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DEVELOPMENT
Who wants to be a Registrar?
process of questioning and reflection with
colleagues, are encouraged to consider possible
solutions. Neale found it “an interesting way of
dealing with issues, and also very reassuring that
others were facing similar problems. Getting
to grips collectively with these challenges was
useful, and the whole process helped me focus
on what is important in my job.”
Programme Director Rachel Holmes
How many of you, when young, thought, “I’d
like to be head of administration at a university
when I grow up”? Not many, it seems, if the
varied career paths of current holders of posts
such as university registrar, secretary or chief
operating officer are any indicator!
The Leadership Foundation’s Aspiring Registrars
Programme, developed in collaboration
with the Association of Heads of University
Administration (AHUA) and now in its fourth
year (running from October 2012), seeks to
address this challenge. Recognising the need
for a coherent ‘route map’ for those who may be
considering senior university administration as a
career move, the programme offers participants
a unique opportunity for personal reflection,
career development and networking with peers
across the sector.
The functions and titles of senior administrative
roles are very varied. Although there may be
common strands, the areas of responsibility
and the ways in which the roles are carried
out vary enormously across the sector. The
programme is therefore highly personalised and
a long way from being an off-the-shelf toolkit,
as Dr Neale Laker, a participant from the 2011
programme, describes.
Neale’s promotion to the new post at Dundee
came after he had completed the programme.
“One thing it did for me was teach me to be
much more politically aware, to understand what
might be driving other people and how I might
work with them better. I found it an extremely
helpful and very personal experience which
has helped me professionally. It sounds selfish,
but just having that time to reflect on what you
want to do was incredibly important. Rachel and
Tess have a great way of getting the best out of
people; it’s a safe environment where everyone
can get engaged and truly learn. I don’t think I
could recommend it highly enough!”
Rachel confirms that the programme “provides
a highly personalised approach” for those
considering whether or not a move to a senior
administrative post is for them. She adds that,
“The AHUA are as happy for participants to
conclude that ‘the registrar role isn’t for me’ as
they are to encourage more candidates to apply
for the roles that become available. It’s about
being able to make the right choice for you.”
To support future moves, the AHUA has gone
on to offer programme alumni a dedicated
and popular workshop called From Aspiring to
Applying, which focuses on how to manage
the challenging recruitment process, and in
particular how best to handle head-hunters. As
with many Leadership Foundation programmes,
most of the learning sets continue to meet
long after the programme has ended, providing
colleagues with a useful ongoing network. E
Programme Director Tess Brooks
considerable personal reflection and networking,
both of which are highly valued. Participants
complete the Myers-Briggs Type Indicator (MBTI)
to provide feedback on their personal style, and
this is explored during a one-to-one coaching
session with one of the programme directors,
Rachel Holmes and Tess Brooks. Neale found this
“very useful. It made me start thinking about what
really makes me tick. I was quite shocked at how
accurate it was – for me it was a real eye-opener.”
The one-to-one session is complemented by
a residential programme, where the 14 to 16
participants come together for a highly interactive
and experiential workshop. Rachel explains:
“We always involve current, relevant speakers.
Particular highlights include an experienced
vice-chancellor speaking very candidly about
what he or she wants from a registrar, and two
current role holders from contrasting institutions
and with a wide range of responsibilities talking
about the challenges of their post and what they
have learned since taking up the job. Participants
are encouraged to identify the type of institution
and sort of role that best suits them, in the light
of what they’ve learned about themselves. As
a result, they can address perceived gaps and
increase their chances of success when applying
for their next job.”
Applications are now open for the next Aspiring
Registrars Programme, which runs from October
2012 through to May 2013.
Neale has recently been appointed to the new
post of director of policy, governance and
legal affairs at the University of Dundee, but at
the time of applying to the Aspiring Registrars
Programme he was working as clerk to court
at the same institution. “I was at a bit of a dead
end as far as my career was concerned,” he
says. “I needed some time to think about what
I wanted to do, and the programme helped
create that time to great effect.” Neale’s boss, the
university secretary at Dundee, recommended
the programme to him, having participated in an
earlier cohort.
The rest of the programme takes the form of
four action learning sets, each comprising seven
or eight participants and facilitated by one of the
programme directors. Participants bring current
strategic and operational ‘knotty problems’ to
each session and, through a sophisticated
Although the programme does not focus on
skills development specifically, Neale found
certain exercises during the residential module
very helpful in this area. “We considered issues
of persuasion and power, and looked at the tools
you can use to get your point across. We reflected
on how different people approach their work,
what they bring to particular situations, and
what might be behind their comments. These
exercises were invaluable.”
The programme runs over seven months, with
one-to-one coaching, residential and action
learning elements providing the opportunity for
