Peter is the chief executive of the CIPD, the professional body for more than 140,000 HR and people development professionals around the world. He writes and speaks widely on the development of HR, the future of work, and the key issues of leadership, culture and organisation, people and skills.
Peter is a Fellow of the CIPD, a Fellow of AHRI (the Australian HR Institute) and the Academy of Social Sciences. He’s also a Companion of the Institute of Leadership and Management, the Chartered Management Institute, and the British Academy of Management. He is a visiting Professor at the University of Lancaster, the Chair of Engage for Success, a member of the Board of BPP University, and sits on the Advisory Board for the Open University Business School. He holds honorary doctorates from Bath University and Kingston University.
Prior to joining the CIPD in July 2012, he was Chairman of the Institute of Leadership and Management and a member of the Council of City & Guilds. Up until 2009 he had a long career at Accenture holding various leadership positions and culminating in a seven year spell as Global Managing Director, leading the firm’s human capital and organisation consulting practice.
Keynote presentation: “Leadership in a globalised economy”
In September 2017, Alison was appointed as chief executive of Advance HE, the new sector agency formed from the merger between the Leadership Foundation for Higher Education, the Equality Challenges Unit and the Higher Education Academy. She had been chief executive of the Leadership Foundation since July 2014 and has worked in higher education for 25 years.
Prior to this, she was head of policy for leadership, governance and management at the Higher Education Funding Council for England (Hefce), where she established both the Leadership Foundation and the Equality Challenge Unit. She is a past president of the Association of University Administrators (AUA) and represents the UK on the Association of Commonwealth Universities Human Resources Management Network and has recently joined the British Council’s planning committee for Going Global, the major international higher education conference.
Alison has extensive international experience of higher education including leading the review of teaching and learning for the Australian government which led to the establishment of the Office for Learning and Teaching to enhance teaching quality across the Australian higher education sector. Alison regularly takes part in conferences and events, both nationally and internationally, speaking on all aspects of university leadership, governance and management.
Keynote presentation: “Leading large scale change in turbulent times”
As well as being President and Vice-Chancellor, Sir Keith is also a member of the UK Prime Minister’s Council of Science and Technology and has offered independent advice to government on issues such as its review of postgraduate education.
He has also been appointed to the Infrastructure Council which advises the Treasury on major investments totalling up to £200 billion over five years, including on energy, transport, waste, flood, science, water and telecoms. In September 2016, Professor Sir Keith Burnett was named the new President of the UK’s Science Council, which brings together professional scientists from academia and industry, and also represents scientific technicians and science teachers.
Sir Keith is a member of Universities UK, Yorkshire Universities and the Russell Group. He Chairs the White Rose group of Yorkshire research-led universities and led the N8 Group of Northern research-intensive universities. He is Director of Sheffield University Enterprises Limited and Chairs the Sheffield City Region Science and Innovation Board which guides regional strategy, particularly in areas of advanced manufacturing. He is also a Director of Graduate Prospects Ltd, the Higher Education Careers Service Unit and a member of the Science and Technology Facilities Council.
In addition to his work as a scientist and leader within higher education, Sir Keith has become increasingly well-known as a commentator on the economy and wider society, in particular in relation to international collaboration. He has lived and worked in the US and is also a speaker of Chinese and advises the Chinese government on the teaching of language and culture. He was awarded an individual excellence award from China in acknowledgement of this contribution. His commitment to global education is seen in the #WeAreInternational campaign which he co-founded with students and which is now supported by over 100 universities and the CBI. He is also a Director of the Worldwide Universities Network.
Sir Keith received a CBE for contributions to the scientific community in 2004 and was elected a Fellow of the Royal Society in 2001. He was awarded a knighthood in the 2013 New Year’s honours list for services to science and higher education.
Keynote presentation: “Adopting a collective approach to addressing our leadership challenges”
Trained as an anthropologist, Professor Jonathan Gosling worked for several years as a mediator in neighbourhood conflicts in London, founded the UK‘s first community mediation service and was the founding Secretary of the European Conference on Peacemaking and Conflict Resolution.
At Exeter he led the growth of leadership studies towards a consisted research and publishing profile, significant contributions to undergraduate education, and headed Executive Education for several years. In 2009/10 he collaborated with Jean-Paul Jeanrenaud at WWF International to co-found the One Planet MBA, the first MBA designed explicitly to build on the implications of a fundamental but seldom-questioned assumption: that we have just one planet – and we’ve all got to get along on it!
Professor Gosling is currently (2015) Visiting Professor in the School of Philosophy at Renmin University of China, where he delivered a series of lectures on the Philosophy of Leadership. He held an Otto Mønsted Fellowship at Copenhagen Business School (2014), working on ’the pleasures of power’; was 2009 Distinguished Visiting Professor of Leadership Development at INSEAD, France, working on experiential methods in leadership development; and has held similar posts at at McGill University, Quebec; Lund University, Sweden; and IEDC Bled School of Management, Slovenia.
He retired from Exeter in July 2015, much before the official retirement age, in order to focus on more immediate and impactful contributions to society; he remains active as an Emeritus Professor at Exeter, and can be contacted at http://www.jonathangosling.com
Keynote presentation: “Academics and leadership – the pleasures (and tactics) of power in universities”
Simon is a co-founder and partner of Diversity by Design a ground breaking consultancy that works with organisations to develop diversity solutions to strategic questions in order to build greater performance. www.diversitybydesign.co.uk
From 2007 – 2013 he was chairman of the University of Sussex governing Council. He is currently on the Boards of Brighton Dome and Festival, POWERful Women and The Museum of London. He has recently ended six years on the Board of Housing and Care 21.
He was a co-founder of one of the most successful lobby and campaign groups in recent times, the lesbian and gay equality organisation Stonewall. He is now a co-founder of the Kaleidoscope Trust, supporting lgbti activists abroad.
He is also a broadcaster, writer and pundit. He was awarded the OBE in the New Year’s Honours list 2013 for services to Higher Education and he was made an Honorary Doctor of the University of Sussex for services to diversity and human rights in 2013.
Keynote presentation: “Diversity – why bloody bother?”
Workshops and seminars
Nancy Arnold, Senior Quality Advisor, Office of Quality Initiatives, Carleton University
Both our institutions have been following intertwined leadership paths for more than 6 years. As time has passed there have inevitably been changes – for better and for worse – in our local and national contexts. While these changes have been different and fairly specific to our home nations, what has been clear has been the way we have needed to evolve our leadership support, to stay current and ensure that the impact from our development remains high, continues to look and feel remarkably similar. In this session we will share the story of our leadership paths and invite you to consider how this looks and feels in your own institutions.
Tomorrow's leaders: experiences and a case study from the UK's leadership programme for Higher Education
Dr Julian Skyrme, Director of Social Responsibility and Ambitious Futures Programme Director, the University of Manchester
This interactive session will explore the experiences, challenges and benefits for Higher Education of participating in a graduate leadership scheme.
The session will use the world café approach to achieve maximum participation and to capture the views and experiences of those attending.
For a case study we will draw on the experience of the University of Manchester, who are a long-standing member of Ambitious Futures, (the collaborative graduate leadership scheme that operates across HE in the United Kingdom).
By the end of the session participants will have had the opportunity to learn about the contribution that UK HE graduate leadership schemes make to the sector’s professional development and succession planning, and to share knowledge and understanding with their colleagues from the UK and elsewhere.
Capes, cakes and taking a vulnerable position; cultural influences on developing Leaderful practice within Higher Education
Based on 10 years experience of developing leadership capability within Higher Education, in the UK and North America, this session will contrast three cultural approaches and draw on a range of leadership perspectives to explore how, within the unique setting of Higher Education, the predominantly individualistic and competitive Anglo-American model can be enriched with more collective and inclusive tenets, beliefs and practices of Scandinavian and Southern African principles.
Sharing insights into a range of concepts, along with stories, anecdotes and intentional provocations, this session will appeal to senior sponsors, designers and facilitators who are seeking to meet their competitive drivers whilst also offering leadership development interventions that are relevant and engaging for all leaders within a modern, progressive University.
This will be an interactive session outlining Professor Shearer West’s experiences from her first 12 months in post as Vice-Chancellor at the University of Nottingham. She will share lessons learned, her key achievements, and request an audience perspective on some of her greatest leadership challenges. Shearer is the 7th Vice-Chancellor at Nottingham and the first woman in the role, which she has held since October 2017.
Lessons learned from the development and implementation of the Rutgers Leadership Academy (RLA) in New Brunswick, New Jersey, USA will be described. RLA is a two-year cohort-based model open to mid-career faculty and administrative staff from a variety of disciplines and fields. The program has concluded one cycle and another is underway. The inclusion of faculty and administrative staff who represent both aspiring and current leaders is a key feature of RLA. Another key feature is the requirement that in the final months of the program, participants must design and implement a field-based project under the supervision of a campus leader. This requirement contributes to deep participant learning and also enhances the departmental, school, and university functioning in real-time there-by ensuring the support of campus leaders who nominate individuals to participate in RLA.
Although a significant amount of literature and professional support focuses on building administrative and managerial leadership capacity within universities, the topic of generating and sustaining research leadership capacity has arguably been overlooked. However, a rapidly changing world, demands for innovation, complex new policy challenges, the impact-agenda and the need to adopt a proactive approach to shaping the ‘ideas pipeline’ demands that an appropriate and explicit blend of leadership skills are nurtured and incentivised within higher education in general and the social sciences in particular. This workshop explores this ‘research leadership challenge’ through a focus on recent developments in the UK and, as a result, raises critical questions concerning risk-taking, incentive frameworks and inter-sectoral mobility.
Samuel B. Bacharach, McKelvey-Grant Professor, Cornell University, and Founder of the Bacharach Leadership Group
Colleges and universities are complex organizational systems, where issues of turf tangle with individual and group aspirations. Against this backdrop, practitioners, research faculty, and senior leaders must develop the capacity to execute or become obsolete.
This session will examine the unique nature of university environment that poses a special challenge for leaders. The lone-ranger mentality of many U.S. institutions, once thought to be global leaders, is no longer sufficient. Leaders need to develop the capacity to understand how to overcome resistance, get the buy-in, and make sure that ideas are put in place. This presentation will outline the steps practitioners, research faculty, and senior leaders need to take to move their agendas and get things done in today’s environment of social technology. Participants will gain an understanding of the micro-skills of leadership using an innovative mobile platform.
Nowadays, strategic human resources development has been pointed out as one of key factors for Higher Education Institutes to thrive. Albeit its importance in managing organizations’ impression, least attention has given to developing HEI administrative staff members, among three groups of human resources in HEI context, which is student, professors and staff members. Thus, in this session, we would like to show a case-study of developing HEI staff members’ leadership competencies at Seoul National University in South Korea, where a Competency Based Curriculum has been developed and implemented based on its customized leadership competency models. The series of researches on developing CBC for HEI staff members will leave a holistic view of strategic human resource development in HEI.
Professor Alistair Warren, Faculty Director of Learning & Teaching (Science), University of Sheffield
Mary Moran, Head of Organisational Development, University of Liverpool
Within the UK HE sector context of increased emphasis on the quality of teaching and enhancing the student experience, high quality leadership is critical in shaping the development and delivery of education for today’s students and those of the future. The purpose of this workshop is to share the development and impact of an Education Leadership Programme by the Universities of Liverpool and Sheffield. A partnership approach between the two cohorts involving separate sessions, collaborative visits and subsequent project work has created a community of practice of education leaders which is developing further through alumni events and a second cohort. This workshop will share the progress on our journey thus far; describing the background, development and activities of the programme, its outcomes and achievements.
Changing the Way We Lead and Learn: Engaging Managers of Managers in Leadership Development Programs
Susan Grant – Assistant Director, Organizational & Human Development
Building leadership capacity and creating engaged teams is a shared responsibility. The University of Waterloo’s Leadership Development Programs create opportunities for new and existing managers to build their confidence, skills, and the relationships needed to lead teams to success. Our programs offer a unique learning and development opportunity designed to combine formal learning, individualized assessments, self-reflection exercises, one-on-one coaching, and tools that are immediately applicable within the workplace.
Participants experience in-class sessions alongside fellow campus managers, providing opportunities to build a network of peers and to share perspectives. The immersion of the participant’s managers into the framework has been a cornerstone component in advancing and supporting the participant’s growth. The participant’s supporting manager actively participates through manager sessions, setting follow-up one-on-one meetings with their participant during the transition stages, and co-creating strategies to continue the leadership learning after the formal course has been completed – the end is the beginning.
Hosted by Joanne Marshall, Director of HR and OD, who will talk honestly about the challenges the University of Bradford has overcome. Joanne has a wealth of experience in change management and is able to develop and enable leaders for the challenges within HE.
This is your opportunity to get an excellent insight into the University of Bradford and how it overcame major challenges with key initiatives which have supported the development of strong leadership and people practices across the business.
The session will outline how the University of Bradford continues to adapt to change and build a culture that is strong and open whilst promoting creativity and innovation.
Joanne will outline the tools and techniques that the University of Bradford uses in order to get the best outcomes through change and how they as a business stay focussed on a clear strategic ambition.
Leadership is a behaviour and is about accountability and responsibility, not hierarchy and status. It drives change and direction and also the culture of an organisation. If the University of Salford is to continue to forge the way, we must develop the right leadership behaviours. We must develop leadership capability at all levels and provide interventions that promote horizontal and vertical development. Learning interventions must be agile, robust and relevant.
We co-created the Salford Behaviours – a set of ten behaviours colleagues identified as being the most effective behaviours we all need to demonstrate to achieve the University’s ambitions.
Our approach to developing Leadership capability at all levels is grounded in these Salford Behaviours. We identify everyday situations and use the Salford Behaviours to structure real-life learning opportunities.
The objectives of this session are to:
- Demonstrate the power of wrapping leadership development around ‘everyday’ work
- Provide a compelling case on how focusing on behaviours can strengthen organisational performance
- Show how developing Leadership capability through behaviours can be applied at all levels
Richard Sanderson, Management Development Manager, Leadership and Management Team
In September 2016 the University of Nottingham had no online development offer for leaders and managers. Today the Leadership and Management Academy Hub is thriving, offering online learning and community engagement to every member of staff. Through thousands of curated and bespoke resources we’ve engaged over a third of our staff in online learning on subjects ranging from performance management and personal resilience through to what it means to be a leader at a HE institution. On top of the content we’ve provided we’re building communities that connect leaders to solve the issues they face and share ideas. Using the journey that the University of Nottingham has taken over the last two years as a framework, this session will be all about defining best practice, and learning from each other how to take advantage of the opportunities that online learning can bring in developing leaders for Higher Education.
The Impact of our “unique” Leadership Development Foundation Associate (LDFA) role at Liverpool John Moores University
The purpose of this session is to outline and investigate an approach to leadership and leading development from the experience of one higher education institution, Liverpool John Moores University. The Leadership Development Foundation Associate (LDFA) role outlined is still relatively underdeveloped in higher education. In the case study university the decision to appoint an associate dean with a leadership development brief for each faculty was taken in 2016. The role is therefore in its infancy. However, as the session demonstrates, explicitly linking leadership, strategy, practice and change, supported by the leadership associate role, may serve as a model for good practice in higher education.
The panel session will outline the LDFA leading process and then share experience of highlighting and developing leading in different contexts: academic faculties, professional services divisions and cross institution professional services. It will also share lessons from using Customer Service Standards and Awards as a programmatic change model for the institution, led by the LDFAs.
The outcomes of the session will be an examination of this practice by colleagues in the panel format. The aim is that the programme outlined will act as a prompt for identifying and developing good practice in leadership and leading as a means of addressing institutional-level challenges.
Cornell University placed a priority on developing leaders in January 1993. The programs have evolved over the 25 plus years to meet the university’s needs today. This session will focus on how the programs have shaped the culture of the university and the return on investment as a result of delivering the programs.
Ed Webster – Deputy Director Workforce Development
The University of Bath, like many others, has recognised the need to develop many more capable academic leaders at all levels in order to pursue its strategy. It has also recognised that there are stubborn systemic factors, both structural and cultural, which impact on the ability of individuals to exercise leadership, and therefore on the University’s ability to develop individual and collective leadership. By marrying modern learning theory with the latest thinking in organisational change, we have been able to start working dialogically across many different parts of the system to address this need. This contrasts with our experience in more classically planned organisational initiatives, which proved insufficiently agile for the pace of modern change. However, there are risks to our approach which we will explore alongside the participants in this interactive session as we invite them to unpack the systems approach to their own leadership challenges.