You are:


24. Benefits and impact

Download the PDF Benefits and impact


Introduction and aim

This Note explores why governing bodies should carefully consider the impact of decisions on different activities when exercising oversight on the allocation of resources.

Benefits and impact for whom?

When judging the value of higher education, different users and beneficiaries will focus on particular activities and the associated benefits and impacts

'Private' and 'public' benefits

Activities result in ‘private’ and ‘public’ benefits. Private benefits are gained by an individual or organisation. Public benefits are more widely shared. For example, following graduation, graduates typically have higher life-time earnings (a ‘private’ benefit), when compared to nongraduates. Further, on average they are less likely to be unemployed, enjoy healthier lifestyles and be more active in the community. These lead to public benefits: less spending on welfare or health and greater contributions to society.

What is the purpose of Higher Education?

Differences between private and public benefit lead to the question of what is the fundamental purpose of Higher Education? Is it primarily about private, or public benefit, or a combination of the two? For students in England, the government is emphasising the private (economic) benefits from undertaking programmes of Higher Education study. I.e. better employment prospects and salary gain. Rammell argues this pays insufficient attention to public benefits.1

Public benefit reporting

The majority of UK higher education institutions (HEIs) have charitable status. As a charity, a HEI’s activities are expected to lead to public benefit (the public benefit requirement). Information about the public benefits is published each year in the HEI’s annual report and financial statements (Annual Report of the trustees). Typically, the public benefit statements made by HEIs discuss how their activities have advanced education and research, and supported widening participation and public engagement. However, as the advancement of education is automatically deemed to be a public benefit, institutions are not required to prove how their activities actually benefitted the public or explain how their approach creates specific benefits. Rammell suggests the requirement placed on HEIs to evidence public benefit should be strengthened.2

Paying for the benefits?

Private benefit is why an individual or organisation (e.g. for commercially funded research) pays in full, or part, for an activity. However, most activities will lead to both private and public benefits. This is a justification for public support. Support may enable the activity to take place, or allow a greater scale of activity than would occur without such support. Governments need to decide how the balance of benefits should be reflected in the division between the private and public funding.

The role of the governing body

Governing bodies are responsible for exercising oversight of the institution’s activities and its reputation. Governors should understand the impact of their decisions on the users and beneficiaries of Higher Education. If they believe a proposed allocation of resources may lead to difficulties, they should be prepared to constructively challenge the executive team. Institutions will however need to make choices: none have unlimited resources. Resources committed to supporting one activity, will be unavailable to support another. Governors advised by the executive will need to make a judgement on the importance of different users and beneficiaries, and the institution’s priorities.

League tables and reputation

Governing bodies are mindful of the institution’s reputation and standing, particularly when compared to its peers. Despite reservations about their compilation and what they show, governing bodies often pay attention to published league tables. Significant movements in an institution’s table position, depending on the direction of travel, will be taken as an indicator of improvement or decline. Governing bodies will be concerned if there is a downward trend and expect the executive to take corrective action.

Benefits and impacts and the student

Students are the primary users and beneficiaries of Higher Education programmes of study. In order to undertake their studies, English students now pay significant fees. This together with a highly competitive (global) labour market means many students are concerned about their employment prospects. HEIs with a good reputation and graduate employment record are likely to experience stronger demand for places on their programmes.

How do students judge impact?

Government policy is to improve the information available to students to inform their choice of course and institution. Key Information Sets (KIS) are published on the UNISTATS website to assist this process. The KIS data includes information from the National Student Survey (NSS) and graduate earnings. Future information will become available following the introduction of the Teaching Excellence Framework (TEF).

How students might judge impact in the future

The TEF aims to help inform student choice, raise the esteem of teaching, reward teaching excellence and link Higher Education programmes to employer needs. From 2018/19 (TEF2), teaching quality will be assessed using NSS data and information about student retention and graduate employment. Providers will also be able to submit additional qualitative information to the TEF assessment panel. TEF assessments will initially relate to the provider, but from 2020/21 will be at subject level. It is proposed an institution’s ability to increase its tuition fees will depend on its TEF rating.4

TEF and reputational risks

Early modelling shows some HEIs traditionally occupying a high position in published league tables (due to the weighting given to research), may find themselves in a lower position once the TEF results are known and factored in. There has been speculation that some of the affected research-intensive institutions, fearing that it will undermine their reputation and standing amongst international students, could decide not to participate in the TEF. More generally, reputation risks are likely to mean that governing bodies will pay close attention to the institution’s TEF score and the components (e.g. NSS).5

The impact of research

The 2014 Research Excellence Framework (REF) determined the allocation of quality research (QR) funding from 2015 to 2020. For the first time, HEIs were asked to submit ‘impact case studies’, allowing the assessment of research (R) excellence to take account of impact. This development was driven by the desire of government to see evidence that R was leading to impact. The next REF, planned for 2021, is also expected to include the impact of research as part of its assessment of R excellence.

Impact on skills and the economy

The role of Higher Education in the national economy is significant. As human, rather than physical capital, has become central to national competitiveness, advancing the knowledge base and the stock of higher-level skills has become more important. Significant ‘invisible’ earnings are also generated by International students studying in the UK.

Impact on sub-regional economies

HEIs are frequently amongst the largest employers, generating significant economic ‘multiplier’ effects, and act as anchor institutions for businesses in their locality.6 As a result, geographical areas lacking an HEI (‘cold spots’) are seen to be at a disadvantage.

Balancing national with local impacts

The balance and impact of an HEI across national and local geographies, will reflect an HEI’s mission and the positioning, as well as the institution’s strengths. HEIs are positioned across a spectrum: at one end a strong focus on national and international; at the other local/regional engagement. Most institutions will have elements of both. Institutions with a strong local/regional focus to their mission and strategy, are likely to engage in sub-national place-based activity, often seeking to secure resources mediated through local structures (e.g. Local Economic Partnerships or local authority led devolution deals).

Benefits from technology transfer

Knowledge exchange (KE) encompasses a range of activities: some undertaken for profit and others largely for public benefit. One strand of KE is technology transfer (TT).7 A recent report suggests for HEIs TT rarely makes money, but can generate significant public benefit.8 The report calls on governing bodies to be mindful of the need to balance the institution’s income (financial) benefits and the wider (public) impacts of TT.

Fair access

Students from disadvantaged backgrounds remain less likely to enter Higher Education when compared to those from more advantaged backgrounds. While some progress has been made in raising participation rates from disadvantaged groups: a gap remains. This is particularly true for some HEIs. Some institutions recruit predominately from a relatively narrow socio-economic base.

Gaps in student attainment

At sector level there are unexplained differences in attainment between the most and least advantaged students, together with students from black and minority ethnic (BME) backgrounds. The evidence raises questions about the impact of Higher Education teaching and learning on students from different backgrounds.

Public engagement and impact

Many HEIs operate cultural spaces (e.g. museums, art galleries) or make available other amenities (e.g. sports facilities) to the public. Public engagement may take the form of public lectures, music events or literature festivals: all activities that result in public benefits. In past such activities were often provided ‘free’ by institutions who saw them as part of their public duty; and funded out of the general public funds they received. As such funding has shrunk some institutions have reduced levels of activity, or increasingly sought to charge for access to some of the amenities (e.g. use of sports facilities).

Impact and employees

The institution’s employees are also a key group of stakeholders. The institution’s culture (i.e. values and beliefs) will have a significant bearing on the expectations placed on staff, how they are treated and individual performance judged. Governing bodies have an important role in overseeing the institution’s culture and employment policies.

Concluding remarks

HEIs generate private and public benefits. They have multiple constituencies, whose membership often has different priorities. Matching activities and impacts to different users and beneficiaries requires the governing body to make choices as to the allocation of resources. Further, discrete funding streams mean institutions are increasingly expected to link activities and impacts directly to funding. Cross-subsidisation between activities, whether intended or otherwise, is coming under increasing pressure. Governing bodies will need to be sensitive to this context, and the changing expectations of different users and beneficiaries. For example, students. With finite resources, reconciling potentially conflicting demands requires the executive and governing body to exercise careful judgement, informed by a clear understand of the likely impact of their decisions on the institution’s different users and beneficiaries.

Questions to review

  • Do governors regularly consider how resources are being allocated to meet the needs of different users and beneficiaries?
  • Are some users and beneficiaries privileged above others?
  • How are potential conflicts between different Higher Education users and beneficiaries reconciled?
  • What assurance do governors receive that the needs of different users and beneficiaries are being met?
  • Does the governing body examine each year the institution’s NSS scores?
  • What is the institution’s strategy on ‘fair access’? Is it working? How do you know?
  • What is the balance between national/international and/ or regional/local activity?
  • What is the institution’s approach to technology transfer?
  • Does the institution have a strategy for public engagement? Are activities free to the public?
  • Does the governing body regularly assess the culture of the institution and its policies in respect of employment?

End notes and further reading

  1. Rammell B (2016), Protecting the Public Interest in Higher Education, Higher Education Policy Institute, October.
  2. Rammell B (2016), Ibid.
  3. The NSS is a survey of final year undergraduates, whose aim is to provide feedback on the quality of the students’ experience.
  4. For a critical view of government policy and the TEF, see Collini S (2016), Who are the spongers now? London Review of Books, Vol. 38. No.2 January 2016, pp.33-37.
  5. Havergal C, Mock TEF results revealed: a new hierarchy, Times Higher, 23 June 2016.
  6. The role of HEIs as an ‘anchor’ for clusters of innovative businesses and in relation to the knowledge economy more generally is discussed in: The connected university: driving recovery and growth in the UK economy, National Endowment for Science, Technology and the Arts (NESTA), Research report, April 2009. 
  7. Technology transfer is concerned with the processes used to exploit intellectual property (IP) developed through the institution. This may be by setting up a separate company (a spin out), or licensing the IP to another party to exploit. A key question when this happens is the extent to which an HEI seeks to achieving private (financial) benefit.
  8. University Knowledge Exchange (KE) Framework: good practice in technology transfer. Report to HEFCE and the UK Sector by the McMillan Group, Higher Education Funding Council for England, September 2016.


November 2016

Main Menu

  1. Home
  2. Consultancy
    1. Sector Wide Change
      1. Sector Wide Change Case Studies
        1. Evidence gathering
        2. Shared Services Review
    2. Institutional Transformation
      1. Governor Development and Governance Reviews
      2. Collaborations, Alliances and Mergers
      3. Working with Top Management Teams
      4. Evaluation and Impact
      5. In-house Change Academies
        1. Change Academy Case Studies
        2. Change Academy FAQs
      6. Institutional Transformation Case Studies
        1. New Model for Student Administration Services Review
        2. Supporting a student systems options review
        3. Strategic planning support
        4. Strategy Stocktake
    3. Teams and Individuals
      1. Teams and Individuals Case Studies
        1. Senior Leaders Succession Programme
        2. Academic Leaders Programme
        3. Leadership Development for Research Team Leaders
        4. Leading From the Front
      2. Coaching
        1. Executive Coaching
        2. Team Coaching
        3. Career Coaching Options
        4. Coaching Programmes
        5. Coaching Case Studies
      3. Unconscious Bias Workshops
    4. International Consultancy
      1. Bespoke (In-Country) Programmes
      2. International Partnership and Network Programmes
    5. Frequently Asked Questions
  3. Research
    1. Research Hub
      1. Current Tenders
        1. SDP Call for Proposals 2019
        2. SDP Call for Proposals Development and Support for Women 2018
      2. Research in Progress
      3. 2018 Research
        1. Exploring the Impact of Coaching in Higher Education
        2. Onwards and Upwards? Tracking women's work experiences in higher education Year 3 report
        3. Onwards and Upwards? Tracking women's work experiences in higher education Year 3 summary
      4. 2017 Research
        1. The impact of mergers, acquisitions and collaborations in Higher Education and other knowledge based sectors
        2. Talent Management: Learning Across Sectors
        3. Big data – disruptive, distracting or adding value?
        4. Encouraging disabled leaders in higher education: recognising hidden talents
        5. Increasing the Diversity of Senior Leaders in Higher Education: The Role of Executive Search Firms
      5. 2016 Research
        1. Onwards and Upwards? Tracking women's work experiences in higher education summary
        2. Onwards and Upwards? Tracking women's work experiences in higher education report
        3. The purpose of professors: professionalism, pressures and performance
        4. Leading Technology-Enhanced Learning in Higher Education: Summary
        5. Leading Technology-Enhanced Learning in Higher Education: Full Report
        6. Making the road while walking: Co-creation, teaching excellence and university leadership
        7. The Role of Prestige in UK Universities: Vice-Chancellors' Perspectives
        8. The Impact of Leadership and Leadership Development in Higher Education: A Review of the Literature and Evidence
        9. The Impact of Higher Education Leadership, Governance and Management Research - Full Report
        10. The Impact of Higher Education Leadership, Governance and Management Research - Summary
        11. Exploring the Impact of Coaching in Higher Education: a Provocation
      6. 2015 Research
        1. In the wings and backstage: exploring the micropolitics of leadership in higher education
        2. Developing and Sustaining Shared Leadership in Higher Education
        3. How can we make not break black and minority ethnic leaders in higher education?
        4. Religion in Britain: Challenges to Higher Education
        5. The Case for Growing STEMM Research Capacity in Wales
      7. 2014 Research
        1. Leading interdisciplinary Research transforming the academic landscape
        2. Exploring Student Leadership
        3. Gender and Higher Education Leadership
        4. Towards the family friendly university?
        5. The experience of BME academics in higher education: aspirations in the face of inequality
        6. Challenges for the leadership of transnational education in higher education: balancing risk and innovation
        7. The employability agenda and beyond: what are universities for?
        8. Governance in a changing environment: literature review
        9. Governance in a changing environment: thought piece
        10. The governance of private higher education providers in the UK
        11. Leading academic talent to a successful future: an international perspective
        12. Leading academic talent to a successful future: interviews with leaders, managers and academics
        13. Out in Orbit: strategies and trajectories for higher education satellite campuses
        14. Neo-collegiality: restoring academic engagement in the managerial university
        15. Trends in Governance: Universities in the Southern, African Development, Community
        16. Action Learning as a Tool for Change and Development: The Experience of Registrars and Senior Administrative Officers in Southern Africa
        17. Registrars and Senior Administrative Officers as Change Leaders in Southern African Universities
        18. The Changing Role of the University Registrar: Challenges and Prospects in Southern African Higher Education Institutions
        19. Report from the: Programme for University Leaders in the Southern African Region (PULSAR)
        20. Leading the Student Experience: Academic and Professional Services in Partnership
        21. A Complexity Approach to Leadership Development: Developing Practical Judgement
        22. Performance Management in UK Higher Education Institutions: The need for a hybrid approach
      8. 2013 Research
        1. Humanities Research Leadership in Europe
        2. Credit Risk? Reviving credit accumulation and transfer in UK higher education
        3. What do we know about: Collaborations and Partnerships in Higher Education
        4. Leadership of Practice Disciplines in Universities: The case of nurses and teachers
        5. Devolution and Higher Education: What next?
        6. Leadership for a better student experience: What do senior executives need to know?
        7. Horizon Scanning: what will higher education look like in 2020
        8. Leading interdisciplinarity: creating environments for success
        9. Using International Recruitment Agents: Risks and Regulation?
        10. Staffing Models and Institutional Flexibility
        11. Leading change in assessment and feedback
        12. Women and Higher Education Leadership: Absences and Aspirations
        13. Internationalising the curriculum: Design, delivery and depth
        14. Losing our Chains?
      9. 2012 Research
        1. What do we know about leadership in higher education?
        2. Leadership development within the UK higher education: its impact on organisational performance, and the role of evaluation
        3. The Future of English Higher Education: two scenarios on the changing landscape
        4. Disruptive Innovation and the higher education ecosystem post-2012
        5. Academic Leadership: Changing Conceptions, Identities and Experiences in UK Higher Education
        6. Leading the Student Experience: Super-Convergence of Organisation, Structure and Business Processes
        7. Leadership for Improved Academic Enterprise
        8. Leadership and Innovation Lessons from Professional Services Firms
        9. Leading Culturally Diverse Communities in Higher Education: A Self Assessment and Improvement Tool to Support Equality and Diversity Strategies Toolkit and Toolkit as Form
        10. Inequality and higher education: marketplace or social justice?
        11. Collaborations and Mergers in HE: Lessons Learned and Future Prospects
      10. 2011 Research
        1. Developing the whole student: leading higher education initiatives that integrate mind and heart
        2. A Review of Higher Education Collaborations Across Wales
        3. Higher Education Collaborations: Implications for Leadership, Management and Governance
        4. Enabling equality: furthering disability equality for staff in higher education
        5. A guide to offshore staffing strategies for UK universities
        6. Leadership and Management of International Partnerships
        7. A Framework for Identifying Governing Body Effectiveness in Higher Education
      11. 2010 Research
        1. Higher Education Futures: Key Themes and Implications for Leadership and Management
        2. Understanding Career Motivation in Higher Education, Analysis of Agregated Results from 2009 Benchmarking Study
        3. Conversations and Collaborations: The Leadership of Collaborative Projects between Higher Education and the Arts and Cultural Sector
        4. A Guide to Scenario Planning in Higher Education
      12. 2009 Research
        1. Baseline Study of Leadership Development in Higher Education 2009
        2. Diversity In Higher Education: Leadership Responsibilities and Challenges
        3. Mapping Leadership Development in Higher Education: A Global Study
        4. Departmental Leadership of Teaching in Research-Intensive Environments
        5. The Management of Academic Workloads: Improving Practice in the Sector
        6. The Role and Influence of the Secretary in UK Higher Education Governing Bodies
        7. Effective Leadership in Higher Education
        8. Governing bodies, equality and diversity A handbook for governors of higher education institutions
        9. What is an Effective and High Performing Governing Body in UK Higher Education?
      13. 2008 Research
        1. Professional Managers in UK Higher Education: Preparing for Complex Futures
        2. The Composition, Challenges and Changes in the Top Team Structures of UK Higher Education Institutions
        3. The Characteristics, Roles and Selection of Vice-Chancellors
        4. Developing Collective Leadership in Higher Education
      14. 2007 Research
        1. Human Resource Management and University Performance
        2. UK Universities and Executive Officers: The Changing Role of Pro-Vice-Chancellors
        3. Effective Leadership in Higher Education
        4. The Management of Academic Workloads
        5. Higher Education Leadership of Regional and Local Regeneration Partnerships: Learning from good practice
      15. Research Order Form
      16. Small Development Projects
        1. Small Development Projects 2019
        2. Small Development Projects 2018
        3. Small Development Projects 2017
        4. Small Development Projects 2016
        5. Small Development Projects 2015
        6. Small Development Projects 2014
        7. Small Development Projects 2013
        8. Small Development Projects 2012
        9. Small Development Projects 2011
        10. Small Development Projects 2010
        11. Small Development Projects 2008-09
        12. Advice from Previous SDP Leaders
      17. ITF Projects
        1. ITF-2016 Phase 3
        2. ITF 2014 Phase 2
        3. ITF 2012 Phase 1
        4. Case Studies
        5. What they say about the Innovation and Transformation Fund
    2. Publications Hub
      1. Research Leader's Impact Toolkit Publications
      2. Getting to Grips
      3. Let's Talk Value
      4. HELMs
        1. Leading higher education
        2. Motivating and developing leaders
        3. Leadership and work-life balance
        4. Governors' views of their institutions, leadership and governance
      5. Leadership Insights
      6. Management Development Resources
      7. Reports and Reviews
        1. Researching and Scoping a Higher Education and Civic Leadership Development Programme
      8. ENGAGE Past Editions
        1. ENGAGE 38 - summer 2015
        2. ENGAGE 37 - spring 2015
        3. ENGAGE 36 - autumn 2014
        4. ENGAGE 35 - summer 2014
        5. ENGAGE 34 - spring 2014
        6. ENGAGE 33 - autumn 2013
        7. ENGAGE 32 - summer 2013
        8. Engage Unlimited
        9. Engage 2 Book Review
    3. Resource Hub
      1. Integrated Thinking & Reporting
        1. Information and resources
        2. Relevant Factors and Characteristics
        3. Let's talk value
      2. Diversity
        1. Strategy
        2. Key Leadership and Diversity Projects
        3. Equality Legislation
        4. Diversity Advisory Group
        5. Diversity talks
      3. Research Outcomes
        1. Research Leader's Impact Toolkit
        2. The Self Assessment Toolkit
      4. Changing the Learning Landscape
        1. Impact
        2. Partners
        3. Interactive Toolkit
      5. Organisational Development
        1. OD Mapping Project
      6. Case Studies
      7. LGM Fund Outcomes
      8. Succession Management
        1. What is it?
        2. Why do it?
        3. How it's done
        4. Tools
  4. Governance
    1. Resource bank
      1. Features
      2. Governance News
      3. Previous news alerts
        1. Alternative providers and student debt in the US: could it happen in the UK?
        2. Is institutional autonomy under threat?
        3. Managing the board
        4. OECD Report suggests some higher education students lack basic skills
        5. Five issues for HEI governing bodies
        6. Whistleblowing and gagging clauses
        7. The failure of HBOS
        8. Financial forecasts for English HEIs
        9. Governance changes proposed in the HE Green paper
        10. FEHE SORP 2015 Donations & Endowments
        11. Board diversity - the Davis Review
        12. Information systems and cyber security
        13. Does a change in leadership lead to a change in strategy?
        14. FIFA and corporate governance
        15. Volkswagen
        16. Sustainability
        17. Review of governance at Plymouth University
        18. Equality and diversity and governing bodies
        19. A Changing Agenda
        20. Role and effectiveness of audit committees
        21. Governance of Scottish Higher Education Institutions: Consulative Paper on HE Bill
        22. Governance issues at Tesco
        23. Student visas
        24. Governance at the Co-op
        25. HE funding - IFS report
        26. Removal of student number control
        27. Governance issues in the private sector
        28. Governance at the BBC
        29. Reforms to how higher education in England is regulated
        30. HBOS & London Met: case studies in governance
        31. New IPPR report on HE
        32. Moocs are coming
        33. Increasing diversity
        34. Kids Company
      4. Getting to grips
      5. Governance publications
      6. Useful websites
      7. Research on governance in higher education
      8. Book reviews
      9. HE facts
      10. Illustrative Practice Notes
      11. Roundtable notes
        1. Governance events notes
    2. Governance Briefing Notes
      1. 27. Governing bodies and culture
      2. 26. The new regulatory approach to HE in England
      3. 25. The factors that influence whether governance is effective?
      4. 24. Benefits and impact
      5. 23. Competitive pressures
      6. 22. Corporate ethics and values
      7. 21. Personal ethics and values
      8. 20. Legal requirements and regulation
      9. 19. Estates
      10. 18. Finance
      11. 17. Employment
      12. 16. Remuneration
      13. 15. Nominations committee
      14. 14. Audit committee
      15. 13. The governance system and assessing effectiveness
      16. 12. Size, composition and skills available to the governing body
      17. 11. Monitoring performance
      18. 10. Strategic plan
      19. 09. Students
      20. 08. Risk management
      21. 07. International students and collaborations
      22. 06. Commercial operations
      23. 05. Regulations and compliance
      24. 04. Academic governance and quality
      25. 03. The workings of a governing body
      26. 02. Governance and management
      27. 01. Becoming a governor
    3. Self-Assessment Tool
    4. Governor Dialogues
  5. International
    1. International Engagement
    2. International Reference Group
    3. International Case Studies
  6. The Prevent Agenda
    1. Prevent training materials e-learning module
  7. Bespoke Programmes
    1. Programmes for Head of Department
      1. Leading Departments
      2. Head of Department
      3. Introduction to Head of Department
    2. Leading Teaching Teams
    3. Essentials of Leading Change
    4. Building Strategic Capability
    5. Unlocking Potential Through Performance Management
    6. Cultural Intelligence
    7. Working with Others
      1. Case Study: University College Cork


Aaron Porter

Aaron Porter

Associate Director, Governance

View/Hide full biography

David Williams

David Williams

Governance Web Editor

View/Hide full biography


We are a membership organisation of and for a sector that has some of the brightest minds in the UK.


Our members are key to our strategy and form a community of higher education institutions with a clear commitment to and experience of developing leadership, governance and management capabilities at all levels. Academic and professional services staff from member institutions contribute to our programmes, projects and research and advise on benefits and services.


Find out more about Membership


  • Membership benefits

    • 25% discount on our open and in-house programmes and consultancy
    • a free consultancy day
    • exclusive access to research publications, development resources and funding opportunities
    • free regional events
    • funding for Staff Development Forum and MASHEIN activity
    • members’ mailing lists, newsletters and magazine
    • participation in our development networks


  • How to join

    • Membership is open to all higher education providers and related sector organisations on an annual or three-yearly subscription basis.
    • We have 154 members with around a third taking advantage of the 10% discount offered by three-year subscriptions.


  • Membership benefits

    • Research and innovation: Access to our latest, highly-valued research, Leadership Insights, Getting to Grips series and practical development project resources.
    • More…

    • Management Development Resources: Flexible workshop materials on key leadership and management development topics, for you to deliver in-house to suit your own contexts NEW: ‘Caught in the Middle’. 
    • More…

    • The Knowledge Bank: Save time with these extensive multi-media training resources for HR, staff development and OD professionals, covering key leadership and management theory and practice.
    • More…

  • Get in touch

    Meet the membership team, your national and regional contacts in the UK and Ireland, and LF networks.

Pages in this section

You are:

Text size: A A A Print page:

Advance HE
Leadership, Governance and Management

Peer House, 8-14 Verulam Street
London WC1X 8LZ

T: 020 3468 4810     F: 020 3468 4811

Text size: A A A
Use of Cookies

This website uses cookies. We use cookies to ensure that we give you the best experience on our website. By continuing to browse the site you are agreeing to our use of cookies.  Find out more here.