In an era marked by climate change, technological disruption and shifting social expectations, universities face a pivotal question: how can they remain relevant and effective in a rapidly changing world?
In a chapter contributed to a recent report, we explore how higher education institutions can respond to global pressures by embracing local, context-sensitive strategies. Our main message is that universities must evolve – not by chasing every trend, but by grounding their responses in their unique missions, communities and strengths.
The global storm facing higher education
Universities today are navigating a complex landscape. From the lingering effects of the Covid-19 pandemic to the rise of generative artificial intelligence and the implied threat to the value of degrees, and the urgency of climate action, the challenges are vast and interconnected. These pressures are not just external: they affect the core of what universities do – education, research and community engagement.
We argue that while these challenges are global, the solutions must be local. Institutions must resist the temptation to adopt one-size-fits-all models and instead focus on what works for their students, staff and communities. This means understanding local demographics, economic conditions and cultural contexts – and using that understanding to shape policy and practice.
Rethinking the purpose of universities
One of our chapter’s most compelling insights is the need to revisit the fundamental purpose of universities. Are they primarily engines of economic growth? Hubs of innovation? Guardians of knowledge and critical thinking? The answer, we suggest, is ‘all of the above’ and a bit like the Indian fable about the blind men and the elephant, different things to different stakeholders.
Universities must balance multiple roles – and this balancing act requires clarity of mission. Institutions that know what they stand for are better equipped to make strategic decisions, whether that’s investing in new technologies, expanding access to higher education or deepening community ties. This clarity also helps universities to communicate their value to stakeholders – from students and parents to policy-makers, funders and employers.
The power of local engagement
The local engagement that we suggest is not a retreat from global relevance, but rather a foundation for it. We highlight how universities can act as civic anchors, working with local governments, businesses and civil society to address pressing issues. Whether it’s supporting local schools, contributing to regional economic development through training and research outputs, or promoting sustainability, universities have the tools and expertise to make a difference.
This local focus also enhances student experience. When students see their learning connected to real-world challenges in their communities, education becomes more meaningful and motivating. It also prepares them to be active citizens, not just skilled workers.
There may seem to be an inherent contradiction here for universities that pride themselves on their global student and staff body – what does the connection with the local mean for them? We argue that even those cohorts, by virtue of having chosen a particular university and therefore a particular community, can have buy-in for this mission if it is clearly articulated.
Embracing diversity and inclusion
A key facet of university life that our chapter underscores is the central role of diversity – not just in terms of student and staff demographics, but also in ideas, disciplines and ways of learning. If not us in universities, then who?
We suggest that universities create environments where all students and staff feel valued and supported, even when there are fundamental differences in beliefs and practices. This includes rethinking curricula to reflect diverse perspectives, investing in inclusive and effective teaching practices, and addressing structural barriers to participation.
Importantly, we advocate for a broader view of inclusion in the context of education – one that goes beyond access to consider belonging and success. It’s not enough to open the doors: institutions must ensure that all students are supported to thrive at university and in their lives beyond university.
Technology: tool or threat?
Artificial intelligence and digitalisation more broadly are transforming education, but they also raise difficult questions. Will AI replace teachers? How do we ensure academic integrity in a world of automated essay writing? What happens to the human element of learning? And alarmingly for many of us, what is the role of the university in an AI-enabled and digitally transformed world?
Rather than viewing technology as a threat, we encourage universities to see it as a tool – one that can enhance learning, improve efficiency and expand access. But this requires thoughtful implementation – investing in digital literacy, supporting staff development and engaging students in conversations about ethics and responsibility.
It also requires greater collaboration with employers and civil society as the key networks for our students and staff beyond university, to develop a better understanding of how universities can add value.
Lifelong learning and flexibiluty
The traditional model of a three- or four-year degree followed by a career is slowly but surely becoming less common. Today’s learners are demanding flexible, modular and lifelong learning opportunities. We argue that universities should take this opportunity pro-actively – to expand their remit by offering short courses, micro-credentials and online learning options that fit diverse life paths.
This shift is not just about convenience – it’s about equity for learners and sustainable revenue models for universities. Flexible learning models can reach people who have been excluded from traditional higher education, including working adults, carers and those in remote areas.
In addition, it can help universities to stay relevant in a fast-changing job market and expand their learner base. It may also help them to build closer ties to the public, which can help in the current political climate.
Leadership and institutional culture
Change doesn’t happen automatically: it requires leadership at all levels. We stress the importance of institutional culture in shaping how universities respond to challenges. A culture that values innovation, collaboration and reflection is more likely to thrive.
This includes empowering staff and students to contribute ideas, take risks and learn from failure. It also means breaking down silos between departments and disciplines, fostering interdisciplinary approaches to complex problems as appropriate. And it implies that failure must be an option in a circumscribed way, otherwise there is no incentive to try truly new things and adapt to a rapidly evolving world.
Such an approach has implications for how universities recruit and hire, how promotions and appraisals work, and how leadership structures within universities are set up. For institutions that are notoriously slow-moving, this might be the most difficult challenge of them all.
Final reflections: a call to action
We end our chapter with a call to action. Universities must be bold, thoughtful and locally grounded in their responses to global challenges. This is not a time for complacency: it’s a time for creativity and courage.
The future of higher education will be shaped by those institutions that embrace both their civic and global roles (and the contribution of technology in enhancing them), invest in inclusive and flexible learning, and lead with purpose. By doing so, universities will not only be able to survive the storms ahead – but also help society to navigate them.
