Does university organisational culture alienate women staff?

Men shaking hands while a woman is taking notesTo tie-in with April’s “Demystifying Finance” workshop, John Arnold, Professor of Organisational Behaviour at Loughborough University, examines reports from women university staff on how they experience engaging (or not) with their organisation’s systems and cultures.

My colleagues Sarah Barnard, Fehmidah Munir, Sara Bosley and I are conducting the five-year “Onwards and Upwards” project on the leadership and career experiences of women in academic and professional services roles in UK and Republic of Ireland higher education. This work is funded by the Leadership Foundation, which is now part of Advance HE. Drawing on data from 2,240 women over the first two years of the project (most but not all of whom have participated in the Aurora leadership programme), we have noticed, as others have, that many women find engaging with their workplace systems and culture problematic.

For example, just one fifth of our respondents agreed or strongly agreed that they enjoyed the cut and thrust of organisational politics. Over half reported that they felt they had to behave in ways that did not come naturally to them if they wanted to “get on”. Two in five felt that they conformed to the organisational culture more than they would like to, whilst just 30% reported that they made a point of challenging organisational culture.

On the other hand, there were some signs of greater comfort and engagement too. Nearly two thirds said that when they had power they were comfortable using it. More than half reported that they knew a lot about how their employing organisation runs. This increased from 55% to 66% between years 1 and 2 of our project, but there is a large difference between professional services staff and academics. The former are much more likely to agree. What greater incentive could there be for academic women to learn how to demystify finance!

The Aurora programme seems to make a difference. About one third of Aurora “graduates” report that participating in the programme has helped them be more adept at turning organisational systems to their advantage. The same applies to openly challenging the systems or culture. (In both cases, almost no respondents said that Aurora reduced this). Nearly 60% of Aurorans said that the programme had helped them feel more comfortable in positions of authority.

Despite these impacts of Aurora, we believe it is vital not to place the main responsibility for change on individual women, nor to ”blame the victim” for feeling uncomfortable about engaging with organisational systems and culture. Some of our respondents attributed it to women’s lack of confidence, though many of these pointed out that this confidence issue was itself an outcome of the work environment, not an inherent property of women.

More generally though, our respondents pointed to challenges of gendered organisations (and society more generally), poor access to and/or poorly-run career development practices, and gaps between organisations’ policies and practices regarding equality.

We make 17 recommendations in our Year 2 report (follow this link for a summary). No fewer than 13 of these are aimed at institutions rather than individuals. They include: developing definitions and norms of leadership that allow for a range of styles and skills, closer attention to who gets what opportunities to develop into leadership and other desired roles, and an audit of the distribution of men and women engaging in high and low-prestige managerial and leadership roles within their jobs. And yes, training and perhaps short secondments or work shadowing to see how the organisation really runs (including the finance) with encouragement to academic women to participate would be another good step forward.

The Onwards and Upwards project will run until March 2020.

John Arnold is Professor of Organisational Behaviour at the School of Business and Economics, Loughborough University, UK. He is a Fellow and Chartered Occupational Psychologist of the British Psychological Society. John’s research, teaching and consultancy involve all areas of careers and their management from both individual and organisational perspectives.  

Why mentors and networks are so important

Maxine de Brunner was previously deputy assistant commissioner, Metropolitan Police. She will join us on the 13 March 2018 as a guest speaker at the Aurora Adaptive Leadership Skills day in Edinburgh. Ahead of her talk, Maxine reflects on the importance of mentorships and support networks for women to progress to top leadership positions.

Firstly, tell us a little about yourself
I spent thirty years in policing and retired as a deputy assistant commissioner in 2016. I have led many large teams as the director of intelligence and the London ‘prepare’ lead for counter-terrorism.

I spent the last two years as the transformation director. I am most proud of helping others develop as leaders, transforming an organisation and trooping the colour on horseback with the Queen. I have spent that last two years running my own business and working with two education charities.

What does good leadership mean to you?
Good leadership means being prepared to admit when you’re wrong, recognising that it is others who deliver for you and the investment you make in people will pay you back many times over. Great leadership is all about the teams you build and the guidance you give them. Supporting them when things go wrong and taking the responsibility for the difficulties while allowing your team the limelight when things go well. As a leader, it is not about you but your people.

For you as a woman, what has been your greatest insight in terms of your journey to leadership?
Understanding that great teams need balance, not just in terms of gender but all aspects of diversity. I have found that you have to be determined, focused, prepared to work very hard as well as be willing and able to negotiate and influence.

At the start of your career, what were the biggest barriers to progression you were faced with and what advice would you give to someone aspiring to a leadership role facing similar barriers?
The biggest barrier at the start of my journey was that there were no women at the top of my organisation and very few in the lower ranks. Women did not have equal pay, pension rights and did not receive the same officer safety training as male colleagues. They were viewed as necessary to look after children and deal with sexual assault cases. I think the most powerful thing women can do when facing barriers is to join together so that they can influence as a single body.

What would be some of the milestones that you think “that’s a point where my leadership changed”?
The main milestone for me was understanding that you could have children and still have a great career. I was given a project when I came back from maternity leave, but I thought (as is the law) that I should have my old job back. I found that I had to insist on this requirement and in the end, they gave in and allowed me to return to my job. I wanted to come back four days a week but did not have the courage to ask for this. My mentor brokered the subject on my behalf and helped me negotiate my first year back.

What would you say if someone were to ask you, what makes you most resilient?
Being reflective and prepared to debrief your own actions, decisions and consequences. I think when times are hard it helps to focus on positive outcomes and not internalise situations. They are not usually personal but about the business, but it is easy to forget that. It also helps to have self-belief and confidence that what you are doing is right. That confidence will come from outcomes, achievements and your network.

What is the biggest insight you’ve had from working with women in higher education on their leadership journey, the opportunities and the challenges?
I have found through my work in education that there are many women in teaching but many senior positions are still often filled by men. Women work incredibly hard in their roles, but senior women colleagues have also focused on themselves and taken time to invest in themselves, have a clear plan to achieve their goals. Leadership is not just about doing the tasks really well, it is also about having the confidence to look up into the future.

How important do you think mentors, role models and networks are in supporting women’s leadership?
The role of mentors and networks must never be underestimated. Being part of a strong group of women gives you the power to negotiate your futures. It is vital that women don’t give this away.

Just look at the recent BBC pay gap situation, a group of women joined together to talk as one body. That helps take the heat away from individuals, and where there are individual positions taken, they are fully supported by the group. It’s very powerful and I have no doubt they will achieve a fair outcome.

How can initiatives like Aurora help women and their organisation achieve their potential?
Aurora can help women understand the values of mentoring and group influence while giving practical tools and help on the journey. It can inspire many to believe in themselves.

Thinking about your career and experiences, what advice would you give your younger self?
I think if I was starting again I would have got involved in a network much earlier as being alone was much harder and many heads are much better than one when problems arise.

Finally, do you have an inspiring woman leader, and if so, who?
The most inspiring woman leader I have met is a lady called Barbara Wilding, she retired as the chief constable of South Wales Police. Barbara mentored me, employed me in a senior role when I thought it was impossible, encouraged me and sponsored me for senior courses and strategic command. She was a great leader herself and cared deeply about others. She was very careful not to pull the ladder up behind her but develop the leaders of tomorrow. I owe her a great deal. It was her influence that enabled me to be supported as a chief officer and whenever things went well or even not so well, she wrote to me with her thoughts. I still have her letters today.


About Aurora
Aurora is the Leadership Foundation’s women-only leadership development programme. Since Aurora began in 2013 we have welcomed 4,635 women from 139 universities and sector bodies, with 1,158 women attending in 2017-18 alone.

Dates, location and booking
We will shortly be releasing the Aurora dates for 2018-19. To register your interest please get in touch aurora@lfhe.ac.uk.

Onwards and Upwards longitudinal study
In March 2018, the Leadership Foundation released the year 2 Aurora Longitudinal Study as a Leadership Insight.

 

Learning from other cultures to tackle inequality

Woman holding her fingers in a cross position over her mouthIn the lead up to International Women’s Day, Nicola Sayers reflects on the importance of cross-cultural perspectives for universities looking to better understand their own systemic inequalities and to make real changes. 

The idea of a ‘Women’s Day’ goes back to 1909, when the Socialist Party of America held a ‘National Women’s Day’ in New York. The international element soon followed, with Russia observing an ‘International Women’s Day’ in 1913; and by the 1970s International Women’s Day, 8th March, was an official fixture in the United Nations calendar. A longstanding history, then, but what, really, is the point of a ‘Women’s Day’?
One might with good reason to argue that, until genuine equality is achieved, every day should be a so-called ‘Women’s Day’, yet another day in which we should press for progress, and must remember the ongoing cultural, social and structural inequalities that women face. But if there is a point to singling out one day, it is surely as a chance to take stock, a chance both to celebrate progress that has been made (which, since 1909, is clearly substantive) and to call attention to the huge amount of work that still needs to be done.

Progress is not linear, of course. Some years chip away at the same old battles, others witness regression, and others yet prove that sizeable shifts can occur quite suddenly – like the coin pusher game in arcades, the pennies build up over time and then all drop quite suddenly. This last year, arguably, was one such year.

The many women’s marches, the viral spread of the #timesup and #metoo hashtags, not to mention race awareness movements such as #blacklivesmatter and #rhodesmustfall: this feels like a moment in which long-standing issues are being stirred up and, for the first time in some time, there is mass interest. None of these movements is without complexity, and around each, rightfully, important debates are being had. Does the visibility of Hollywood in #timesup helpfully raise awareness, or encourage progress only among the relatively privileged, detracting attention from the professions and classes in which harassment and barriers to opportunity are worst? Does #metoo shine a legitimate spotlight on predatory behaviours which might until now have been considered borderline acceptable, or does it risk judging in a media circus what is better judged in a court of law? And does #rhodesmustfall bring crucial awareness to the historical (and continuing) oppression that many of our institutions of higher education are founded on, or does it force surface action on matters that appease riled-up student bodies while glossing over the deeper, systemic discussions that need to take place?

But in all of this what is certain is that there is at present momentum around issues of gender and race that universities would do well to attend to. In this effort, in-depth research is an important correlate of media and social media interest in these issues, so that the push for progress is always backed up by real knowledge. The Leadership Foundation strives always to be conducting timely research on race and gender that will prove useful to leaders looking to make real change in higher education contexts.
One example of such research is a recent Leadership Insight report, Silent Witness: Why are women missing from Hong Kong academic leadership?

First and foremost, the report provides important information for anyone looking to make changes in the Hong Kong university system. It is fascinating, for instance, that there is an outright mismatch between what male leaders perceive as the barriers facing women (family issues and work-life balance) and what women academics themselves perceive as the primary barriers facing them (gender bias and lack of opportunity). It is relevant too, and worthy of further investigation, that while cultural factors – such as the widespread belief in East Asian culture that women should not be more successful than their husbands and should not stand out or be aggressive – did surface as significant, there was some disagreement as to just how significant these cultural factors really were.

But reports like this one are also of interest for UK universities as inter-cultural and global perspectives on women in higher education provide important food for comparative thought; in what ways and to what extent do women academics and higher education professionals face the same problems globally? What are the areas in which other contexts might serve as warnings to us? (For example, do leaders in the UK also over-emphasise the role of family and under-emphasise the role of gender bias in making sense of existing inequalities?). And are there yet other ways in which we might learn from other cultures?

Tackling gender inequality always requires a multi-pronged approach – capitalising on mass media interest, producing and acting on high-level research, and making active interventions both at local and systemic levels. One such intervention is the Leadership Foundation’s Aurora programme, a leadership programme, now in its fifth year, designed specifically for women. As well as being hugely helpful for participants, programmes like this help in turn to deepen understanding of the current realities as well as to bring to light areas for further research.

For example, results from the second year of the Aurora Longitudinal Study showed that many female academics and professionals feel that men taking on more domestic responsibility would gradually shift attitudes towards balancing work and family. An interesting avenue for further cross-cultural comparative research might therefore be to look to Sweden, where men and women generally share parental leave (parents only get all 480 days of available leave if one parent takes at least 60 of those days, thus encouraging fathers as well as mothers to take at least several months leave). How does this impact on gender imbalances in the workplace generally and in higher education contexts specifically?

More radically, one might even look at Sweden’s first ‘gender-neutral’ pre-school – where all mention of differences between the sexes (even in children’s books) are avoided, and where children are referred to using ‘hen’, a gender-neutral pronoun (‘hon’ is the Swedish for ‘she’, and ‘han’ is the Swedish for ‘he’) – as a way to reflect on how deeply gendered expectations are ingrained and what a world without such expectations might look like.

It sounds extreme, perhaps, but if 2017/18 has ushered in a new wave of interest in gender, race and inequality, universities are faced with a real opportunity to ride this wave, complementing it with research and practice that goes above and beyond tokenism and seeks to usher in deep and systemic change.

Dr Nicola Sayers is a former research manager at the Leadership Foundation. She is half-Swedish, half-British and has studied both in the UK and the US. Her recently completed doctorate explored the role of nostalgia in contemporary American literature and culture, but she also retains a strong interest in higher education research. She currently resides in Chicago.

Follow @LF4HE on Twitter and on International Women’s Day, March 8, join in with our #HeroinesinHE campaign to celebrate inspirational women in higher education.

LF Members can read the report: Silent Witness: Why are women missing from Hong Kong academic leadership? 

Olympic medalist Cath Bishop: Support networks are vital

Cath Bishop will join us in July 2018 as a guest speaker at the Aurora Adaptive Leadership Skills day in London. Ahead of her talk in London, we asked Cath some questions about her career and progression into leadership.

Firstly, tell us a little about yourself
I am curious and a keen continual student, which is probably why I’ve had some different and interesting career experiences, from Olympic rower, to diplomat, to motherhood, to speaker and leadership consultant, with a few more ambitions still in the wings!

What does good leadership mean to you?
Bringing people with you, inspiring others to do things they didn’t realise they were capable of, reaching others to make a positive difference in whatever world they are engaged.  And I believe in ‘sweating the small stuff’ – small things matter in my opinion, being kind to others, speaking to the waiter as you do to your most valuable client, valuing others’ opinions and taking time to help when you can.

What would be some of the milestones that you think “that’s a point where my leadership changed”?
The moments of biggest failure and biggest success – when I got things badly wrong, I usually learnt a huge amount in the process and grew personally and professionally through the experience, as well as realising that the world didn’t come to an end.  And when things went well, I realised I was capable of so much more than I realised.

What would you say if someone were to ask you, what makes you most resilient
My ability to look failure in the face and find a way to keep going and keep learning.  I think I am also really self-reflective and probably too self-critical, but the upside of that is that I am always willing and proactive in finding ways to improve and develop myself.

How important do you think mentors, role models and networks are in supporting women’s leadership?
Support networks are vital.  And it’s best for those networks to be as diverse as possible, with people who know you well and are on side, to those who have something to offer that’s new and different, across personal and professional worlds.  I didn’t have one specific mentor or role model, I took lots of things from lots of different people, some I met up close and knew well, some I observed and learnt from, others I read about in books and adapted what I read to work for me.

How can initiatives like Aurora help women and their organisation achieve their potential?
Initiatives like Aurora are so valuable for providing additional networks with all sorts of people with hidden powers you might never have come across. Offering new ways of learning from each other and learning together, different perspectives of looking at the world, and more people who are ‘on your side’ beyond your immediate circle.

Thinking about your career and experiences, what advice would you give your younger self?
To stop worrying about failing – I have always faced failure with courage and found ways to pick myself up and move on, but I wish I had wasted less time beating myself up within that process, and just held my head up high and moved on more quickly.  I would also advise myself to be bolder, to aim even higher and believe in myself, rather than waiting for there to be lots of evidence and lots of people believing I could do it – I needn’t have waited for that.

Finally, do you have an inspiring woman leader, and if so, who?
I had the privilege of rowing and training and developing a lifelong friendship with Dame Katherine Grainger who is one of the best sporting role models I have ever come across, who showed grace, positivity and perseverance in unbelievable amounts time and time again.


Cath Bishop is a former Olympic Rower and diplomat. While working at the Foreign Office she lived and worked in Bosnia and Iraq. After 10 years as a rower and 11 years at the Foreign Office, Cath set up her own leadership and team performance consulting business.

Aurora is the Leadership Foundation’s women-only leadership development programme. Aurora was created in 2013 in response to our own research which highlighted women’s under-representation in senior leadership positions and identified actions that could be taken to address this.

Dates, locations and booking for Aurora 2018-19 will be available soon. 

Our mentorship journey Siobhan Atherley and Kerry Jordan-Daus

Siobhan Atherley is a senior lecturer at Canterbury Christ University who took part in Aurora London in 2017. Her mentor, Kerry Jordan-Daus is head of UK and International Partnerships and is on the Canterbury Christ Church Athena Swan Senior Implementation Team and the Faculty of Education Athena Swan champion. Here they take the time to reflect on their experiences and learnings as a mentor and mentee. Their relationship demonstrates conversations can provide clarity and motivation in facilitating learning and development.

Siobhan: Black

Kerry: Purple

Siobhan: I am a senior lecturer with many years experience working in higher education institutions with a range of multi professional health and social care undergraduate and post graduate students and learners. This also included working as a tutor in the Open University and as a non-medical general practice programme director in a Deanery.

I applied for Aurora as I thought it would be an opportunity to help me navigate my way in my professional career and become energised as I was feeling ‘stuck’ in my career. I felt a lack of momentum which I recognised as a hindrance in my motivation to move forward into leadership positions. For me leadership isn’t about being in charge but about being a visionary and enabling different perspectives to be shared, in bringing together talents and ideas from others. In order to shape ideas and influence change I felt that I needed to gain a leadership role but I felt stuck, and hoped that Aurora would help facilitate the personal development I needed. My successful application to Aurora gave me the learning space to reflect and challenge and start to examine how I would integrate my prior knowledge, new knowledge and future knowledge into my work as an academic.

Kerry: I am an experienced senior leader in the university’s Faculty of Education and a member of the university’s Senior Leadership Group. I am new to mentoring Aurorans but I do have significant experience of mentoring as part of my professional role as a teacher educator.

I have undertaken a number of professional development courses to support my own learning as a mentor and coach. Most recently I completed a Manager as Coach Staff Development programme through our university. I am a Department for Education designated coach and currently coach two school leaders. I find coaching to be professionally enriching. I am in a place in my own professional life where I feel I can share my own leadership journey, but I am also in a place where I want to continue to learn and grow as a leader so being a mentor and coach is also about my own learning.

I am a member of the university Athena Swan Senior Implementation Team and the Faculty of Education Athena Swan champion. I am currently completing a Doctorate in Education Leadership with a focus on gender and authentic leadership so mentoring Siobhan seemed like the right fit.

Siobhan: Due to ill-health my first mentor was unable to continue in the role. This was a great loss to me as I find her vision and articulation of the position of women in society including the workplace energising. I was grateful to her visual image and description of ‘sweeping rubbish away’ when I discussed how stuck I was feeling. It gave me permission to do just that and how important it is to move forward in a positive way. The absence of a mentor for a significant part of Aurora contributed to some of my frustrations but I was determined to get beyond this.

I realised how important the mentor was in the Aurora learning and professional development process and I chased for a replacement. Kerry was my second mentor and we met when the programme ended. The meetings took the shape of constructive coaching conversations facilitated by Kerry. With these coaching sessions, my ideas took shape, my energy increased, and I determined to change my views. I got out my broom!

At our first meeting, I admitted to Kerry that I was tired of feeling professionally stuck. For me this was a brave admission as being open might not be seen as a positive strength. I think self-awareness is important and I know many of us are wary of being honest.

Aurora set out an excellent session on a holistic presentation of ourselves. A common theme was that women are not forth coming in expressing their views in meetings for example and that confidence and assertiveness is an issue. Kerry my mentor was not judgemental and provides a space for honest reflection on thoughts and feelings and a solution focused approach to developing skills in for example assertiveness and confidence.

As busy academics, protected time for reflection is vital in maintaining flexibility and Aurora provided this space. Now, mentorship provides a support system and a vehicle for me to critically reflect on my scope of work both as an individual and as a team member. The first meeting was crucial in setting the scope and objectives for enabling me to help myself, feel more in control of where I would like to go, and how I would do this.

I believe passionately in the impact Action Learning Sets can have and although ours was less effective (we only met once perhaps owing to our geographical spread), I have continued to meet with one of the members of the group. I see this informal networking as a real benefit of Aurora.

Kerry: I met Siobhan at the end of her formal Aurora Programme. It was evident to me that she had really engaged with the messages and was determined not to ‘sit’ and wait but to put herself out there. But at that first meeting I heard her frustrations but I also heard her determination. Using the GROW Coaching Model enabled me to support Siobhan to see that there were options and that it was in her grasp to do something to secure the leadership role that she really aspired to. 

I really enjoyed the opportunity to put into practice some of the new techniques that I had been introduced to as part of my own coaching programme and I encouraged Siobhan to evaluate my mentoring/coaching approach.

Research into women in leadership (Blackmore and Sachs, 2007, Coleman 2011, Fitzgerald 2014,) highlight the diversity of women’s leadership life trajectory. Both Siobhan and I spent our first meeting talking about our lives. Work is important to both of us. It gives us a sense of identity. But our stories do not follow a neat pattern. Families, children, health all impact on our journeys. We talked about these experiences as empowering and not limiting. We found ourselves going back to history and reflected on those women who are ‘hidden from history’ (Rowbotham 1973) as our heroines.

Siobhan: It was energising discussing with Kerry the influential work undertaken by women writers and researchers in the past that we both had read, and how their reflections continue to be relevant today. For example we talked about Ann Oakley who explored women’s work both paid (the public sphere) and unpaid (in the home). I felt a sense of connection with my mentor discussing women’s literature as this aspect of women’s history in literature can be neglected and unknown. Certainly there is debate around the word ‘feminism’ and its current relevance. It would be useful to explore the juxtaposition between academic, current social and historical definitions of the private and public sphere of women and work in society, and apply to leadership in general.

Since I completed Aurora I have been appointed as cohort coordinator for the medically themed MSc pathway for clinical fellows in the Institute of Medical Science. I have also led a project to include a range of health and social care professionals in practice education and I am now part of a project exploring the facilitation of learning in the workplace for all learners across all levels and programmes. Finally, I have been invited to contribute to a proposed book exploring practice learning and I am planning to apply for Senior Fellowship of the Higher Education Academy. Within less than a year I have achieved some of the leadership space that I aspired to at the beginning of the process.

Kerry: Our mentor/mentee relationship is built upon honesty and trust. This continues to grow which is a natural part of the process of development. We have continued to meet, and the mentoring continues in an informal way. Perhaps it’s not mentoring anymore but I like to think I am providing ongoing professional support and a bit of space, which we all need and pretending otherwise feels dishonest. Both Siobhan and I are committed to our own learning and the relationship has enabled us to both continue to learn and grow as leaders. For me, it has also been about my learning as a coach and a mentor.

Siobhan: Putting together this blog has been another significant part of our developing mentee/mentor relationship – providing scaffolding to support reflection and reflexity.  Kerry and I continue to meet – I think this could continue for sometime!

Siobhan and Kerry’s blog post forms part of our mentor and mentee blogs. There are two more currently online: 


Aurora is the Leadership Foundation’s women-only leadership development programme. Aurora was created in 2013 in response to our own research which highlighted women’s under-representation in senior leadership positions and identified actions that could be taken to address this.

Dates and locations for Aurora 2017-18 are available here.

This year we are encouraging Aurora mentees and their mentors to attend the Aurora Conference 2018 on Thursday 7 June. Book now. 

Why Leadership Matters

Christine Abbott is a facilitator of Leadership Matters, the Leadership Foundation’s programme for senior women in higher education. Christine has has spent almost all her career in higher education, most recently as university secretary & director of Operations at Birmingham City University. Here she considers how women can achieve senior roles in the sector and how Leadership Matters can support this.  

It is often said that success, in any walk of life, is less about what you know, than who you know. In our now extensively connected world this is increasingly true. Nevertheless good networks alone are rarely enough. Certainly successful leadership requires the ability to engage with people, to understand their motivations, and to recognise and develop their talents. But in addition, a sound bedrock of knowledge and experience are also needed. However the work environment is now so complex, and in such a state of continuing flux, that claiming to know enough to fully understand one’s organisation can seem a fanciful statement.

The tube map of universities

Navigating the current higher education sector, or even one’s own University, can sometimes feel more like travelling in the London underground than following the A to Z. A tourist in London might go down into the tube at Marble Arch, and pop back up at Westminster, and recognise the landmarks in both locations; but they may have little idea of the route between the two places, or what sits above ground as they travel through the tunnels. In our Universities this feeling of limited understanding can become a particular concern when colleagues move from one role to another, or from one department, faculty or service area to another. Moving between institutions or gaining promotion can exacerbate that consciousness of the blocks or blind spots in our understanding.

Why Leadership Matters

The aim of the Leadership Matters course is to fill in some of those gaps in understanding and knowledge, by looking at the frameworks – the strategic, financial, and governance frameworks – within which our institutions operate. Participants on previous cohorts have often been those who have gained promotion to middle or senior management positions, which bring them, perhaps for the first time, into a broader University arena, and feel there are gaps in their understanding of how the whole University entity fits together and functions.

The programme aims to help participants to get to grips with how their University operates, how it takes critical decisions, and the financial, legal, and reputational considerations that impact upon its decisions.

Module one, which is led by Gill Ball and myself, aims to ‘humanise’ some potentially dry topics, such as funding and finance, governance and decision making. Through practical small group work there will be plenty of opportunity for hands-on learning. Module one also includes a session led by a senior woman leader from the sector, on ‘navigating the organisation’. This session links the organisational perspective with the individual and personal, and provides the bridge into the Action Learning Sets and module two.

The second module, which is led by Rachael Ross and Sally Cray, focuses more closely on how to develop the personal impact necessary to be successful as a senior woman leader.

Impact of the programme

Leadership Matters is now being run for the eighth time, and from the outset the Leadership Foundation was keen for the programme to be women-only. The programme director, Rachael Ross, and the programme leaders have discussed a number of times the rationale for this, since as concerns module one, the topics discussed, and the approaches used, are gender neutral. Our conclusion, which has been reaffirmed after each of the cohorts that we have led to date, is that the women-only aspect of the programme enables a particularly rich and reflective quality to the discussions. This is most notably the case in the Action Learning Sets, and in module two of the programme, as colleagues draw upon their personal experiences of leadership and their leadership journey. As programme director Rachael Ross says: “We find that our senior delegates value a women-only programme. They are able to deepen their understanding of these key topics in an open, reflective way, challenge themselves to “claim” their unique leadership approach, and build a supportive network of women leaders right across higher education.”

It is the blend of the broad organisational perspective with the personal that makes this programme special.

At more junior levels in one’s career, the concern is primarily to be able to provide the answers to the questions you are asked. The more senior your role, the more important it becomes to know the questions to ask, how to ask them, and to whom those questions can and should be addressed. The Leadership Matters programme is designed to help female colleagues to identify both the questions, and the audience for those questions, and so to develop their confidence and effectiveness in their leadership roles.


Leadership Matters will be taking place in  Manchester and Bristol in Winter, and Spring respectively in the next academic year. For more information and to book a place please click here.

Core stability – the journey towards work/life balance

Professor Shân Wareing is pro vice-chancellor for Education and Student Experience at London South Bank University (LSBU) and a professor of Teaching in Higher Education. She recently spoke at Aurora in London and Edinburgh about her personal experience as a senior female leader during Power and Politics. Shân has also recently spoken at Leadership Matters and Preparing for Senior Strategic Leadership. Here, she reflects on her work life balance which formed part of her talk at Aurora this year.

“How we spend our days is how we spend our lives”
(Anne Dillard, quoted in Scott 2003, p80)

Like most people, there are plenty of times I don’t feel I’ve got my work/life balance right, but perhaps strangely, it was worse when I was a lecturer completing my PhD than now when I have three children and more senior job. Along the way, these are some of the ideas and habits that have helped me.

Know your purpose
To work out what balance is right for you, and how to achieve it, you need to be clear about what you want to achieve in life, what your purpose is. In one of my first jobs, a senior colleague had a poster on his wall that said “No one on their death bed wishes they’d spent more time in the office!” and I thought “Hmm, but perhaps I’ll wish I’d achieved more!”  Imagining myself in old age, reflecting on what might cause me to feel pride or regret helped me identify what mattered to me. Being very clear about what is important to you helps you allocate your time and keep things in proportion. That sense of proportion is vital to regulate our emotional response to events at work, which in my experience exact a heavy toll on me if I feel I am living out of alignment with my sense of purpose.

Planning is key
If you know where you’re heading, you can make a plan. And a plan allows you to identify the best opportunities for you, to estimate if you can take on new work without having a melt down, and to prioritise and selectively ignore things.  This is important to protect you from being buffeted by every policy whim, incident, metric, new piece of research, sector panic, and so on. Having a plan helps you spot if you are drawn off your plan too much by fire fighting. I always assume that up to 10% of each day or week will be spent in emergency unplanned reactive activity, but if it starts to increase regularly beyond 10% I need to change my plans to focus more on eliminating the causes of the fire fighting.

The 80:20 Principle
I’ll always have too much work, and probably so will you! In the endless tail of work that is never totally cleared, I have an arbitrary self-imposed cut off point. To minimise the distress of never ticking off everything on my To Do list, the 80:20 principle helps.  If 80% of the benefit comes from 20% of my work and I am fairly sure I’ve done the important 20%, I can go home a bit earlier. Looking at my To Do list regularly from an 80:20 perspective is also important to avoid the feeling that I need to be busy to feel productive. Needing to be busy is the enemy of work/life balance!

Work with and for your team
When the work suddenly piles on, it is easy to feel too busy to talk to people, and I have to fight this instinct! In a management role, and many other roles, people are the job, not an inconvenient extra. The better my team relationships, the more adept my teams are at handling their everyday work and sorting out anything unexpected, which means fewer unpleasant surprises for me. I have found I have a better work/life balance as a manager by talking and listening to my teams. Also working though others is a chance to increase their capability so a win-win for everyone. I could work five hours extra every week but it’s worth a lot less to the university than if I can enable a team of staff to be 10% more productive. To be effective, delegation needs to be in the context of purpose and planning, not random or opportunistic. The better I plan and the higher functioning my teams, the less random rubbish happens, and the earlier we all go home.

Avoid emotional leakage
A lot of stress and unnecessary work comes from emotional leakage – anxiety, fear, hostility, resentment  triggered by projects and people. Work/life balance is not just about what you choose to spend time on, it’s also about how you feel about things. As far as humanly possible it helps not to sink emotion into stuff where it can’t have any positive effect.

Be in the habit of taking care of yourself.
I noticed in pregnancy that what I ate one day had an effect on my mood the next day (protein and vegetables, good; only chocolate all day, bad), and I decided this was probably an exaggerated version of what happens anyway, so I tidied up my eating habits a bit (aiming to avoid chocolate-only days). And I also notice exercise helps my will power.  When I exercise, I’m better able to make myself do stuff I don’t want to do.

Invest in your own growth
Seek out development opportunities that take you in the direction you’re heading.  However experienced and senior you become, you never stop needing to learn. ‘Sharpen the axe’, Stephen Covey calls it.  And to lighten cognitive load (ie fewer things to think about or make decisions about), it really helps to have habits and routines. Barak Obama is reported to have said “You’ll see I wear only gray or blue suits. I’m trying to pare down decisions. I don’t want to make decisions about what I’m eating or wearing. Because I have too many other decisions to make.”

Look for happiness
Another tip from maternity leave and days where it seemed like nothing got done is to remember to pat myself on the back for what I have achieved, not beat myself up for what I haven’t.  Dwelling on what is good about my professional and personal life isn’t about being smug or complacent – it is a necessary exercise in order to sustain optimism for vision and planning.

I still get bad days when it all gets too much, but not so much, and falling back on these principles helps. And for the very impatient readers out there who skimmed to the end, the super-efficient version is: (1) work out what matters to you and do that; and (2) count your blessings.


Further reading
Scott, Susan (2003) Fierce Conversations. London: Piatkus
Covey, Stephen (2004) The 7 habits of highly effective people. London: Simon and Schuster

About Aurora
Aurora is the Leadership Foundation’s women-only leadership development programme. Aurora was created in 2013 in response to our own research that shows that women are under-represented in senior leadership positions and identified actions that could be taken to change this. Since Aurora began in 2013 we have welcomed 3,477 women from 139 universities and sector bodies, with 1029 women attending in 2016-17 alone.

The Aurora Conference- Thursday 7 June 2018
We are delighted to be launching our fourth Aurora conference.

Participants include, but are not limited to:

    • Aurora participants (current and alumnae)
    • Aurora champions
    • Aurora role models
    • Aurora mentors
    • People working in/leading equality and diversity

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Demystifying Finance – Wednesday 18 April 2018
For women in higher education who want to improve their understanding of finance in higher education and develop financial management skills.

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Leadership Matters
Leadership Matters is our programme for senior women leaders in higher education and will be taking place in Manchester and Bristol in Winter and Spring respectively in 2018. For more information and to book a place please click here.

Preparing for Senior Strategic Leadership
Preparing for Senior Strategic Leadership is one of our most highly regarded programmes. It will take place once more this academic year:

PSSL Summer
Application Deadline: 8 June 2018
Programme Dates: Tuesday 19 – Friday 22 June
Location: Manchester