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Aurora Institutional Case Studies

Aurora works in partnership with higher education institutions to advocate and advance women’s leadership development within the sector. Together we create the most advantageous conditions for women in professional and academic roles to begin their leadership journey.

To support institutions make the most of Aurora, we have created three institutional case studies to share ideas, initiatives and examples of best practice among the higher education community. They show how, at both individual and organisational level, women's leadership development is being supported strategically throughout universities in the UK and Ireland.

Find out more about the Aurora experience with four Aurora participant and role model case studies.

Brunel University LondonBrunel logo 171*121

Aurora is a key element of our Athena SWAN action plan and equality and diversity strategy. Aurora forms an integral feature of our staff development strategy within the pathway Enhancing Talent, which aims to develop emerging leaders. We see it as an important part of identifying talented women within the university and through Aurora, assisting them to reach their full potential.

Brunel champion - Lorraine de Souza

Professor Lorraine De Souza, pro-vice chancellor (equality, diversity and staff development), is the Aurora champion for Brunel University
Professor Lorraine De Souza leads the development of the university’s Equality and Diversity Strategy and implementation plans championing Brunel’s commitment to promoting the principles of equality and diversity in all areas of University activity.

How do you select your participants? 

Potential candidates need to fill in the Aurora application form which includes a supporting statement from their line manager. All applications go to a selection committee chaired by the Aurora champion. Once the candidates are selected they are carefully matched with a mentor and attend a mentee awareness session. Unsuccessful candidates receive feedback and are re-directed to a number of internal career development programmes that we run.

How did you match your participants with mentors? 

All mentors fill in a form that outlines why they want to be a mentor and the top three areas of strength for them. We then use this information alongside the Aurora application forms to find a good match for the participants. This is done jointly with the equality and diversity and staff development offices. The participants are given an action plan to fill in with their mentor over the course of the year.

What is the impact of Aurora for your institution?

Aurora has had a huge impact for Brunel. It has highlighted our commitment to gender equality and ensuring women have the opportunity to apply for more senior positons in the organisation and that we want them to stay, grow and develop with us. Aurora has helped our participants to maximise their talents and develop leadership skills and acumen. Several have succeeded in advancing their careers, either through promotion or by attaining new leadership roles.

What is the impact of Aurora for your participants? 

The participants have the opportunity to interact and network with other women from across the country. They also have the opportunity to have lunches with our vice-chancellor and share their experiences with her of working for Brunel. They have fruitful relationships with their mentors, who stretch their goal setting and share their own experiences of how they have become successful in their careers.

Read about Dr Mary Richards experience of Aurora. Dr Mary Richards is vice-dean for education and senior lecturer in theatre, and attended Aurora’s first year in 2013-14.

How has Aurora evolved at Brunel?

We started off with a small number of participants, but this has grown year-on-year and we now have more applicants than places. The feedback from the scheme has encouraged many more women to put their names forward. The closer involvement of line managers in supporting participants in their future plans has increased the impact of Aurora across our departments.

The take away…

Make the most of the opportunities that this scheme presents and follow up on your goals.

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Robert Gordon UniversityRGU logo

Aurora has allowed the university to tap into the hidden potential of a wide variety of women throughout the organisation, in both academic and administrative roles, and to support them in moving forward with their career, be that at Robert Gordon University (RGU) or beyond. It has enabled these women to continue a journey of personal development and has built their confidence, networks and continued career satisfaction. For the university, it has also allowed us to raise the profile of women and the important contributions they are making at RGU. Alongside this, the university has noted the benefits to more senior women of the mentoring role and the opportunities of the enhanced working relationships between cohorts of women involved in the programme.

RGU champion

Susan MacLennan, senior organisational development specialist, is the Aurora champion for Robert Gordon University
Susan specialises in leadership and management development, coaching and mentoring, and has worked with many academic and professional services staff of all genders and stages in their careers. Susan works closely on the Aurora programme with the Gender Equality Champion, Professor Sarah Pedersen.

How do you select your participants?

Aurora is promoted heavily in the university from early summer in the academic year preceding the application deadline. Information articles are circulated via our in-house e-bulletin, and in the university’s monthly newsletter, and the Aurora banner is displayed on plasma screens and PC screens throughout the campus. Information is disseminated to heads of school and departments asking them to consider staff who may be suitable for Aurora.

In addition to these formal channels, the new RGU Women’s Network hosted an information event in early September 2016 where previous ‘Aurorans’ were invited to share their experience of the programme with women interested in applying. This resulted in an increase in applications over the previous year and also enabled applicants to get advice and support from past participants. The event was very well received and the Network will run this every year, but we will move it forward to take place at the end of the academic year prior to the deadline.

As a mark of the importance of Aurora, the university provides central funding for 10 women to attend each year. This was instigated in 2016/17 after it became clear that there was a need to ensure that applicants did not have to rely on funding being available at School or Department level.

In order to promote fair and equal access to Aurora for all women, a selection panel now considers the nominations and funds the 10 women who make the most compelling applications, however the total number of places awarded is normally above 10 as Heads will often agree to fund shortlisted applicants directly. Applicants are asked to provide a statement outlining what they hope to gain from the programme, how they hope participation in Aurora will impact their career development and why they feel that they should receive central funding.

How do you match your participants with mentors?

All senior women in the university, and some external individuals, are approached early in the year and asked if they would be interested in mentoring an Auroran. This bank of interested mentors is circulated along with their biographies to the Aurora delegates who are asked to rank their preferences for a mentor. To date, it has been relatively straightforward to meet the Aurorans’ preference for a mentor. Some mentors are happy to accept more than one mentee, and we have a cohort of experienced mentors who have worked with Aurorans over a number of years. The Aurorans often state that the mentoring experience is an important and valuable factor of the programme, often resulting in friendships and professional collaborations. The mentors also value the opportunity to help the Auroran meet their objectives and realise their potential.

What is the impact of Aurora for your institution?

We see the impact of Aurora in the achievements of past and present Aurorans, their contribution to the leadership of the university and their continued commitment to career development, both for themselves and for other women at RGU. Several past and present Aurorans were involved in the establishment of the RGU Women’s Network in early 2016, which was founded to facilitate networking and support amongst women employed by the university.

In winter 2016/17 the Women’s Network and the Gender Equality Champion produced a publication entitled ‘Celebrating Women at RGU: Aurora edition’, which showcased six case studies of Aurorans at RGU. This publication was produced in print and online and was publicised throughout the university and in the press. In January 2017 a motion was introduced in the Scottish Parliament commending RGU for the publication and its wider commitment to Aurora.

What is the impact for your participants?

Karen Cross has recently been promoted to academic strategic lead in the School of Cultural and Creative Business. She says:

“It was great to hear stories from other women on the course and to benefit from the knowledge, expertise and wisdom of the Aurora mentors. The programme helped me to take a step back from my very busy role and focus on my future. I also feel that the Aurora programme has helped me to become more aware of my managerial role, and the impact that I can have on those with whom I work.”

Marianthi Leon undertook the Aurora programme when she was employed as a Research Fellow at RGU. She is now a lecturer on project and construction management at the Scott Sutherland School of Architecture and the Built Environment. She feels that Aurora helped her to develop, identify and crystallise her aims within academia and find her voice in expressing these to the right people. She says it also assisted with managing work, leadership responsibilities, politics and relations.

Rhona McComiskie leads the university’s strategic commitment to wider access. She says:

“The Aurora programme has helped me to think about leadership and consider my own leadership style. It has helped me to reflect and think about who I want to be. More specifically it has given me practical leadership tips that will continue to benefit me as I face new challenges and situations.”

How has Aurora evolved at your institution?

Initially, applicantions to Aurora were dominated by women in academia, but over the past three years we are increasingly seeing a balance between academia and support staff. The provision of central funding for places has allowed the selection process to be more equitable, as there is no longer a dependence on a Head of School or Department to find the funding to allow participation.

The number of applicants has also grown over time as we improve the promotion of the opportunity and as more women go through the programme and their colleagues hear about the experience. The ‘Celebrating Women at RGU: Aurora edition’ has also helped to raise the profile of the programme within the institution. An exhibition of all three ‘Celebrating Women at RGU’ publications will be launched as part of our celebrations of International Women’s Day 2017.

We now have a pool of 37 women who have been through Aurora since its inception in 2013 and these women are evolving their careers in the institution through promotions and taking on central roles. We are also now matching our past Aurorans as mentors to current Aurorans; it’s good to see the process come full circle.

The take-away...

The allocation of central funding facilitates a more equitable selection process. Additionally, holding an event at which previous Aurorans talk openly about their involvement with the programme and share their experiences encourages other women to apply.

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University College DublinUCD - logo

Aurora is important for University College Dublin (UCD), it provides an opportunity for participants to take a step back from their busy work schedules into a reflective space where they can consider what leadership means to them and how they can develop and contribute to leadership within their respective schools/units in UCD. It provides a unique opportunity for participants to come together from different disciplines and professional backgrounds and create supportive networks which aid in personal and professional development.

Professor Maeve Conrick, college principal, is the Aurora champion for University College DublinUCD champion and liason - Maeve and Edel
Professor Conrick is principal of the College of Arts and Humanities at University College Dublin. Educated in Ireland, Switzerland and France, she has published extensively in the areas of Sociolinguistics and Applied Linguistics. Career distinctions to date include an appointment as Specialist Advisor to a UK House of Commons Committee.

Professor Conrick is supported by an Aurora liaison:

Edel Quinn, learning and development specialist
Working in learning and development, Edel has a deep interest in personal and professional development and has had a varied career across private, public and the not for profit sectors.

How do you select your participants?

In setting up Aurora, we are keen to really impress upon participants that they have been chosen for a reason, that their applications have demonstrated their potential for leadership and that their respective heads of school/unit endorse their application. In addition there is also a requirement that all applications have the nomination of the college principal/vice-principal of the unit which indicates support at a senior management level across the University.

Application to Aurora is a competitive process and applications are evaluated based on key criteria which include elements such as leadership potential and how that leadership can be best maximised for the benefit of the respective school/unit and the university as a whole.

How do you match your participants with mentors?

Before the Aurora process starts, we ask participants to select mentors and approach them to ask if they would be willing to be mentors. The process is very open and we provide guidance based on the Leadership Foundation guidelines. As part of the preparation for Aurora, we provide mentor and mentee training so that both parties understand what’s expected of them. Mentoring for Aurora lasts for a 12 month period which can then be reviewed by both parties if they wish to extend the contract. Going forward we will provide more detailed guidelines around mentor selection. This is to encourage participants to find space and time when choosing a mentor; to think widely about what they are looking to achieve from mentoring and identify appropriate mentors for themselves.

What is the impact of Aurora for your institution?

Aurora is viewed as a very positive initiative within the university and is seen as something of value. Feedback has been very positive and every year we have more interest and enquiries around Aurora.

In our first cohort, we had a number of people who have enjoyed career progression and in many cases, they would cite Aurora as being a positive contributor to this. In addition, we have had participants from Aurora get together to run events i.e. Women’s Day and networking events to encourage greater networking, sharing and collaboration across the college.

What is the impact of Aurora for your participants?

Read about Catherine Lynch's experience of Aurora. Catherine is the gender project manager at University College Dublin and attended Aurora in 2014-15.

How has Aurora evolved for your institution?

UCD see Aurora as something beyond just the training days. We try to create an Aurora experience for our participants whereby we provide events relating to Aurora – a launch with our President; an opportunity to hear a variety of speakers; check in facilitated sessions; mentors/mentee training and opportunities for informal get together with mentors and key decision makers in the University. We want to create an Aurora mentor network where past and current Aurora participants get together to support, challenge and grow each other!

The take-away...

Talk to everyone; make connections; use your networks; make full use of mentoring and look for leadership opportunities.

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University of EdinburghEdinburgh logo small

Edinburgh University is committed to ensuring that both men and women are able to fulfil their potential as leaders in research, learning and teaching or management. Although we have a variety of strategies to support both men and women in leadership development, women are still underrepresented in senior roles (as of 2015, 37% of vice-principals and senior management were female, and around 30% of heads of school were female). Schemes such as Aurora are hugely important in enabling women to explore their leadership aspirations and abilities in a supportive environment, and to develop their leadership potential. Many of our former participants have found the “cohort” nature of the scheme, the shared learning and the mentoring it provides invaluable.

Jane Norman, director of the Edinburgh Tommy’s Centre and vice-principal, people and cultureEdinburgh champion - Jane Norman, is the Aurora champion for the University of Edinburgh
Jane is professor of maternal and fetal health at the University of Edinburgh, leading a translational research team at the Tommy’s Centre for Maternal and Fetal Health which aims to improve the health of pregnant women and their babies. Jane has been vice-principal for people and culture since 2015, with responsibility for equality and diversity issues. In this role, she led the university’s successful application for an Athena SWAN Silver award in 2014.

Jane Norman is supported by two Aurora liaisons:

Ruth Miller, learning and development delivery specialist
Ruth joined the University of Edinburgh in 2013; she has over 16 years’ experience working in staff development in the private and higher education sectors across Europe, Australia and Scotland. Ruth delivers and tutors on a number of leadership development programmes across the university.

Frances Grebenc, HR/OD partner (learning and development)
Frances joined the University of Edinburgh in 2007; she has over 15 years’ experience working in staff development in both the private and public sector in Canada and Scotland. She is also responsible for managing Edinburgh’s mentoring connections programme and for project managing different organisational development work.

How do you select your participants? 

We use a competitive recruitment and selection process. We devolve this responsibility to each head of college and head of support group. To provide consistency and structure we have created and shared the University of Edinburgh's selection criteria, a process flow chart, a guidance document and an application form (which is now mandatory); these are all published on our website. Based on previous feedback, we have also changed our selection criteria and limit our participants to those in grades UE07-UE08 or equivalent; which means that the programme is no longer offered to Edinburgh’s senior lecturer level staff.

Once the candidates are nominated, we offer additional development options with the aim of supporting these individuals over the year and beyond. These options are all voluntary. They are:

  • A lunch time briefing/networking session for the new Aurora participants - We invite our Aurora champion Jane Norman, and Aurora programme director Ginnie Willis, as well as an Aurora alumna to speak at the session on their experience of Aurora. The date is normally before the first Scottish session.
  • A half-day mentoring introduction session for participants and new mentors to help them consider their mentoring skills and structure.
  • A networking dinner for new and past Aurora participants and mentors to provide them with the opportunity for ongoing networking and relationship building and to thank current mentors for their time and support of the current participants.
  • A mailing group. We include all past participants details in an Aurora Legacy email group and use this to communicate with the group.
  • Evaluation. In past years we have conducted our Aurora evaluation through a face-to-face session. This year we plan to use a survey to gather feedback.
  • Ongoing development. Previous participants have access to ongoing development support. Last year we started offering a partially facilitated action learning set to Aurora graduates; six women have taken up this option. This will continue again this year. In addition, we are planning a new women-only development day for previous participants of Aurora and women who have attended our internal Ingenious Women programme; with the goal of offering additional development support for these individuals.
  • Alumnae Network. Our previous Aurora participants have recently established an alumnae network. This is a peer-led network that is managed by the individuals.

How did you match your participants with mentors? 

Nominated participants and interested mentors are asked to complete an online form answering the following questions:

  • Aurora participant only: highlight the areas that you would like to explore with your mentor.
  • Interested mentor only: highlight the topics or work related areas in which you can offer support to a mentee.
  • Give a brief description of your career background.
  • Briefly summarise what you would like to gain from participating in the mentoring as part of the Aurora programme.
  • Partner preferences – gender, location (campus), college/support group, department and school.

This information is then used to match participants with an available and appropriate mentor.

In the last year, we have started to look for more male mentors with the aim of increasing male senior staffs understanding of the programme topics and the personal challenges faced by female staff. Our mentors are a mix of interested staff, previous participants of Aurora and targeted individuals. This year we are also asking that our heads of college and support group to identify potential mentors.

What is the impact of Aurora for your institution?

Since Aurora began 54 women from the University of Edinburgh have attended the programme. We don’t track or measure the impact of Aurora on the careers of these participants; instead we focus our effort on offering ongoing support and development to reinforce the learning gained through the programme.

We see Aurora as one of many strands of work that fosters a community of excellent female leaders across the university. Aurora has supported our work to achieve our strategic targets of achieving Athena SWAN Silver and increasing the proportion of female academic staff appointed and promoted to lecturer, senior lecturer, reader, and professor levels. It aligns with our aim of valuing, supporting, developing and utilising the full potential of our staff to make the university a stimulating and successful place to work.

What is the impact of Aurora for your participants?

Read about Mairi's experience of Aurora. Mairi participated in year two of Aurora in 2014-15.

The take away...

To get the full value from the programme participants need to have the time and interest in participating in Aurora. Individuals identified by their line manager; should still have the freedom to consider whether this programme is the best option for them. Building commitment and interest at the start leads to a more positive learning experience.

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Want to know more?
Find out more about Aurora on our Frequently Asked Questions page.

Aurora 2017-18 booking
Booking is now open for Aurora 2017-18. Visit the Aurora dates and location page to find out more and book.

Aurora longitudinal study: Onwards and Upwards
Find out more about the leadership experiences, careers, values and aspirations of participants from the Aurora programme in our longitudinal study, Onwards and Upwards: Tracking the Careers of Women's Leadership in Higher Education.


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        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
    3. 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
    4. 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
  5. Governance
    1. Governors
      1. Becoming a governor
      2. What is governance?
      3. Governor responsibilities
        1. Academic governance and quality
        2. Compliance and regulation
        3. Commercial operations
        4. International students and developments
        5. Risk management
        6. Students
        7. Strategic plans
        8. Monitoring performance
    2. Governing bodies
      1. Audit Committee
      2. Nominations committee
      3. Remuneration
      4. Employment
      5. Finance
      6. Estates
    3. Operating context
    4. Academic Governance
      1. Enablers
      2. Case Studies
        1. Arts University Bournemouth
        2. City University
        3. King's College London
        4. University of Leicester
        5. University of Salford
        6. University of the West of England
        7. Queen's University Belfast
        8. Ulster University
        9. Cardiff University
        10. University of South Wales
        11. University of Wales Trinity Saint David
        12. Mid-Kent College
        13. Newcastle College Group
        14. Belfast Metropolitan College
        15. Grwp NPTC
      3. New Governors
        1. New Governors - Key Terms
        2. New Governors - Key Organisations
        3. New Governors - Quality, Standards & Enhancements
        4. New Governors - Academic Assurance
        5. New Governors - Other Key Terms
      4. Practical Advice
      5. Have your say
    5. 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. Codes of governance
        1. CUC Code of Governance
        2. UK Corporate Governance Code
      8. Research on governance in higher education
      9. Book reviews
      10. HE facts
      11. Illustrative Practice Notes
      12. Roundtable notes
        1. Governance events notes
    6. 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
    7. Equality and Diversity Toolkit
      1. Overview
      2. Overseeing compliance
        1. The Equality Act 2010
        2. Governance Codes
        3. Overseeing E&D
        4. Reports Governors might use
        5. Case study: Bath
        6. Championing E&D
        7. Case study: ManMet
        8. Case study: Cardiff
      3. Competitive Advantage
        1. Competing in a global market
        2. Improving staff diversity
        3. Case study: Exeter
      4. Issues and Challenges
        1. Student inequalities
        2. Staff inequalities
        3. Assessing specific E&D issues
      5. Value
        1. Increasing focus
        2. Gender diversity data
        3. Improving diversity
        4. Case study 1: UWS
        5. Case study 2: UWS
      6. Questions and Resources
        1. Resources
    8. Board Diversification
    9. Self-Assessment Tool
    10. Governing Body Effectiveness
    11. Governor Dialogues
    12. Governance and Alternative Providers
  6. International
    1. International Engagement
    2. International Reference Group
    3. International Case Studies
  7. Membership
    1. Membership benefits and services
      1. Membership logos
        1. Download the membership logos
    2. How to join
    3. National and regional contacts
      1. Abbie McKenna
      2. Cindy Vallance
      3. Gary Reed
      4. Jean Chandler
      5. Judy Harris
      6. Lesly Huxley
      7. Meriel Box
      8. Rebecca Bull
    4. Membership advisory group
    5. Membership development support
    6. Management Development Resources
      1. Download MDR1: Managing Effective Performance
      2. Download MDR2: Managing Change in HE
      3. Download MDR3: Emotional Intelligence, Personal Impact and Personal Effectiveness
      4. Download MDR4: Lean Management: Doing more with less
      5. Download MDR5: The Current HE Context: Drivers for change
      6. Download MDR6: Commercial Skills for Academics and Researchers
      7. MDR7: Caught in the Middle
        1. MDR7 Contents
        2. Download MDR7: Caught in the Middle
      8. Download MDR8: Working with Academic Motivation and Prestige
    7. Knowledge Bank
    8. Membership community
      1. Members' Directory
    9. Ten great reasons to be a Leadership Foundation member
      1. #10GreatReasons1
      2. #10GreatReasons2
      3. #10GreatReasons3
      4. #10GreatReasons4
      5. #10GreatReasons5
      6. #10GreatReasons6
      7. #10GreatReasons7
      8. #10GreatReasons8
      9. #10GreatReasons9
      10. #10GreatReasons10
  8. News
    1. Twitter
    2. Wales Higher Education Executive Leaders Programme (WHEELP) SUBJECT TO FUNDING CONFIRMATION

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.
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  • Get in touch

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

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Advance HE
Leadership, Governance and Management

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