Leicester contributes to new technical workforce report that spotlights vital gap in strategic leadership

Insights from the University of Leicester into the technical workforce have informed a new report, Strategic Technical Leadership: Advocacy, Empowerment and Transformation, which highlights a substantial gap in technical leadership in most UK universities. 

Based on HESA data from 2022/23,* only 45% of higher education institutions have technicians in a strategic leadership role. 

This report, published by the UKRI - Research England funded TALENT Programme and the UK Institute for Technical Skills and Strategy Research and Policy Group, emphasises the crucial and emerging role of Strategic Technical Leaders in the changing higher education and research landscape.

It was informed by 31 semi-structured interviews with technicians in formal and informal strategic leadership positions and non-technical senior leaders across 20 higher education institutions in the UK, with contributions from Gemma Black and Professor Sarah Davies at the University of Leicester. Both feature in a case study in the final report.

The interviews explored a range of topics around strategic technical leadership, including the participants’ roles and responsibilities, their careers, the support and development opportunities undertaken and wanted, the creation of the roles, how they would like the roles to develop, the challenges faced, the benefits of having strategic leads and the definitions of strategic technical leads. 

It builds on insights in the landmark TALENT Commission report, which recommends employers appoint a strategic lead for technical staff and skills. 

The report highlights the value these strategic roles bring for institutions and the technical community, how broad in scope these roles are and provision of support and development.

The report comes at a time when the Government has committed to reforming skills for the future, particularly in disciplines where technical skills will play a major role in growth industries such as engineering, biotechnology and medical science.

There are six recommendations for UK universities in the report:

• Institutions should appoint a Senior Strategic Lead for technical staff and skills in the organisation to lead the strategy for technicians in collaboration with technical managers and senior leaders.
• Strategic Technical Leaders should oversee a portfolio of key areas that enables them to fully use their knowledge and expertise to advance the institution's strategy.
• Senior leaders should engage with, support and empower strategic technical leaders.
• Strategic Technical Leaders should be included in institutional fora and decision-making committees.
• Strategic Technical Leaders should be given professional development opportunities, including mentoring and coaching from senior leadership.
• Strategic Technical Leads should be given time, support and opportunities to develop their external networks and influence sector change for technicians.

Gemma Black, Head of Technical Services Development and Strategy at the University of Leicester, said: “This report examines the significance and underscores the value of having a Senior Strategic Technical Lead within universities. It highlights the vital and evolving role of these leads in the dynamic and changing landscape of higher education and research. These positions enhance the representation of technical staff and contribute to the overall strength of the institution. They also bridge leadership gaps, ensuring the technical perspective is represented and advocated for in high-level discussions, influencing strategy, policy, and the future direction of technical operations.

“Universities with a Senior Strategic Technical Lead are notably benefiting from increased advocacy, empowerment, and facilitating positive change. I would like to see more universities understanding and recognising the value and benefits of having a Senior Strategic Technical Lead in place.”

Catrin Harris, Research Fellow for the TALENT Programme explained: “Technical staff often face a leadership gap within many institutions. Their roles are often capped at lower levels than their academic and administrative colleagues, preventing them from being able to participate or being represented or adequately considered in higher-level discussions. This disconnect can limit the institution's future strategic technical direction.

“This report highlights the need for strategic technical leadership across the sector. These roles are vital to succession planning and investment into technical skills for emerging technologies, such as digital technologies, life sciences and green skills.

“The positive news is that some institutions are spearheading positive change in this sphere and we thank those universities who supported us with this research report and shared their insights as best practice within the sector.”

Hannah Noke, Co-lead for the UK Institute for Technical Skills and Strategy Research and Policy Group also commented.

“Strategic Technical Leadership: Advocacy, Empowerment and Transformation provides new knowledge about the technical workforce within the higher education and research landscape. 

“It highlights the diverse and crucial role of technical professionals, and the importance of strategic technical leadership in developing and sustaining a future pipeline of technicians.

“The report features six case studies which highlight the positive influence and significant contribution Strategic Technical Leaders can make to the technical workforce, and in turn world-class education, research and innovation.

“I’m confident that organisations who consider and implement these recommendations will see improvements in workforce sustainability, skills development and technical infrastructure.” 

• *HESA, 2022/23 staff data. Calculated from the 120 institutions which provide data on non-academic staff.
• To meet the career development needs of strategic technical leaders, the Executive Programme in Strategic Technical Leadership is an annual leadership programme delivered in partnership with Nottingham University Business School.