Universities are now called upon not just to preserve knowledge, but to generate solutions to the most urgent challenges of our time.
From Administrators to Designers
Reimagining Leadership in Universities
Universities occupy a paradoxical position in society.
They are among the oldest institutions in human history, yet they are expected to lead us into the future. University structures, norms, and cultures were designed for different times, when knowledge was scarce, access to education was limited, and change unfolded slowly. Buildings and bureaucracies endure for generations; students come and go every few years. This friction has always defined higher education. Today, demographic shifts, digital disruption, climate crises, and social inequities are reshaping the world at an exponential rate. In this context, leadership in higher education can no longer be confined to traditional approaches.
For centuries, university leaders were viewed as administrators: custodians of tradition, protectors of academic excellence, and careful managers of scarce resources. They offered continuity, credibility, and stability. In an era when incremental change was the norm, this approach made sense. It was an honorable role, but it is no longer sufficient. When the world moves faster than the institution, administration without design becomes stagnation.
Universities are now called upon not just to preserve knowledge, but to generate solutions to the most urgent challenges of our time. To thrive in this era of disruption and opportunity, universities require leaders who are designers — architects of transformation who can envision new models, mobilize communities, and reconfigure systems to be future-ready. This type of leadership is not about abandoning tradition; it is about reimagining it. It requires leaders who can design systems, policies, and cultures that anticipate what the future demands while honoring the best of the past. Designers ask: What should a university look like to serve the world as it is and will be, not as it was?
The New Mandate for Leaders
The future will not wait. Universities must become agile institutions, able to evolve quickly in response to shifting demands and accelerating change, while holding fast to their fundamental mission: education, knowledge creation, and deep engagement with local communities. To thrive as a sector, we need innovative solutions that close the gaps and disparities of current systems, and we must design diverse new models that are responsive to the unique needs and contexts of the communities universities serve. In a time of rapid shifts in technology, society, and labor markets, leaders must respond with urgency, clarity, and imagination. Incremental adjustments will be inadequate to meet the forces that are swirling around the higher education sector right now.
The new mandate is for leaders who think and act as designers: able to deeply understand the needs of those the institution serves, prototype new models, and execute solutions that are bold, inclusive, and future-facing. This is not the work of a lone leader striving to do it all. It requires cultivating cultures within institutions where faculty and staff feel empowered to drive change, and building strong collaborations with external partners who can generate momentum and sustain support for transformation. To meet rising demand, restore trust, and fulfill their role as engines of opportunity, universities need individuals and teams willing to design—and continually redesign—the institution itself. This is not about preserving the past, but shaping what must come.
Works Cited:
- 1Glass, Chris R., Kara A. Godwin, and Robin Matross Helms. Toward Greater Inclusion and Success: A New Compact for International Students. American Council on Education, 2021. https://www.acenet.edu/Documents/Intl-Students-Monograph.pdf
- 2Milberg, Tanya. "The Future of Learning: How AI Is Revolutionizing Education 4.0." World Economic Forum, April 28, 2024. https://www.weforum.org/stories/2024/04/future-learning-ai-revolutionizing-education-4-0/
- 3Association of Public and Land-grant Universities. "How Does Public University Research and Community Engagement Benefit Society at Large?" APLU, accessed September 30, 2025. https://www.aplu.org/our-work/4-policy-and-advocacy/publicuvalues/research-engagement/
- 4Guo, Xiuli. 2024. "Four Ways Universities Can Enhance Their Community Impact." Times Higher Education, January 19. https://www.timeshighereducation.com/campus/four-ways-universities-can-enhance-their-community-impact
- 5Arizona Board of Regents. "Public Universities’ Workforce Development and Research Fuel Arizona’s Economic Growth." Arizona Board of Regents, March 18, 2025. https://www.azregents.edu/news-releases/public-universities-workforce-development-and-research-fuel-arizonas-economic-growth
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