To sustain Higher Education, staff working within it need to be sustained. Anna argues that we have a growing problem with how staff feel about working in higher education: they are no longer fulfilled and it matters.

Many Higher Education employers have strategies in place for retention and engagement, but are they effective? Is there something we can learn from looking at other organisations and the approaches they take to staff retention and engagement?

In this session, Anna will share examples of radical approaches being taken by progressive organisations across the globe and have a conversation about what we can adopt or adapt in our places of work. You will creatively think about work in higher education could look like if we took the view that work should be fun.

This session is most suited to Mid-level managers who influence a diverse range of individuals across their institution and work to develop others.

This session embodies the following areas of the AHEP Professional Framework: Engaging in the Wider Context and Empowering Professional Development

– By the end of this session, delegates will be able to form a view about the quality of work in higher education and whether it is sustainable

– By the end of this session, delegates will be able to start exploring alternative approaches and bring them into higher education as new ideas

– By the end of this session, delegates will be able to expand on the ideas and continue discussion in their institutions and networks

UK higher education has undergone unprecedented levels of change and diversification. The management and leadership of HE has evolved and expanded to meet these challenges. HE institutions need professional services staff who command a wide range of skills and knowledge and are competent in applying their experience in a complex professional environment.

In tough financial environments, the first thing organisations often do is reduce the operating budget, frequently in the form of available funds for L&D. We argue that this is the last activity that should be cut. For HEIs to become more agile and change ready, they are more reliant on their knowledge assets than ever before, both in becoming more efficient and effective, ‘doing more with less resources’ and being able to evolve and change with our external environment. This requires us to challenge our modus operandi and change our ways of thinking and doing, that enable us to meet these challenges.

This session is suitable for all. This includes: Senior managers and leaders in search of fresh ideas who influence a diverse range of individuals, both within and outside the institution, mid-level managers who influence a diverse range of individuals across their institution and work to develop others, established professionals who influence colleagues in their area and stakeholders and graduates and early-career professionals who are building their knowledge and networks.

This session embodies the following areas of the AHEP Professional Framework: Empowering Professional Development

– By the end of this session, delegates will be able to identify and evaluate the challenges that we face in the HE landscape

– By the end of this session, delegates will be able to identify and evaluate the opportunities this presents – why learning and development is at the heart of the future of work

– By the end of this session, delegates will outline the value and currency of the MSc Higher Education Management and Leadership

There is often a great emphasis on economic and environmental sustainability with a limited focus on social sustainability. Social sustainability in HE is about addressing the needs of communities and society through different initiatives. The perceived social contract between universities and the taxpayer means that institutions often need to justify their public spending through economic and social benefits for individuals and the wider society. This principle of value for taxpayers is heavily emphasized in the Augar review. The civic university and the extent of its social impact are dependent on funding which is difficult to secure during financial instability.

Social sustainability in higher education is a very broad topic which involves various stakeholders. The session will specifically focus on the opportunities and challenges in this area. In the session, Jennifer will present her experience of working at a university law clinic as a case study. Through facilitated discussion, delegates will have the opportunity to discuss the big questions surrounding social sustainability in HE. Delegates will also be encouraged to share their own experiences and discuss potential ways to address the barriers to achieving social sustainability in HE.

This session is most suited to Established professionals who influence colleagues in their area and stakeholders

This session embodies the following areas of the AHEP Professional Framework: Demonstrating Responsible Practice and Personal Integrity and Engaging in the Wider Context

– By the end of this session, delegates will explore the social role of the university and how this relates to their role as HE Professionals.

– By the end of this session, delegates will evaluate social sustainability in HE– the opportunities and challenges in relation to their institution and the wider sector.

– By the end of this session, delegates will explore potential ways to address these challenges in their own institutions.

This session presents a case study of Arden University’s journey to tender, procure, design, and implement its first fully digital, online exam platform in under 12 months. The COVID-19 pandemic significantly accelerated changes in higher education, including shifts in exam delivery. During this period, we transitioned some face-to-face exams to open-book, time-controlled online assessments. While some PSRBs (Professional, Statutory, and Regulatory Bodies) embraced these changes, others were less receptive, insisting on a return to traditional invigilated exams that ensure student identity and unaided work.

At Arden, we were initially relieved to no longer manage global exam delivery for our Distance Learning students or struggle to find on-campus exam capacity. However, one specific PSRB mandated a return to invigilated exams for certain assessments. By Spring 2023, we had nine months to either revert to our old exam processes or find a new, more efficient and sustainable solution.

In the face of this challenge, we sought a modern, tech-driven approach to exam delivery that would align with Arden’s identity as a digital-first university, provide a positive student experience, and meet sustainability goals—all while satisfying PSRB requirements. This session will share the key insights we gained from implementing a digital exam solution within a limited timeframe.

We will explore the cultural shifts experienced by both staff and students, the successes of our new approach, and the challenges posed by the software’s usability. We’ll also reflect on how our initial expectations for student behaviour during online invigilation sometimes conflicted with real-world use of the technology. Finally, for a bit of fun, we’ll engage attendees in an interactive game of “how not to behave in your online exam,” highlighting some of the more surprising misunderstandings students faced during remote invigilated exams and the importance of clearly communicating exam etiquette.

Join us for an engaging session filled with practical lessons and a light-hearted look at the realities of transitioning to online invigilated exams in higher education.

This session is most suited to Senior managers and leaders in search of fresh ideas who influence a diverse range of individuals, both within and outside the institution, Mid-level managers who influence a diverse range of individuals across their institution and work to develop others and Established professionals who influence colleagues in their area and stakeholders.

This session embodies the following areas of the AHEP Professional Framework: Being Agile and Adaptable and Delivering Service Excellence

– By the end of this session, delegates will have a clear understanding of how to successfully tender, procure, and implement an online invigilated exam system that meets both institutional goals and accrediting body requirements.

– By the end of this session, delegates will get insights into the importance of securing institutional buy-in—both culturally and financially—when introducing large-scale digital solutions in assessment delivery.

– By the end of this session, delegates will have a recognition of the potential environmental and financial advantages of digital exams, reinforcing the value of continued innovation in higher education assessment practices.

As we continue to face resourcing challenges some institutions are seeing cuts in central service functions such as marketing and communications, which means professional services departments are having to develop and implement communications strategies. Many of these departments do not have dedicated resource for this activity, so adapting can be rather daunting and seemingly time consuming. Equally colleagues may have limited experience or expertise in this area. However, by making small changes and learning some simple communications tips and techniques you can produce engaging digital communications for a more sustainable future for your long term communications needs. 

In this interactive session delegates will get the opportunity to “have a go” at developing a communications plan for their team using a simple template which will be reviewed in small groups and feedback offered in a respectful safe environment.

This session is particularly aimed at professional services colleagues who regularly need to engage and communicate an offer or service to the wider institutional community.

This session is most suited to Mid-level managers who influence a diverse range of individuals across their institution and work to develop others and Established professionals who influence colleagues in their area and stakeholders

This session embodies the following areas of the AHEP Professional Framework: Empowering Professional Development and Working Together

– By the end of this session, delegates will have been given the tools and guidance to know how to start to build a communications plan. Including a communications planning template to take away.

– By the end of this session, delegates will be able to confidently create communications using persuasive writing tips and techniques.

– By the end of this session, delegates will be able to support their colleagues with team communications.

A common perception is that Higher Education doesn’t change. Some universities are among the few institutions that have retained their corporate existence since before the Reformation. We also have a slight tendency to imagine a golden age when things were better. However, the history of higher education shows us that we have actually changed significantly, and there no better examples than the way we have opened access to a wider and wider group of students.

In this session we will look at the development of the sector from near mythical origins. The first European universities were very different places: we’ll start by looking at a model that had the students in charge.

There are points where the sector’s sustainability has been under particular challenge and knowing that the sector has come through that is an important part of how the sector has changed. At some points the change has come from universities themselves and some points it’s been driven by external factors. Interaction with government is a theme – at various points the state has considered the autonomy of universities in very different ways.

We will also look at how the different national systems within the UK have diverged, a particular example is how Scottish universities set the model for the 20th century pattern of civic universities.

Knowing where we have come from is important to understand how we can change in the future. Professional Services staff play a key part in shaping change and keeping our institutions sustainable. The session will situate our current challenges with those in the past, better enabling colleagues to play a full part in discussions of our futures

This session is most suited to Graduates and early-career professionals who are building their knowledge and networks

This session embodies the following areas of the AHEP Professional Framework: Engaging in the Wider Context and Empowering Professional Development

– By the end of this session, delegates will understand the key themes in the history of higher education in the UK.

– By the end of this session, delegates will understand the role of change in shaping our contemporary sector.

– By the end of this session, delegates will understand some key concepts in how the sector has faced sustainability challenges in the past.

Hate speech is on the rise. Its threat grows daily. Increasingly, reports of hate speech enter our daily news, researchers make it a focus of study, legislators create laws to protect us from it, and people fall victim to it. The sites of conflict which hate speech creates are difficult and confused. Such language does not languish on the extremes of accepted discourse occasionally breaking through at accidental points of destructive horror. Instead, it stalks the foundations of discourse, relentlessly seeks power, and infiltrates institutional frameworks, in order to continually promote violence and division. Hate speech is condemned and yet, it thrives, casting a growing shadow over our spaces of communication.

Higher education has found itself in the eye of the storm where language, policy, politics, regulation and institutional structures clash. This session will look at how the current concepts of free speech and hate speech have evolved. Using cultural theories and real examples we will consider if the established and conventional structures in HE give these appalling utterances opportunities to inflict harm, and if they can what we can do about it. When we think about creating sustainable institutions for the future we must also think about our role in wider society, and how we can challenge one of the most devastating harms our students and staff can fall victim to. To do this we must be brave enough to look at our own institutions, challenge traditional approaches and understand how our own roles and areas of influence can ensure we provide the inclusive, diverse and safe environments for our communities that we strive for.

This session is most suited to Mid-level managers who influence a diverse range of individuals across their institution and work to develop others

This session embodies the following areas of the AHEP Professional Framework: Demonstrating Responsible Practice and Personal Integrity and Engaging with the Wider Context

– By the end of this session, delegates will gain an overview of hate speech definitions and approaches to its regulation.

– By the end of this session, delegates will be able to explain how institutional structures can allow hate speech to inflict harm and how these structures can be influenced and changed.

– By the end of this session, delegates will be challenged to consider how you can make positive and sustainable change in your own role to effectively challenge hate speech.

This interactive session will provide a comprehensive and thought-provoking range of insights into contemporary internationalisation issues and opportunities. It will allow delegates to discover more about what is Internationalisation at Home (IaH), its relevance to current HE agendas, and how it applies to their own roles and what can they do to support this. Delegates will be introduced to the IaH Handbook which was published in January 2024, through UUKi, with contributions and case studies from a range of institutions across the sector. During the session, delegates will be supported to workshop the enhancement of their own practice through the IaH Development and Evaluation Cycle which features in the handbook.

While we already recognise the important and transformative function of study abroad, we assert that IaH offers a unique and accessible opportunity to build intercultural competencies. Developing intercultural capabilities without physical mobility promotes inclusive internationalisation in higher education by empowering student groups that are traditionally underrepresented. This provides an accessible alternative for students who cannot take part in traditional overseas mobility experiences due to financial constraints, family obligations, health issues, or other restrictions. IaH also promotes sustainable development in line with the UN Sustainable Development Goals such as inclusive education and partnerships. In contrast to resource-intensive overseas travel, IaH provides environmentally sustainable global learning opportunities.

Although the unique benefits of IaH are characterised by their local accessibility, IaH offers an essential nurturing and supportive function for international students participating in in-bound study abroad experiences. On-campus IaH activity can ease the transition, creating welcoming communities that celebrate diversity. In addition, IaH allows domestic students to experience other cultures and act as cultural ambassadors.

Universities are operating against a backdrop of developing environmentally sustainable practices, widening participation from traditionally under-represented backgrounds in global activities, financial pressures, and ensuring inclusivity and belonging amongst its student cohorts.

Recognising that our campuses are already a place of diversity and the benefits that international students provide, IaH is an ideal approach to bring international dimensions to our university experiences.

This session is most suited to Established professionals who influence colleagues in their area and stakeholders

This session embodies the following areas of the AHEP Professional Framework: Working Together and Engaging with the Wider Context

– By the end of this session, delegates will be able to gain a clearer insight into your own range of Internationalisation at Home activities and reveal opportunities for enhancing what you offer to benefit your students.

– By the end of this session, delegates will feel empowered to raise awareness with your own colleagues and networks and appreciate your own influence to have an impact.

– By the end of this session, delegates will expand your understanding of IaH by exploring further the resources and documents referenced during the session.

There is an acknowledgement that the sector is facing financial strains and many universities do not have the ability to fund a large amount of training programmes.

This session will enable participants to think about professional development in a different way outside of the traditional didactic method and explore alternative ways to develop themselves and their teams.

The proposal will centre around professional development for staff within the HE sector focusing on sustainability in terms of cost, travel and the environment.

The session will begin with a view on what the attendees understand and define professional development. The presenters will then discuss different types of professional development, how staff can gain an understanding of different areas of universities and how this can help with their role and career trajectory. Focusing on accessible and simple ways to develop themselves and their team without cost and environmental impact, the session will focus on ways to get involved in university activities that don’t commit a huge amount of resources or time if this is limited. It will also cover ways to engage your manager with your own professional development and offer tips and advice on how to approach this conversation through the PDR process and 121s.

This session is most suitable for all. This includes: Senior managers and leaders in search of fresh ideas who influence a diverse range of individuals, both within and outside the institution, mid-level managers who influence a diverse range of individuals across their institution and work to develop others, established professionals who influence colleagues in their area and stakeholders, and graduates and early-career professionals who are building their knowledge and networks

This session embodies the following areas of the AHEP Professional Framework: Being Agile and Adaptable and Empowering Professional Development

– By the end of this session, delegates will understand the different types of professional development options outside the traditional programme or training course.

– By the end of this session, delegates will review the types of professional development they would like to develop themselves and their team

– By the end of this session, delegates will commit to an action that links to their professional development, eg. Reviewing current provision, requesting time to undertake development or supporting staff members with their development

Student success, whether defined as continuation, completion or on-time graduation, is a laudable aim shared by governments, universities and students alike. Governments establish regulatory and policy contexts to measure and scrutinise universities’ efforts to ensure student success (Atherton et al., 2023). Students most commonly define student success as “Not giving up”, “having that piece of paper” and “the ability to keep going despite any challenges” (O’Shea, 2020, p. 30-31). Whilst each student’s definition of success may be different, they are mostly built around this idea of completing the degree that they started. Individual institutions are also motivated financially to maximise the proportion of students with successful outcomes. This is especially important within the context of UK higher education, where real term cuts to the income that universities receive for each domestic student, along with other external factors, are placing extreme pressure on university finances (Universities UK, 2023; Williams, 2024). This overbearing pressure of austerity on universities may lead to institutions placing more importance on successfully retaining students, however, it may also lead to cuts or reductions in support provisions which leads to reductions in students’ successful degree completion.

This exploratory workshop will dive right into the heart of the overall conference theme: ‘Is Higher Education, As We Know It, Sustainable?’ and provide an interactive opportunity for attendees to discuss how the challenging financial climate faced by most universities is influencing their efforts to encourage student success.

This session is most suitable to all. This includes: Senior managers and leaders in search of fresh ideas who influence a diverse range of individuals, both within and outside the institution, mid-level managers who influence a diverse range of individuals across their institution and work to develop others and established professionals who influence colleagues in their area and stakeholders

This session embodies the following areas of the AHEP Professional Framework: Being Agile and Adaptable and Delivering Service Excellence

– By the end of this session, delegates will be better understand the challenges and opportunities towards supporting student success during a time of financial challenge.

– By the end of this session, delegates will be able to better articulate how their own work is affected by, and contributes to, the financial climate of their institution.

– By the end of this session, delegates will draw on tools and examples from other universities in supporting student success, even in financially restricted contexts

In their third anniversary year, the AHEP Development Monthly (DM) team want to hear more from the AHEP membership and from existing DM readers. We are also keen hear from more diverse voices (along many dimensions) and expand our authorship and readership. Using a combination of quick, online surveys and facilitated, thematic discussions in small groups, we hope to prompt session attendees to reflect and share their experiences and opinions on the conference theme and in so doing to generate content for a multi-authored article/output in Development Monthly. No prior writing experience will be necessary, what we’re looking for is interesting views and ideas that represent the full range of our readership. Ahead of the session, we will devise clear, specific questions and prompts under each theme/heading and will recruit relevant facilitators (from our existing connections and previous DM contributors) who will support each group.

Our hope is that the session lowers the bar for entry into the authorship pool (as all attendees will be listed as contributing authors), makes clear what the requirements are of contributions to the publication, demonstrates how a collaborative article can come together, and will ultimately expand our contributor base. This is also an exciting opportunity for DM to try something experimental and hear directly from the readership.

Following the session, the DM team (and facilitators) will compile an article/output for DM and share this with all attendees prior to publication. In so doing this also demystifies the editing process and means that contributors retain some control over the final output and how they/their views are represented (which mimics the real editorial process at DM).

The session, and subsequent article, will be on the topic of the conference theme and will be published in the months following the conference itself (exact timing depends on the publication schedule).

This session is suitable for all. This includes: Senior managers and leaders in search of fresh ideas who influence a diverse range of individuals, both within and outside the institution, mid-level managers who influence a diverse range of individuals across their institution and work to develop others, established professionals who influence colleagues in their area and stakeholders and graduates and early-career professionals who are building their knowledge and networks

This session embodies the following areas of the AHEP Professional Framework: Empowering Professional Development, Engaging with the Wider Context and Working Together

– By the end of this session, delegates will discuss the theme of sustainability along a number of dimensions.

– By the end of this session, delegates will reflect on how the theme of sustainability relates to them and their role within HE.

– By the end of this session, delegates will understand how an article for Development Monthly is produced and what editorial team are looking for in contributions.

Higher education, by definition, has a role in providing and improving social sustainability. The UN’s Sustainable Development Goals include ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all (SDG 4). Social sustainability is characterised by a commitment to social justice, equity and fairness – values that are widely reflected in HE providers’ Equality, Diversity and Inclusion policies and central to staff and student wellbeing. This session will focus on the theme of social sustainability and reflect on tensions that arise for an HE sector working to meet social and economic sustainability goals within a complex policy environment.

For decades policy-makers have expected HE to redress social inequalities through fair access initiatives. But the pressures on HE are increasing: some universities struggle to recruit disadvantaged students, while others that do well are characterised by some as providing low value courses. Regulation and market pressures mean HE providers define and count students’ social identity, their class, race, gender, etc, at every step of their journey for target-setting and evaluation. But what do we know about how students’ social identity influences their experience? How does their social identity influence their transition to university and their first year experience? What factors help them to establish a sense of belonging and inclusion?

This research-informed session will give participants the opportunity to learn about the influence of social identity on students’ experience, and to reflect on their own experience to support their professional development and practice.

This session is most suited to Mid-level managers who influence a diverse range of individuals across their institution and work to develop others

This session embodies the following areas of the AHEP Professional Framework: Demonstrating Responsible Practice and Personal Integrity and Engaging with the Wider Context

– By the end of this session, delegates will have knowledge of emerging research on the influence of social identity on the experience of disadvantaged students in high tariff universities

– By the end of this session, delegates will be able to reflect on the influence of social identity on their work

– By the end of this session, delegates will be aware of the value of reflective practice for professional development

This session will explore in depth new sector-wide guidance focused on the prevention of suicide and near-fatal self-harm and the role all higher education professionals can play in contributing directly to a whole institution approach to prevention.

The guidance, Collective responsibility, collective action to prevent student suicide sets out practical steps to reduce risk and physical access to means to do harm, and to improve the psychological and emotional environment in which students live, study and work. The call within it for collective responsibility and action reflects the breadth of the target readership. Unusually, this guidance aims to take student suicide prevention well beyond student support services and instead positioning it, in the most practical terms, as a whole institution approach, with direct applicability to colleagues within a broad range of teams and disciplines.

This guidance has been a year in the making and complements existing frameworks around mental health, suicide prevention and postvention. It aligns with Department for Education policy and the work of the Higher Education Mental Health Implementation Taskforce, and with national suicide prevention strategies across all four nations. It offers numerous case examples from higher education institutions across the four nations and beyond, together with examples from organisations from outside the HE sector, and information on new technology and solutions. There are questions and checklists designed for service directors and team leaders to support them to plan and deliver change.

The content draws on current evidence from research, serious incident reviews and inquest, data and the guidance that has emerged is based on consensus. It is designed to be accessible and user-friendly, providing advice, examples and checklists that empower a wider range of professional services to be active in suicide prevention. Our hope is that ultimately this new guidance will act as a call to action in supporting local action by individual institutions. But, more than anything else, we hope that this contributes to saving lives.

This session is most suited to Mid-level managers who influence a diverse range of individuals across their institution and work to develop others

This session embodies the following areas of the AHEP Professional Framework: Working Together and Engaging with the Wider Context

– By the end of this session, delegates will gain an understanding of how different roles within their institution can contribute to student suicide prevention by looking at the organisation’s infrastructure, processes and role responsibilities through a prevention ‘lens’.

– By the end of this session, delegates will be more confident about how their own role and that of their immediate team can contribute to a whole institutional approach to suicide prevention.

– By the end of this session, delegates will be able to develop an understanding of the new sector guidance and of some of the suicide risk factors and mitigations that are unique to a higher education setting.

Universities are vital drivers of growth and productivity in the UK, delivering substantial returns on investment. However, their continued positive impact depends on cultivating a motivated, thriving workforce to sustain higher education delivery. Today, higher education colleagues face increasing pressures, from political uncertainty to the constant demand for adaptation and cost-cutting. These challenges prompt crucial questions about the sustainability of current working practices and their effects on well-being and engagement. Is it time to rethink the traditional approach to work and explore new ways forward?

This personal development session will invite higher education professionals to explore a strengths-based approach to work, and a side of themselves that they may not have previously explored; when am I at my very best and how do I do It more?

Grounded in positive psychology and supported by evidence-based models, attendees will discover why flourishing at work is essential and how leveraging their innate strengths can boost motivation, well-being, and long-term sustainability for both individuals and institutions.

Using a World Café format and guided conversations with peers, participants will reflect on their natural talents and key motivators that drive performance and intrinsic satisfaction. Through discussions and reflective exercises, attendees will identify their unique strengths and sources of motivation, the value these bring to their teams, and the conditions they can create to deliver excellence.

By the end of the session, participants will leave with a clearer understanding of how to align their strengths with the demands of their roles, creating a more fulfilling and sustainable work environment. This strengths-based approach not only enhances engagement and performance but also equips professionals with the resilience to navigate the complexities of the higher education sector at large.

This session is most suited to Mid-level managers who influence a diverse range of individuals across their institution and work to develop others

This session embodies the following areas of the AHEP Professional Framework: Empowering Professional Development and Working Together

– By the end of this session, delegates will understand the empirical basis of a strengths-based approach and the role positive emotions play in our functioning and performance at work.

– By the end of this session, delegates will be able to identify some of your own unique strengths and motivators, and understand the value they bring to your work.

– By the end of this session, delegates will identify new ways to utilise and develop your unique strengths within the workplace to improve your engagement and performance.

In England, the new Labour Government have firmly committed to greater devolution. This means the context for HE delivery will diversify and change. Whilst it may seem central government will not adopt a formal tertiary model, like Wales, alongside its commitment to devolution, there is also a commitment to the development of Skills England (now in shadow form), and the Government’s emphasis on Local Growth Plans building into a National Industrial Strategy. Taken together, this is likely to mean HEIs will be working increasingly with Mayoral Combined Authorities (MCAs), as well as its local ecosystem, and the Office for Students.

But as HE professionals what does this mean for our practice, our institutional contexts, and how HEIs can respond to and work with MCAs to support it’s local Places? Mahfia has worked in FE and HE, and in government, seeing policy development and delivery from different perspectives. Mahfia will share her learning from working in devolved regional government, specifically the West Midlands Combined Authority – one of two Trailblazing MCAs – who has been funding adult skills since 2019 and has £170m investment powers.

Using the West Midlands as a case study, this session will walk through the policy priorities of the WMCA in relation to Higher Level Skills, the evidence we have drawn upon to shaped our policy response, and how we are working with education providers, regional partners and employers to enable good work opportunities for residents. Before asking participants to reflect on their institutional contexts, and identify opportunities and challenges arising from devolution, how they can envisage a direct and positive role (as tangible examples of what works to take away with them) and unpack through a worked example, what they can do to support their institutions.

This session is most suited to Senior managers and leaders in search of fresh ideas who influence a diverse range of individuals, both within and outside the institution and mid-level managers who influence a diverse range of individuals across their institution and work to develop others

This session embodies the following areas of the AHEP Professional Framework: Working Together and Engaging in the Wider Context

– By the end of this session, delegates will be able to describe what devolution of adult skills means and its opportunities for their respective contexts.

– By the end of this session, delegates will be able to demonstrate a basic appreciation of what HEIs can do to contribute to the national/regional/local response to inclusive economic growth and higher level skills.

– By the end of this session, delegates will be able to identify up to 3 ways they can utilise their knowledge, skills, or experience to contribute to supporting their team/institution in this space and their professional practice.

This interactive session aims to teach Failure Modes and Effects Analysis (FMEA) through the medium of a boardgame. Participants will navigate a simulated process path, drawing failure cards and using FMEA worksheets to assess and mitigate risks. There will be discussion points towards the end for participants to reflect on the learning and share their experiences.

The session directly relates to the theme of assessing and adapting operating models by providing a practical framework for evaluating and improving process efficiency through FMEA. The game simulates real-world failures and encourages participants to critically analyse and mitigate risks, thereby testing and enhancing existing models. This hands-on experience helps identify whether current processes are sustainable or require radical redesigns to meet modern demands. By engaging in this exercise, participants gain insights into optimizing processes and adapting strategies to maintain efficiency in evolving environments.

In the critical moment that the sector finds itself in, we as individuals, peers, and as institutions will be looking at our processes and understanding if they are still fit for purpose. It is crucial that we have a method to measure risk and failure, to understand risk management and management, and to pursue sustainable processes.

This session is most suited to Established professionals who influence colleagues in their area and stakeholders

This session embodies the following areas of the AHEP Professional Framework: Demonstrating Responsible Practice and Personal Integrity and Delivering Service Excellence

– By the end of this session, delegates will be be able to identify risks.

– By the end of this session, delegates will be able to manage and mitigate risks.

– By the end of this session, delegates will develop sustainable process building

The sustainability of the Higher Education sector rests on the sustainability of decision making, and for this it needs a sustained pipeline of great future leaders!

Professional Services roles staff increasingly have broad and very relevant experience and insight, and have a unique perspective to offer in leadership and executive decision making spaces. This session aims to encourage the next generation of leaders from professional services to get themselves into the room of their or other institutions and be part of strategic decision making at the highest levels of institutional governance. Some of the organisational challenges around the financial sustainability of the HE business model, the environmental sustainability of estates and sustainability of growth strategies of the higher education sector come from past unsustainable approaches. Professional services staff have a key role to play in ensuring future sustainability, and sustainable decision-making using their expertise and the skills and values from their familiarity of the AHEP framework to assure future sustainable decision-making in the sector.

The session will cover everything from identifying vacancies, approaching recruiters, how to put forward a convincing application and starting knowledge for navigating that first pack of papers. The session aims to de-mystify making that first leap, and also to encourage those who might wish to lead AHEP as a Board member too!

Most sessions for aspiring Board members focus on those already in Senior and Executive leadership roles. This session will focus wider, to encourage development of strategic leadership skills in early career professionals, middle managers as well as those in senior roles already. It will do focus on why go for these roles, how to and what contribution to expect to make.

This session is most suited to Established professionals who influence colleagues in their area and stakeholders

This session embodies the following areas of the AHEP Professional Framework: Empowering Professional Development and Engaging with the Wider Context

– By the end of this session, delegates will be able to find opportunities in the sector on Board/governing bodies- where to look, places that offer mentoring and apprenticeships for first roles and how to approach search agencies.

– By the end of this session, delegates will be able to articulate their behaviours, skills and experience and the value proposition they bring to successfully apply for these opportunities.

– By the end of this session, delegates will prepare for their role in challenging and supporting executive teams through governance mechanisms to support sustainable decision making.

To ensure a sustainable future for higher education, we recognise that delivering a high-quality student experience is a shared responsibility across an entire institution. Creating a thriving culture of quality enhancement, which spans from managing prospective applications to graduation and beyond, is essential for enabling students to succeed and navigate their unique learning journeys. While this goal is easy to say, achieving it can be challenging, particularly in the increasingly diverse regulatory environment across the UK, which presents quite different approaches to managing quality and standards.

The UK Quality Code (2024) developed by the sector for the sector provides a comprehensive framework for practitioners in institutions across the UK and beyond, to better understand what is expected of them and what they can expect of each other. This interactive session will explore the UK Quality Code and how it can enable participants to reflect on their practice and processes and encourage conversations aimed toward enhancement for the betterment of the student experience. This session will also offer the opportunity to discuss some of the questions that the code presents and to share practice and ideas for enhancement.

Finally, there will be an opportunity to feed into the development of the underpinning advice and guidance and tell us what you would like to see in it.

This session is suitable for all. This includes: Senior managers and leaders in search of fresh ideas who influence a diverse range of individuals, both within and outside the institution, mid-level managers who influence a diverse range of individuals across their institution and work to develop others, established professionals who influence colleagues in their area and stakeholders and graduates and early-career professionals who are building their knowledge and networks

This session embodies the following areas of the AHEP Professional Framework: Focusing on Results and Taking Accountability and Delivering Service Excellence

– By the end of this session, delegates will learn about the UK Quality Code – how it can be used by practitioners across an institution to enhance the student experience .

– By the end of this session, delegates will discuss with other participants what questions you might ask when establishing whether practice is good quality and more importantly how do you know!

– By the end of this session, delegates will feed forward into the development of the underpinning advice and guidance

In this wild card session, we will be running an interactive activity that takes participants on a transformational change journey. Utilising spaces on Glasgow Caledonian campus, participants will interact in a variety of activities that hinge around three core values we have instilled in our own team to bring about rapid change that meets little resistance and builds a sustainable service whilst positively impacting workplace wellbeing.

Guided by a presenter, initially a team will be given an overall brief of transforming a failing service into a functional one utilising three core values of collaboration, communication and agility. From here the team will attempt to conquer three different challenges focussed on these values.

The collaboration task will see the group take on assigned personas. The aim here is to successfully find suggestions all can agree on.

The communication task will ask the group to successfully sort a range of metaphors in order, from negative to positive. However, the order can only be communicated via Chinese Whispers! The goal is to find a way to communicate with clarity.

The agility task will require the group to select a Course Director, a Navigator and the rest will be Players. This aims to build on the previous communication task and tests participants problem solving agility.

Finally, teams will come together to reflect on the three core values which underpin rapid and successful change. Participants appreciate that while difficult, rapid change is possible when utilising these three values; and that by embedding these values you may also impact operational simplification and positive wellbeing in the workplace.

This session is suitable for all. This includes: Senior managers and leaders in search of fresh ideas who influence a diverse range of individuals, both within and outside the institution, mid-level managers who influence a diverse range of individuals across their institution and work to develop others, established professionals who influence colleagues in their area and stakeholders and graduates and early-career professionals who are building their knowledge and networks

This session embodies the following areas of the AHEP Professional Framework: Working Together and Being Agile and Adaptable

– By the end of this session, delegates will consider taking sustainable approaches to operational delivery through simplification of change approaches that promote and foster connection with colleagues.

– By the end of this session, delegates will consider and reflect upon agility in the workplace and the impact this may have on change, continuous improvement and business-as-usual.

– By the end of this session, delegates will consider and apply collaborative and creative thinking through focusing on the stakeholder perspective to drive person-centred, service excellence.

This one-hour workshop will explore the potential of Generative AI (GenAI) to enhance the sustainability of leadership practices in Higher Education. The workshop examines whether current leadership practices are equipped to navigate the evolving landscape of higher education and how AI can offer potential solutions.

The session will begin by introducing GenAI and its potential applications in university operations. Participants will then examine the transformative impact of GenAI on industries and jobs, highlighting the need for leaders to adapt and prepare students for this shifting landscape. The core focus will be on how university leaders can practically use GenAI tools in their workflow to enhance decision-making, streamline administrative tasks, and foster innovation within their institutions.

The workshop will adopt a dynamic format combining presentations, discussions, and interactive exercises to ensure an engaging learning experience. Participants will gain first-hand experience with GenAI tools through guided practical applications relevant to their leadership roles.

This session is most suited to Senior managers and leaders in search of fresh ideas who influence a diverse range of individuals, both within and outside the institution and mid-level managers who influence a diverse range of individuals across their institution and work to develop others

This session embodies the following areas of the AHEP Professional Framework: Empowering Professional Development and Being Agile and Adaptable

– By the end of this session, delegates will gain a practical understanding of how Generative AI can be utilised to enhance leadership practices within higher education. This aligns with the workshop’s aim to equip leaders with tangible skills and knowledge for using AI.

– By the end of this session, delegates will be able to identify specific applications of AI tools for tasks such as communication, strategic planning, and fostering innovation. Workshop emphasises practical applications and hands-on experience. This outcome reflects that focus by highlighting the ability to apply AI tools in specific areas relevant to higher education leadership.

– By the end of this session, delegates will be able to critically assess the opportunities and challenges of integrating AI into their institutions, promoting informed decision-making. This outcome addresses the need for leaders to approach AI integration strategically, considering both its potential benefits and the adaptations required within their institutions.

This workshop provides insights from a PhD study into “Student perceptions of value for money in UK higher education”. This longitudinal research project involves surveys and interviews with student participants from five North West universities, following them across their student journey from first to final year, with data collection concluding in May 2025. This is the first study of this kind, and builds on standalone annual reports such as the Higher Education Policy Institute (HEPI) Student Academic Experience Survey.

This workshop will provide a summary of the longitudinal research which will indicate what informs student perceptions of value for money in relation to their higher education. This overview will spark discussion and debate amongst attendees and provide a forum for considering how the learning could be applied at their own institution or organisation.

This session is most suited to Senior managers and leaders in search of fresh ideas who influence a diverse range of individuals, both within and outside the institution.

This session embodies the following areas of the AHEP Professional Framework: Being Agile and Adaptable and Delivering Service Excellence

– By the end of this session, delegates will gain an understanding of student perceptions of value for money

– By the end of this session, delegates will have a consideration of how the research findings could impact their role at their institution

– By the end of this session, delegates will gain a more nuanced understanding of value for money in a higher education context, and what ought to be considered when thinking about this key policy and narrative topic.

Universities are strongly expected to embed education for sustainable development in university, department and course-level strategies and practices to meet accepted standards of high-quality Sustainability Education as defined by sector-wide guidance as well as growing industry and student demand for sustainability knowledge, skills and competencies.

This session will focus on increasing awareness and fostering dialogues among colleagues across an institution to meaningfully embed sustainability education and foster transformational change through collaborative working. The content will be based on our recent policy development project at Nottingham Trent University (NTU) which aimed to improve our sustainability initiatives in the curriculum to enhance the student experience and graduate outcomes in relation to subject-based Sustainability Education across all disciplines.

The session will utilise an ‘open space’ format to encourage exchange of ideas and views among participants and to respect different voices.

This session is most suited to Mid-level managers who influence a diverse range of individuals across their institution and work to develop others

This session embodies the following areas of the AHEP Professional Framework: Demonstrating Responsible Practice and Personal Integrity and Working Together

– By the end of this session, delegates will be able to develop a deeper understanding of the education for sustainable development landscape

– By the end of this session, delegates will have a better appreciation of the importance of institutional and course level transformational change strategies on sustainability to achieve more sustainable outcomes.

– By the end of this session, delegates will have a better understanding and appreciation of stakeholder engagement and collaborative working to meaningfully embed sustainability in the curriculum.

Higher education institutions are increasingly focused on student feedback to improve services and ensure long-term sustainability. This interactive workshop empowers professional service staff to leverage existing data sources, such as module evaluations and the National Student Survey (NSS), to gain actionable insights for service enhancement.

Participants will learn how to combine evasys’s survey automation with studentvoice.ai’s AI-powered analysis to streamline data collection and uncover hidden trends in student feedback. This enables data-driven improvements within departments, contributing to a more student-centric institutional culture.

This session is most suited to Senior managers and leaders in search of fresh ideas who influence a diverse range of individuals, both within and outside the institution, mid-level managers who influence a diverse range of individuals across their institution and work to develop others and established professionals who influence colleagues in their area and stakeholders

This session embodies the following areas of the AHEP Professional Framework: Focusing on Results and Taking Accountability and Delivering Service Excellence

– By the end of this session, delegates will gain practical skills in gathering, analysing, and acting on student feedback.

– By the end of this session, delegates will understand how technology can be used to amplify student voice and streamline data processes.

– By the end of this session, delegates will develop strategies for using student feedback data to inform service improvements and decision-making.

This session will equip participants with the knowledge and tools to apply Lean principles to governance, improving efficiency, reducing waste, and fostering a culture of continuous improvement.

In this workshop, delegates will look at the importance of lean governance in forward-looking HEIs and how to apply these lean principles to governance processes. There will be the opportunity to streamline a HE governance process in real time, working in small groups as well as time for a Q&A and group discussion.

This session is most suited to Senior managers and leaders in search of fresh ideas who influence a diverse range of individuals, both within and outside the institution, mid-level managers who influence a diverse range of individuals across their institution and work to develop others and established professionals who influence colleagues in their area and stakeholders

This session embodies the following areas of the AHEP Professional Framework:

– By the end of this session, delegates will gain an understanding of how to apply lean principles to governance

– By the end of this session, delegates will have an enhanced ability to foster a culture of continuous improvement

– By the end of this session, delegates will have improved alignment of governance activities with strategic goals

HE careers and employability staff work to integrate employability and work-based learning into institutional curricula, delivering real-world learning and skills. These activities underpin positive graduate outcomes and institutional reputation, support graduate skill development, and provide employers with the workforce they need, ultimately supporting the sustainability of HE. Associated employer engagement work can bring wider benefits, creating a joined up and sustainable approach to local, regional and national skills development. As the expert membership organisation for HE student career development and graduate employment professionals, AGCAS is working to build understanding of HE’s place and role within the skills agenda.

AGCAS run an annual survey of Heads of Careers Services, to capture current activities, opportunities and challenges. We collect and share information through other roundtables and research, and the activities of our member task groups, working parties and committees which deliver peer-led insight and understanding. In this roundtable, we will use these insights to share how careers and employability services deliver integrated employability, work-based learning and employer engagement that support HE sustainability through delivering on the skills agenda. We will then pose questions to the roundtable on the issues, challenges and opportunities linked to genuine collaboration in this space.

This session is most suited to Senior managers and leaders in search of fresh ideas who influence a diverse range of individuals, both within and outside the institution.

This session embodies the following areas of the AHEP Professional Framework: Working Together and Engaging with the Wider Context

– By the end of this session, delegates will be able to describe the role of careers and employability services in delivering a skills-focused future for HE

– By the end of this session, delegates will understand the nature and potential of integrated employability and work-based learning

– By the end of this session, delegates will identify how to work collaboratively with AGCAS and careers and employability staff on the skills agenda, in their own institutional and/or organisational context

The AViG project aims to gather the lived experiences of autistic students studying geoscience based subjects within HE. Learning about the barriers faced by autistic students within the HE context and what support they feel they need is key to allowing HE professionals to support autistic students through the development of relevant staff training, processes and policies. The ultimate goal is to ensure neurodivergent students are well supported throughout their degrees, adhering to the principles of social sustainability, whilst also addressing the attainment gap and retention of autistic students within HE. The project is currently due to enter its second phase which will entail co-creating a toolkit (in collaboration with Advance HE) to ensure HE Professionals are equipped to support Autistic learners in a range of settings throughout HE, alongside developing training for HE professionals and students in order to raise awareness of autism and the support autistic learners may need.

This session will highlight areas in which autistic students feel they need further support, increase awareness of the difficulties autistic people face and demonstrate some of the training resources we have co-created with our autistic participants. The session will highlight the importance of co-creation, to develop training and resources to ensure autistic learners are supported in a range of settings throughout HE. The session and resources created by the Autistic Voices research group and participants will contribute to the social sustainability of HEIs by educating staff and students regarding supporting autistic students, thus improving the experiences of autistic learners.

This session is most suited to Senior managers and leaders in search of fresh ideas who influence a diverse range of individuals, both within and outside the institution.

This session embodies the following areas of the AHEP Professional Framework: Demonstrating Responsible Practice and Personal Integrity

– By the end of this session, delegates will explore how HEIs can ensure social sustainability by improving the HE experience for autistic students informing policy writing and APPs

– By the end of this session, delegates will explore how we can improve the HE experience for autistic students – informing policy writing and APPs.

– By the end of this session, delegates will be able to understand the barriers autistic individuals face day to day

This session will look at culture, change and transformation.

Research culture is a broad area, encompassing the whole ecosystem in which research takes place, involving staff who conduct, enable or support research and/or researchers. As such, it comprises a significant part of many research-active institutions. Like research culture, change is much discussed but sometimes implemented with varying degrees of success.

InFrame uses three workstreams to bring about transformative cultural change, developing a new leadership model, using a culture catalyst fund to support new ideas and new leaders, and creating a community knowledge hub to support leaders and share learning and resources.

This session will be of interest to everyone from change leaders, research-supporting staff and research-adjacent professionals, through to anyone interested in improving cultures and leading successful change initiatives. The InFrame project considers the importance of leadership from and by all staff groups and levels; this session will provide generalists with insights into change management, culture development and evolution, and will provide examples of how to gather information to support and/or evidence (culture) change.

This session is most suited to Mid-level managers who influence a diverse range of individuals across their institution and work to develop others, established professionals who influence colleagues in their area and stakeholders and graduates and early-career professionals who are building their knowledge and networks

This session embodies the following areas of the AHEP Professional Framework: Working Together

– By the end of this session, delegates will be able to define and reflect on institutional culture, using research cultures as a case study/example

– By the end of this session, delegates will be able to understand the factors that influence transformative change

– By the end of this session, delegates will be able to understand what professional services staff do to contribute to sustaining and enhancing positive work cultures

– By the end of this session, delegates will be able to understand how to improve institutional or team cultures

Since launching in July 2024, the Digital SIG is dedicated to improving the way we work digitally and strengthening the digital skills amongst our membership. The SIG runs a mixture of demonstrations (DigiDemos), talks (DigiTalks) and networking opportunities (DigiMeets) throughout the academic year and this session falls into the last category – with the key difference being that Digital SIG members (and other attendees who might like to join the SIG) will be able to meet in person.

The session will remain focused on digital skills and encourage participants to talk and listen to others about the innovative ways they have been working with technology through a digital speed dating activity to encourage 1-1 discussion in response to curated prompt questions based on topical technological developments.

This session is suitable for all and this includes: Senior managers and leaders in search of fresh ideas who influence a diverse range of individuals, both within and outside the institution, mid-level managers who influence a diverse range of individuals across their institution and work to develop others, established professionals who influence colleagues in their area and stakeholders and graduates and early-career professionals who are building their knowledge and networks

This session embodies the following areas of the AHEP Professional Framework: Empowering Professional Development and Working Together

– By the end of this session, delegates will understand what other members have tried – digitally – over the past academic year.

– By the end of this session, delegates will reflect on their own digital practice and consider what they might like to change about it.

– By the end of this session, delegates will make meaningful connections with AHEP members and grow their professional network with purpose

Post pandemic, the Australasian higher education sector is experiencing new challenge as governments embrace strong reform agendas. The Australian Accord process and New Zealand Advisory Group have seen deep focus on the sector’s future alongside continuing financial constraints, international student caps and increased regulation.

At the same time, the global workforce is changing and the sector is no longer a leading employer of choice. Hallmarks of sector employment – flexibility, stability and diversity – have been embraced broadly by most employers. So, what does this mean for the Australasian sector – how does it continue to attract and retain key skills and knowledge?

This workshop will be delivered in a multi-mode format, combining short presentations and interactive discussions, to keep delegates engaged throughout. Delegates will collaborate with peers to explore similarities and differences across sectors, gaining fresh insights and shared strategies for success.

This session is most suited to Senior managers and leaders in search of fresh ideas who influence a diverse range of individuals, both within and outside the institution.

This session embodies the following areas of the AHEP Professional Framework: Being Agile and Adaptable and Working Together

– By the end of this session, delegates will understand the current context for higher education in Australasia and compare and contrast with their own local environment

– By the end of this session, delegates will have the opportunity to see how sector leaders are working to navigate challenge and opportunity, and initiatives being undertaken to build a skilled and capable workforce

Universities have a large and seemingly ever-expanding regulatory burden. Whilst much of the focus has been on meeting the regulatory requirements of the Office for Students recently, there are many other sources of regulatory burden that threaten the reputation and finances of the sector.

In 2022 the Bristol County Court found that disability discrimination by the University of Bristol contributed to the death of a student. This was upheld by the High Court earlier this year and followed up with advice to the HE sector from the Equality and Human Rights Commission. This was a landmark judgement and represents a step change in the relationship between universities and their students. In this session we will use the University of Warwick’s work on changing the safeguarding culture as a case study, and challenge attendees to think about the safeguarding culture at their own universities.

The Safeguarding team at the University of Warwick commenced a culture change initiative for 2024-25 to better embed safeguarding practices within academic departments and the whole of the university community. We started from a low base – understanding what safeguarding is and how it applies to staff, students and visitors, particularly in a context where most people are over 18. This includes recognising what is not a safeguarding concern and what actions to take.

This session will cover the work we have done so far, the challenges we’ve faced, but also the changes we’ve seen as a result of our work. The aim of the session is to start a much wider conversation about safeguarding in the HE sector and encourage others who work in this area to share their challenges, good practices and lessons learned.

This session is most suited to Established professionals who influence colleagues in their area and stakeholders

This session embodies the following areas of the AHEP Professional Framework: Being Agile and Adaptable and Engaging in the Wider Context

– By the end of this session, delegates will be able to have a better understanding of what safeguarding is (and is not).

– By the end of this session, delegates will know what good safeguarding practice looks like

– By the end of this session, delegates will have some tools for changing the safeguarding culture and embedding good safeguarding practices at their own university.

Higher Education institutions are under increasing financial pressure, with some universities seeking to diversity their portfolio in order to attract new students and thereby make their provision more sustainable. Over the last decade, microcredentials and stackable education have grown in popularity, allowing students to fit their studies around their other commitments and tailor their learning to their professional interests. The flexible nature of these programmes provide students with a number of benefits, but they often come with significant operational challenges because most universities do not have the systems or ways of working to comprehensively support this delivery model.

The Bayes Centre at The University of Edinburgh manages the operational delivery of Data Science, Technology and Innovation, a modular, multidisciplinary online postgraduate programme. It is available as a Masters, Postgraduate Diploma, Postgraduate Certificate or a collection of individual courses that can be taken as CPD – students can apply to one route and stack, or transfer, as their circumstances dictate. We will provide an overview of what we offer and the operational challenges we have faced. We will discuss the process of identifying and implementing digital solutions to some of these challenges using readily-available software. We will conclude with a summary of the benefits we have identified as a result of making these changes before opening the floor to questions and comments from the audience.

Ours is a story of two professionals from different backgrounds with a complementary skill set and a shared passion for embracing and driving change for the benefit of our colleagues and students: to reduce the risk of administrative errors or issues, to improve the quality and use of our data, to improve administrative efficiency and resilience – and through all this, to improve the student experience.

In this session, we will present a case study of our own experiences.

This session is most suited to Established professionals who influence colleagues in their area and stakeholders

This session embodies the following areas of the AHEP Professional Framework: Being Agile and Adaptable and Delivering Service Excellence

– By the end of this session, delegates will understand some of the operational challenges associated with the delivery of non-standard provision and how these can be mitigated with readily-available software.

– By the end of this session, delegates will feel more confident about using technology in their own work and overcoming resistance to digital change from colleagues.

– By the end of this session, delegates will appreciate the benefits of working collaboratively with colleagues from another professional area of HE to effect positive change for staff and students.

In this activity, participants will face team-based challenges in which you will be able to demonstrate the value of collaborating with colleagues across the university to ease tensions between local and central functions and to build sustainable partnership working into our structures and cultures.

Your hosts for this workshop session will invite you to ‘Come on Down’ and take part in a game where ‘Points make Prizes’ in the form of a creating the foundations for sustainable futures in our universities! It’s a battle of wits to see who wins the race to overcome hazards and tensions to create the most sustainable structures in your dream university.

You’ll be asked to consider how you would deal with a variety of practical and strategic challenges and incorporate principles of equity and diversity into your dream university which one day – with your input – could become a reality. Teams will be faced with a ‘Hazard Navigation Game’, a board game-style challenge where teams navigate through various hazards (e.g. policy changes, resource constraints) to build a sustainable university.

The teams will add the tokens they win to their ‘University Sustainability Generator’ before moving to the next challenge… ‘The Sustainability Trivia Quiz’ – teams will compete in a quiz show format, where quick-fire questions are presented related to sustainability, university operations, and collaboration. In the final game, ‘Build your dream university’ teams can exchange tokens for building blocks which they can use to build their dream sustainable university of the future. The more tokens they have, the more potential they have for building a sustainable university!

In the facilitated discussion that follows we will discuss our reflections on the challenges and how these relate to the latest research on managing internal tensions and blockages to increase sustainability in higher education. Everyone will be a winner in this gameshow challenge, taking away insights and learning that we can apply in our own workplaces.

This session is most suited to Mid-level managers who influence a diverse range of individuals across their institution and work to develop others

This session embodies the following areas of the AHEP Professional Framework: Working Together and Being Agile and Adaptable

– By the end of this session, delegates will be able to describe some of the challenges and rewards of collaboration across teams in universities.

– By the end of this session, delegates will be able to visualise and articulate their ideas for a sustainable university of the future, incorporating principles of equity and diversity.

– By the end of this session, delegates will be able to utilise tools to ease tensions between university departments which often act as a barrier to sustainable practices.

The purpose of the session derives from the presenters’ collective passion for contributing positively and coaching others through existing/new HE experiences. This session will explore individual sustainability within the sector by providing a framework for participants to be able to recognise, assess and implement strategies that will be useful in deployment in the key environments that one may find themselves in. This will include exploring what is within our own spheres of power, influence, and negotiation and what is not, and which of these key areas will in turn positively affect teams/departments, institutions and the wider HE sector.

This session will ask the following questions: What is the optimum individual and team sustainability is within a HE environment? What makes a sustainable environment for Professional Services colleagues in a HEI? How can we recognise whether a HE environment is beneficial for us or not? Participants will also gain tips from lived experiences whilst navigating challenging situations in order to maintain sustainability for ourselves and our teams.

The session will have key activities that promote individual reflection as well as group discussions to guide ways forward by asking the hard but right questions regarding sustainability of the sector.

This session is most suited to Mid-level managers who influence a diverse range of individuals across their institution and work to develop others

This session embodies the following areas of the AHEP Professional Framework: Demonstrating Responsible Practice and Personal Integrity and Engaging with the Wider Context

– By the end of this session, delegates will be able to consider thinking about and acting on sustainable practices within HE.

– By the end of this session, delegates will gain best practice to take stock of your environment whilst employing the tips and thought-practices learnt throughout the session for a considered benefit for the individual and its knock on impact to the team/department, institution and the wider sector.

– By the end of this session, delegates will recognise that within HE we are not alone, reaching out to a network of individuals who can be called on to provide empathic support and a solution focused point of view to create sustainability in various pockets of the sector.

In this interactive session, we’ll report on the University of Nottingham’s project to rethink, and implement a new approach to, personal tutoring across the institution. Following a problem-solving game, the session will combine case study information with Lean Six Sigma learning to facilitate discussion around the sustainability and adaptability of traditional models of student support. Delegates will have the opportunity to reflect on this information, considering how it could be applied in their teams and across their institutions.

This session considers the viability of operating models in the face of institutional and/or sector change, as well as how we can embrace a culture of continuous improvement to ensure long-term suitability.

Participants will experience game play, information sharing and discussion to ensure that the session balances learning and activity, maintains engagement and encourages reflection.

This session is most suited to Senior managers and leaders in search of fresh ideas who influence a diverse range of individuals, both within and outside the institution and established professionals who influence colleagues in their area and stakeholders

This session embodies the following areas of the AHEP Professional Framework: Working Together and Being Agile and Adaptable

– By the end of this session, delegates will reflect on how tutoring does or doesn’t adapt to change, encouraging them to consider how a similar approach could have an impact in their own institutions.

– By the end of this session, delegates will be shown how academic and professional colleagues can collaborate to generate and drive an effective transformational change.

– By the end of this session, delegates will gain insight into how Lean methodology can positively drive transformational change at an institutional or global level.

The session is a case study of the Digital Educations Service’s (DES) delivery of 100% online taught postgraduate programmes at the University of Leeds. Introduced to expand the University’s portfolio and offer degree programmes to students who could not learn on-campus, digital education is a key factor in keeping higher education sustainable while providing an opportunity for Leeds to be agile and adaptable.

To make the online programmes a success there have been a number of administrative challenges to overcome. Supported by the University’s strategic shift to focus on Digital Transformation, developments both in systems and University Governance have been made and the session will show how those changes have ensured that online students enjoy an equitable experience with their on-campus counterparts.

The session will be a case study based on 5 academic years of delivery. It will look at growth, retention, and success across the different programmes we deliver. It will demonstrate how the key AHEP Framework values have been showcased in this shift away from standard academic delivery methods.

This session is most suited to Mid-level managers who influence a diverse range of individuals across their institution and work to develop others

This session embodies the following areas of the AHEP Professional Framework: Being Agile and Adaptable, Delivering Service Excellence and Engaging in the Wider Context

– By the end of this session, delegates will be able to understand the carousel delivery model, its strengths and weaknesses and why it is suited to online programme delivery

– By the end of this session, delegates will be able to understand the flexible payment and study commitments and how they are used by students

– By the end of this session, delegates will have confidence that the landscape is changing, and online learning is becoming a firm fixture across Higher Education institutions, raising the profile of both continuing education but also sustainable delivery methods that create accessible learning for worldwide audiences

How can professional staff effectively network and build their online presence to advance their careers and contribute to the sustainability of higher education institutions?

Building strong professional relationships and developing a strong online presence can significantly enhance career prospects and opportunities. Networking and online engagement can help individuals develop their skills, knowledge, and confidence. A well-developed online profile can increase an individual’s visibility within the field, leading to new opportunities and collaborations. Networking and staying connected with others in the field can foster a culture of lifelong learning and professional development.

This session will provide actionable advice on networking, building online profiles, and finding resources. The presenters’ personal experiences and case studies will illustrate the benefits of effective networking and online presence. Interactive elements, such as group discussions or exercises, to engage participants and facilitate learning will be incorporated.

This session is most suited to Graduates and early-career professionals who are building their knowledge and networks

This session embodies the following areas of the AHEP Professional Framework: Empowering Professional Development and Engaging with the Wider Context

– By the end of this session, delegates will be able to identify effective networking strategies, build rapport with colleagues, and leverage networking opportunities to advance their careers and contribute to the institution’s goals.

– By the end of this session, delegates will learn how to create a professional online presence that accurately reflects their skills, experience, and accomplishments, and helps them to connect with potential collaborators and employers.

– By the end of this session, delegates will gain knowledge of valuable resources and tools that can support their career development, such as online communities, professional associations, and mentorship programmes.

Curriculum management systems (CMS) are a relatively new addition to the HE systems landscape. Still, an increasing number of HEIs are recognising the need for these more sophisticated and sustainable digital solutions for the governance and management of their course/programme and module/unit information. Nottingham Trent University, the University of Huddersfield and the University of Brighton have all implemented a CMS in recent years. The journeys taken have differed, but in each case, effective stakeholder engagement at the right points in the process has been vital to understanding and maximising the benefits a CMS can bring, particularly the digital transformation of institutional portfolio development and management approaches.

This session will present reflections from three different institutional journeys to implementing a curriculum management system. Whilst each journey has been different, the importance of good stakeholder engagement and the consequences of not always doing this effectively has been vital in each case.

This session is most suited to Mid-level managers who influence a diverse range of individuals across their institution and work to develop others

This session embodies the following areas of the AHEP Professional Framework: Working Together and Being Agile and Adaptable

– By the end of this session, delegates will be able to relate the reflections from the three institutional systems implementation projects to their own experiences of institutional change projects at their institutions

– By the end of this session, delegates will understand the purpose and potential benefits to be gained from implementing a curriculum management system to take back and share at their own institutions.

– By the end of this session, delegates will understand some of the critical junctures for decision-making in a CMS implementation and how stakeholder and SME input at these points could be utilised effectively

The biggest expense that universities incur is staff costs. To be sustainable, universities must recruit, retain and develop a diverse cohort of highly skilled academic and professional employees. But how much do HEIs really know about their people, and why does it matter to those outside HR?

In this interactive session we will explore what we know about the HE staff profile, and how this data intersects with the critical challenges facing the sector. We’ll discuss what impact government policy, population demographics and labour market trends have on the changing shape of the HE workforce, aiding understanding of why, in HE, people count.

This session is most suited to Mid-level managers who influence a diverse range of individuals across their institution and work to develop others

This session embodies the following areas of the AHEP Professional Framework: Engaging with the Wider Context and Focusing on Results and Taking Accountability

– By the end of this session, delegates will understand the key issues currently impacting the recruitment, retention, development and engagement of the HE workforce

– By the end of this session, delegates will be able to identify sources of information on HE staff data and how these are used by HR teams to inform decision making

– By the end of this session, delegates will be able to recognise next steps to take in their own development to work more effectively with HR colleagues and people data within their own institution.

A HE professionals role within a project is multifaceted and a colleagues can wear many hats within any given project, for example, project manager, change manager, stakeholder coordinator, project support.

However, are all of these roles sustainable in a sector where more pressure is being applied to those of us that work in HE to essentially do more with less. Stakeholder management is such an important topic for Amy and peers across HE, as we can harness the power of those stakeholders to support our work. This session will empower colleagues to better understand the context for themselves and their stakeholders.

This session will develop understanding of how to manage stakeholders and to get them to engage in a more productive way, for all involved, to allow projects to thrive. This session balance will this with core change management techniques to empower colleagues to harness changes within a project and use them to drive a project forward with their stakeholders.

This session is most suited to Established professionals who influence colleagues in their area and stakeholders

This session embodies the following areas of the AHEP Professional Framework: Working Together and Being Agile and Adaptable

– By the end of this session, delegates will understand the difference between stakeholder interest/influence and how to manage that within the context of your projects.

– By the end of this session, delegates will be able to apply key change management and stakeholder engagement techniques to your professional context.

– By the end of this session, delegates will be able to develop stakeholder engagement plans to ensure efficient and sustainable relationships.

This session will draw on the experiences of the presenters, insights from an online network, and the findings of an exploratory project at the University of Bristol, to discuss what it means to take a research-informed approach to your work as a higher education professional. The session will begin with a short presentation, and then move into facilitated workshop.

Research is widely recognised as a core element of academic work in higher education, but not as a core element of professional services. This is despite many professional services staff having research training, completing further study that reflects on their professional practice, and undertaking tasks that might qualify them as a ‘researcher’ in other sectors (e.g. running surveys, focus groups, evaluating initiatives, and analysing data).

Higher education is facing complex challenges, and we need to be making informed decisions about how our professional services can be delivered, how they are experienced by users, and how we ensure they are sustainable and fit for the future. This includes using our resources efficiently whilst at the same time embracing innovation, particularly through digital tools.

Research can help us make informed decisions; whether we are carrying out research ourselves, or using the outputs of other people’s research to apply to our own context – we are creating and using evidence to achieve results. Using a research-approach in our professional work can help bring credibility and integrity to decisions we make or advocate for. Sharing our findings with external audiences fosters collaboration and engagement in the wider context, and can help the sector build a better evidence base about ‘what works’ in higher education administration and management, to become more effective and resilient organisations with sustainable practices.

This session is most suited to Established professionals who influence colleagues in their area and stakeholders

This session embodies the following areas of the AHEP Professional Framework: Demonstrating Responsible Practice and Personal Integrity, Focusing on Results and Taking Accountability and Engaging in the Wider Context

– By the end of this session, delegates will be able to understand the ways that research can be used by professional services staff to inform practice

– By the end of this session, delegates will understand how to explore and engage with the research process at their own institution

– By the end of this session, delegates will feflect on how they could take a research-informed approach to their own professional practice

This facilitated discussion will explore the environmental, social, and economic impacts of our growing reliance on digital technology. Focusing in on the hidden ‘cost of clicks’ will drive discussion around the various impacts technology is having on our carbon footprint, how we are building digital walls and silos across our institutions, and the inefficiencies digitalisation can bring to our work lives… with a focus on solutions to get around these problems.

This topic is crucial because the digital world is deeply integrated into our lives, yet its environmental and personal impacts are often overlooked. As individuals, understanding the hidden costs of clicks can help us make more mindful choices in how we approach digital working. For peers, addressing these challenges promotes consideration for how digital working impacts those around them and the part they plan in providing support for those facing these challenges. Universities, as hubs of digital activity, can lead by adopting sustainable practices and foster eco-friendly and mindful technological practices. Together, these efforts can contribute to a more sustainable digital future.

This session is suitable for all and this includes: Senior managers and leaders in search of fresh ideas who influence a diverse range of individuals, both within and outside the institution, mid-level managers who influence a diverse range of individuals across their institution and work to develop others, established professionals who influence colleagues in their area and stakeholders and graduates and early-career professionals who are building their knowledge and networks

This session embodies the following areas of the AHEP Professional Framework: Demonstrating Responsible Practice and Personal Integrity, Working Together, Focusing on Results and Taking Accountability, Being Agile and Adaptable and Engaging in the Wider Context

– By the end of this session, delegates will have increased awareness on the impact of digital working – economically, socially, culturally, environmentally.

– By the end of this session, delegates will be able to identify potential solutions to some of the challenges faced and opportunity to explore further outside the session.

– By the end of this session, delegates will widen personal networks by building relations during the workshop, finding common professional interests that can be developed beyond the session.

Warwick’s STEM Connect programme is reimagining the future of our STEM education and research, whilst making a major investment in highly sustainable and innovative new Science and Engineering buildings at the heart of our campus. The programme aims to create the conditions for sustainable growth, new ways of working, and new opportunities for innovation, collaboration, partnerships and public engagement. At a time of challenge to the sustainability of the sector, we are working collaboratively with academic and professional services colleagues across the University to accelerate transformation and embed change, fostering the resilience of our STEM provision for the future.

The STEM Connect programme team sits at the centre of this activity. The team supports the programme across its full breadth; including capital development, new courses and research themes, operational and culture change projects, programme governance and communications and engagement. Our team provides a focal point for a cross-university programme, translating high level strategy into practical action and facilitating a positive, collaborative project environment.

The session will be delivered as an interim case study, telling the story of our team’s journey at mid-point through this ambitious programme of activity, and encouraging delegates to share their experiences of similar challenges or initiatives.

There will be three main areas of focus:

• Developing a high-level vision for change, getting buy-in, and making it happen.

• Facilitating collaboration across university departments and structures, coordinating activity, and mobilising to a shared purpose.

• Professional services roles in transformational change, including building a team, working in a matrix arrangement and the skills required for effective collaboration and influencing.

Threaded through the areas of focus we will reflect on sector-wide challenges – including financial sustainability and transformational change – as well as institutional challenges.

This session is most suited to Mid-level managers who influence a diverse range of individuals across their institution and work to develop others

This session embodies the following areas of the AHEP Professional Framework: Working Together and Engaging with the Wider Context

– By the end of this session, delegates will learn from the presenters’ experiences in institution-wide collaboration in order to identify and apply effective approaches in their own contexts

– By the end of this session, delegates will be able to reflect on sector-wide challenges and their impact on their own institution, as well as identifying strategies for addressing these

– By the end of this session, delegates will understand the role of professional services staff in enabling transformation and facilitating collaboration

“The contribution of good governance to long-term organisational sustainability and success is widely recognised and is evident in the growing expectation and demands place on governing bodies”- CUC HE Code of Governance.

Given the challenges HE is facing understanding how good governance enables HEIs to build a sustainable future will be of interest to all.

This session will draw on the presenters own research into governance failures in universities, charities and the private sector. It will identify common lessons learned, promote the importance of undertaking regular reviews of governance effectiveness and explain what an external governance effectiveness review will typically involve.

This session is most suited to Established professionals who influence colleagues in their area and stakeholders

This session embodies the following areas of the AHEP Professional Framework: Being Agile and Adaptable and Delivering Service Excellence

– By the end of this session, delegates will be able to describe lessons learned from governance failures in HE, charities and the private sector

– By the end of this session, delegates will understand the importance of undertaking regular reviews of governance effectiveness

– By the end of this session, delegates will be able to explain how developing and implementing best practice in governance is important for organisational sustainability