As a society we’re seeing rapid changes, especially in technology, that impact how we live, work and learn. Higher education institutions have needed to reevaluate their priorities and adapt to this new environment. Strong, diverse and skilled leadership to drive change is more important than ever – and strategic technical leaders can play a key role.
These relative new positions in the sector bridge the gap between organisational goals and technical capabilities. They champion their teams, drive innovation and collaboration.
Technicians are critical to teaching, research and innovation and there is an increasing demand for strategic technical leaders in universities to strengthen and develop this vital workforce, helping institutions to thrive in this ever-changing landscape.
Filling the technical leadership gap
Historically there has been a leadership gap for technicians in higher education institutions, with their roles often being capped at lower levels, meaning a lack of representation in strategic decision-making.
In recent years this trend has been reversed, with several institutions appointing strategic technical leaders. At first glance, HESA data indicates that 45 per cent of UK HEIs have a strategic technical leader in position, which – while not ideal – at least illustrates a promising improvement.
But given this figure is based on those institutions that opt-in to submit data to HESA for their non-academic staff, the number of senior strategic technical leaders is potentially far lower than the statistics suggest. Conversely, the HESA statistics also do not account for strategic technical leaders who are operating at lower levels in institutions.
Variation across remits and institutions
Data from existing strategic technical leaders (published in the report Strategic technical leadership: advocacy, empowerment and transformation) revealed variations in these roles between institutions, particularly around responsibilities, remit and seniority.
As relatively new roles in the HE landscape, they are still evolving. Institutions establishing these roles have often defined the scope with limited reference points, resulting in positions being shaped around individuals or tailored to specific priorities. While some inconsistencies are to be expected, greater consistency in defining the remit and responsibilities of these roles would be beneficial.
There’s an opportunity to guide the integration of strategic technical leaders into leadership structures. This would not only support their effective implementation but also ensure continuity, which is critical for their long-term impact and sustainability.
Defining the role
Previously undefined, our report proposed the following definition of a strategic technical leader:
An empowered decision-maker who aligns the technical workforce with the institution’s long-term goals by anticipating future needs, advocating for technicians, and shaping policies that impact both technical staff and the broader organisation. They play a pivotal role in strategic planning, particularly in areas such as workforce sustainability, skills development, and investment in technical resources, while ensuring technicians have access to meaningful development opportunities.
Acknowledging that the definition and roles of strategic technical leaders are still evolving, their benefits are already clear, bringing significant advantages to their institutions, technical staff, and the wider higher education sector.
Strategic technical leaders are vital for aligning technical operations with university strategy, offering significant benefits to institutions, technical staff, and the wider higher education sector. Their holistic view of technicians’ roles across teaching and research ensures consistency in opportunities, operations, and experiences. By fostering the development and application of technical skills, they drive efficiency across the institution.
Working as changemakers
Input into the university’s overall strategy ensures sound investments in equipment and facilities while reducing inefficiencies and duplications of equipment, resulting in cost-savings. Where responsibility for the technical portfolio of activities is integrated into the executive level of the institution, our report indicated wide-reaching benefits internally and externally.
Strategic technical leaders who are embedded within the higher level of the institutional decision making act as important changemakers for the technical community, advocating for representation in decision-making.
Improving the visibility of technicians is vital for improving the long-standing lack of recognition and visibility technicians have endured. The results can be far-reaching with evidence suggesting improved results in two often challenging areas associated with technical careers – recruitment and retention.
Embracing and influencing change
The focus of the strategic technical leader’s role extends beyond the boundaries of their own organisation – they also have an important externally-facing role. The strategic leaders we spoke to highlighted the importance of their external networks, for developing opportunities for collaboration and sharing of best practice to benefit their home institutions.
Beyond this, strategic technical leaders are well placed to engage with bodies that advocate for technicians such as the UK Institute for Technical Skills and Strategy and the Technician Commitment.
Their influence reaches other important networks such as policymakers, professional bodies and sector stakeholders where they can influence sector change, an approach that was recommended in the TALENT Commission report.
To work at their optimal, universities need innovative and collaborative leadership that represents the entire workforce. It is time that technicians and the vital work that they do is represented in university leadership. Investment in these roles not only supports the development of an institution’s technical teaching, research and operational efficiency but safeguards future excellence.
