University of Greater Manchester has been deeply involved in addressing this gap by providing tailored leadership development initiatives, mentorship programmes, and strategic interventions that support career progression.
While the Framework for Leading in Higher Education does not prescribe a one-size-fits-all approach, its principles can be applied to support institutions in designing clearer and more inclusive leadership pathways. For example:
- Structured mentorship and sponsorship – the framework’s emphasis on individual and organisational leadership encourages institutions to formalise mentorship schemes where aspiring leaders are paired with experienced senior colleagues.
- Leadership development programmes – institutions can use the framework to design training programmes that blend leadership theory with practical application, ensuring that leaders are prepared for the evolving challenges of higher education.
Overcoming barriers to inclusive leadership
Despite the progress made in recent years, barriers to inclusive leadership persist. Some of the most common challenges include:
- Institutional resistance to change – many universities still operate within rigid structures that make it difficult to challenge traditional leadership models.
- Lack of representation at the top – when aspiring leaders do not see people who look like them in senior roles, it can be difficult to envision their own leadership trajectory.
- Implicit bias in recruitment and promotion – unconscious biases in hiring and promotion decisions continue to be a major obstacle to diversity in leadership.
The Framework for Leading in Higher Education provides universities with a structured approach to tackling these challenges by encouraging reflective, strategic and inclusive leadership practices. For example, institutions that align their leadership development initiatives with the framework’s principles can implement equity-driven recruitment policies, leadership competency assessments and accountability measures to track progress in diversity and inclusion efforts.
The future of leadership in higher education
As we look ahead, it is clear that the future of leadership in higher education must be intentional, inclusive and impact driven. Universities must move beyond rhetoric and actively invest in leadership development models that prioritise inclusion and equity. The Advance HE Framework for Leading in Higher Education provides a valuable foundation for this transformation, offering a research-informed, adaptable guide that institutions can tailor to their unique contexts.
At the Centre for Leadership and Empowerment, our work continues to be guided by the principles of empowering leaders at all levels, breaking down barriers to progression, and ensuring that leadership in higher education truly reflects the diversity of talent within the sector. By embracing a more inclusive, distributed, and ethically grounded approach to leadership development, universities can ensure that leadership is not just about those at the top but about the collective capacity of their institutions to drive meaningful change.
A catalyst for rethinking HE leadership
The Framework for Leading in Higher Education is more than just a set of guidelines. It is a catalyst for rethinking leadership in higher education. If adopted and implemented effectively, it has the potential to transform leadership cultures, create more inclusive leadership pathways, and ultimately strengthen the higher education sector as a whole.
As we continue working towards a more equitable future for leadership in academia, the challenge is not just to develop leaders but to develop the right kind of leaders: those who are adaptive, inclusive and committed to driving positive change in their institutions and beyond.
A new framework for leading
We are delighted to share with you the Framework for Leading in Higher Education. This is a sector-wide response to these challenges. It’s a comprehensive approach designed to:
- elevate leadership as a critical career path: leadership is no longer a secondary consideration but a vital career trajectory equal to research, teaching and supporting learning
- empower leaders at all levels: from early-career professionals to senior executives, we provide a common understanding of what it means to lead that recognises the unique contexts of different roles and institutions.
The Framework is available now for download and more resource will be available soon. We invite you to:
- Download the Framework for Leading in Higher Education
- Join our Engagement Workshops to share your thoughts
- Register your interest, to stay up to date with key resources
- Complete our feedback survey to share your thoughts on the framework
About the author: Christian Harrison is Professor of Leadership at the University of Greater Manchester and Director of the Centre for Leadership and Empowerment. A renowned author and consultant, he chairs British Academy of Management Leadership SIG and the Academy for African Studies, contributes to major media and has trained government officials and executives.
This article has been kindly repurposed from Advance HE and you can read the original here.