SRHE Blog

The Society for Research into Higher Education

Tag Archives: leadership development.


by Leave a comment

Preparing the Future Leaders of Society with a Systems Thinking Mindset Through Effective Learning and Teaching

by Amrik Singh and Joy Garfield

In a world defined by rapid change, complexity, and interdependence, traditional linear ways of thinking are struggling to keep up. Whether we look at global supply chains, climate challenges, digital transformation, or organizational culture, a recurring truth emerges, everything is connected. This is why systems thinking,a mindset for understanding wholes rather than isolated parts, is becoming increasingly relevant across all sectors (Comstock, 2024). Systems thinking allows us to understand the perspective of multiple stakeholders in the situation and guards against jumping to the right solution, which human nature sometimes make us do. When we understand the notion that problems are multi-faceted and need the buy-in of multiple stakeholders to address the solutions, only then we can really unearth the understanding of complexity and ambiguity of the situation. Higher education students as future leaders of society, need to grasp the concept of systems thinking to explore the complexity and ambiguity of modern-day problems.

Understanding the Complexity of Modern Problems

For much of the 20th century, we operated on the assumption that problems could be broken down and solved independently. Problems and solutions were easily connected. But today’s challenges are mostly complex, dynamic, and interconnected, making reductionist approaches insufficient (Eftekhari Shahroudi et al., 2025).

A decision made in one area can unintentionally trigger effects in others. Without a systemic lens, those secondary impacts are missed until they become major problems. Dynamic conditions change faster than linear plans can keep up. Because challenges evolve through shifting interactions like climate events affecting energy markets, or geopolitical shifts affecting food systems a static, linear approach fails. A systemic perspective helps leaders adapt in real time. Climate change, digital transformation, public health, and security issues span sectors, borders, and disciplines. No single stakeholder can solve them alone; systems thinking helps identify leverage points for multi‑stakeholder actions.

Modern organisations function as complex adaptive systems shaped by culture, relationships, and information flows. Linear change models often fail because they ignore these interdependencies; systems thinking helps leaders identify leverage points, anticipate consequences, and design resilient structures (Ellis, 2024). Systems thinking literature alike argues that traditional problem‑solving methods lose effectiveness as societal and technological complexity grows, strengthening the case for dynamic, holistic approaches in organisational decision‑making (Eftekhari Shahroudi et al., 2025).

A Harvard Business Review article states that innovations often create unintended ripple effects because interactions across systems are overlooked reinforcing the need for a systemic perspective (Bansal and Birkinshaw, 2025). Problems have multiple interacting causes, not a single root. Reductionist thinking focuses on one cause at a time, but modern challenges involve overlapping drivers, environmental, economic, technological, political, and social. Addressing only one strand often creates new issues elsewhere. The demand for systems thinking based pedagogical higher education is thus very real and requires educators to embrace these methods of teaching and learning.

How Can Education and Learning Shift Toward Systems Thinking Literacy

As future leaders in an increasingly complex and demanding world, higher education students need a solid understanding of social, political, economic, and environmental issues, along with the confidence to propose well‑reasoned solutions. Systems thinking is increasingly recognised as a vital pedagogical approach in higher education, enabling learners to understand complexity, interdependence, and uncertainty within contemporary societal and organisational challenges.

As educators prepare students for an uncertain future, systems thinking literacy is emerging as a core skill. The future of jobs report (World Economic Forum, 2025) indicates that systems thinking, and empathy are very essential core skills needed by organisations. Case studies from engineering and technology education further illustrate the value of systems thinking pedagogy. Dhukaram et al. (2016) show how systems-oriented curricula enhance student capability in diagnosing multifaceted problems, fostering collaborative solution-building, and developing resilience in decision-making processes. These studies collectively highlight that systems thinking not only enhances subject-specific learning but also strengthens transferable skills such as critical reasoning, communication, and adaptive expertise, all very relevant to organisations as cited in the future of jobs report 2025.

Systems thinking pedagogy also allows students to dive into the complexity and ambiguity of modern-day challenges and allows them to understand the multiple stakeholder perspectives and worldviews. Only then can a rich picture of the problem can be ascertained. Studying relationships, patterns, and structures fosters deeper understanding than memorising isolated facts or writing notes of the situation alone. Frameworks such as Soft Systems Methodology (Checkland and Poulter, 2006) enhance critical thinking and decision‑making from multiple perspectives. Sustainability education literature also stresses that complex global issues require integrative thinking, interdisciplinary collaboration, and shared sense‑making, the central tenets of systems thinking (Ezeaku, 2024).

Soft Systems Methodology, although not new, has proven effective across a wide range of settings for tackling complex modern-day problems. Its seven-stage process offers a structured approach to exploring “wicked” issues by first examining what is happening in the real world from the viewpoints of various stakeholders. The methodology then moves to imagining an ideal world, one free from constraints, from multiple stakeholder perspectives, helping to surface differing expectations, needs, and aspirations for a future idealised system. Students should be encouraged to use empathetic dialogue to appreciate the diverse viewpoints present in the situation. By comparing real-world conditions with these idealised models, Soft Systems Methodology enables the development of feasible, mutually acceptable paths forward.

Recent scholarship highlights that real-world, experiential learning environments help students develop the ability to interpret dynamic systems and identify leverage points for meaningful change (Alford et al., 2025). Such approaches support a shift from linear, fragmented learning toward holistic understanding, enabling students to explore the multiple interacting forces shaping modern problems. Soft Systems Methodology can help develop this understanding.

The importance of systems thinking in higher education is also evident in efforts to prepare students for professional environments characterised by complexity and rapid change. As Elsawah, Ho, and Ryan (2022) note, teaching systems thinking requires intentional integration of modelling, reflection, and interdisciplinary engagement to help students internalise systemic concepts. Their work demonstrates that learners benefit from iterative exploration of system behaviours, reinforcing deeper conceptual understanding and long-term retention.

A Mindset for the 21st Century

Across disciplines, systems thinking offers a transformative framework for higher education, supporting educators and students in jointly navigating complex realities while fostering the next generation of holistic, strategic, and future-oriented thinkers.

At its core, systems thinking is more than a method, it is a mindset that promotes deeper insight, anticipatory understanding, and long‑term thinking. Scholars and practitioners argue it is essential for addressing intertwined challenges like climate disruption, social inequality, and technological acceleration (DigitalVital HUB, 2025). By helping individuals and organisations recognise interconnected structures, systems thinking supports more informed, sustainable, and strategic action, shifting us from short‑term fixes to long‑term solutions rooted in an understanding of whole systems (Ellis, 2024).

The combination of Soft Systems Methodology and empathy enhances systems thinking by placing equal emphasis on the human elements and the technical components. It focuses on designing solutions that function not only in theory but also in the complex, unpredictable realities of human‑centred environments. Engaging in empathetic dialogue helps reveal stakeholders’ perspectives and experiences. When problems are rooted in human complexity and ambiguity, the solutions must be human centric also.

We live in an era defined by complexity and constant change. Linear thinking on its own is no longer enough. Systems thinking offers powerful tools for higher education students to see the bigger picture, understanding interconnections, and designing solutions that work not just today, but for generations ahead. As future leaders of society this is a vital commodity that cannot be overlooked. Across sustainability, technology, education, and organisational practice, the evidence converges: systems thinking is shifting from a possibility to a must‑have capability for future leaders (Bansal and Birkinshaw, 2025; Schoormann et al., 2025).

References.

Alford, K.R., Stedman, N.L.P., Bunch, J., Baker, S. and Roberts, T.G. (2025) ‘Real-world experiences in higher education: contributing to developing a systems thinking paradigm’, Journal of Experiential Education, 48(1), pp. 169–188.

Bansal, T. and Birkinshaw, J. (2025) ‘Why you need systems thinking now’, Harvard Business Review, September–October.

Checkland, P. and Poulter, J. (2006) Learning for action: A short definitive account of Soft Systems Methodology and its use for practitioners, teachers and students. Hoboken: Wiley.

Comstock, N.W. (2024) ‘Systems thinking’, EBSCO Research Starters.

Dhukaram, A., Sgouropoulou, C., Feldman, G. and Amini, A. (2016) ‘Higher education provision using systems thinking approach – case studies’, European Journal of Engineering Education, 43, pp. 1–23.

DigitalVital HUB (2025) ‘Systems thinking in innovation design and sustainability: Critical framework for seeing the whole’, 21 March.

Eftekhari Shahroudi, K., Conrad, S., Speece, J., Reinholtz, K., Span, M.T., Chappell, S., Saulter, Q. and Bokhtier, G.M. (2025) ‘Why systems thinking?’, in Practical Systems Thinking. Cham: Springer.

Ellis, J. (2024) ‘Unlocking complex problems: the power of systems thinking’, TheSystemsThinking.com, 30 September.

Elsawah, S., Ho, A. and Ryan, M. (2022) ‘Teaching systems thinking in higher education’, INFORMS Transactions on Education, 22, pp. 66–102.

Ezeaku, E.C. (2024) ‘Systems thinking as a paradigm shift for transformational sustainability’, Global Scientific Journal, 12(1).

Schoormann, T., Möller, F., Hoppe, C. and vom Brocke, J. (2025) ‘Digital sustainability: understanding and managing tensions’, Business & Information Systems Engineering, 67, pp. 429–438.

World Economic Forum (2025) The Future of Jobs Report 2025.

Dr Amrik Singh is a Senior Teaching Fellow at Aston University, UK. He has over 15 years of academic experience in Higher Education. He is also a Senior Fellow of the Advance HE, SFHEA. His teaching areas includes operations management, effective management consultancy, and business operations excellence. 

Joy Garfield holds a PhD in Informatics from the University of Manchester, UK.  She is a Senior Teaching Fellow and Deputy Head of Department for Business Analytics and Information Systems at Aston Business School, Aston University, UK.  With over 20 years of experience in academia, Joy is a Senior Fellow of the Higher Education Academy.  Joy is currently an external examiner for the University of Westminster Tashkent, Uzbekistan and a member of the Governing Council of the Society for Research into Higher Education.


by 2 Comments

Leading in complexity: Are higher education leaders ready for the age of austerity?

by Robert Perich, Ladina Rageth, Danya He and Maryna Lakhno

Higher education is at a crossroads. Across Europe and beyond, higher education institutions (HEIs) face increasing financial constraints, shifting political landscapes, and the growing challenge of digital transformation. In this turbulent environment, leadership is not just about managing institutions – it is about navigating uncertainty and ensuring that HEIs remain resilient, innovative, and globally competitive.

Yet, are higher education leaders equipped for this challenge? A recent Swiss national study of senior leaders (detailed findings are available here) provides a reality check. Our study, the first of its kind in Switzerland, examined the career trajectories, competency sets, and strategic concerns of 312 leaders from 38 institutions. What it uncovered was both revealing and troubling: senior leaders felt largely unprepared for the mounting financial and structural pressures facing higher education.

HEIs are no longer just institutions of knowledge – they are complex organisations requiring financial stewardship, strategic foresight, and the ability to manage significant institutional change. And yet, many senior leaders step into their roles with little to no formal management training. In a period where every budget decision can mean the difference between institutional sustainability and decline, this skills gap is more than an inconvenience – it is a challenge.

Who runs Swiss HEIs today?

The study reveals a leadership demographic that is surprisingly homogeneous. Despite years of diversity initiatives, Swiss HEI leadership remains overwhelmingly male (68%) and Swiss (80%). The average senior leader is in their mid-50s, has spent nearly 14 years at their institution, and was more likely than not promoted from within. Internal hires outnumber external appointments (55% vs 45%), and critically, almost 40% of senior leaders entered their positions without prior general management experience.

This reliance on internal promotion, while preserving institutional knowledge, raises an uncomfortable question: Are HEIs prioritising academic credentials and institutional loyalty over strategic and managerial competence? As budget cuts tighten and HEIs are forced to make hard choices, is it enough for leaders to understand academic culture, or must they also master the art of institutional strategy and financial sustainability?

The gap: what competencies do leaders need – and what are they lacking?

Swiss HEIs, like their counterparts worldwide, are complex ecosystems requiring a balance of academic credibility and managerial acumen. Yet, when surveyed, senior leaders overwhelmingly ranked leadership and strategic design capabilities as the most essential competencies, both of which require years of cultivation. They also emphasised managing organisational change, a competency that will become even more critical as institutions face increasing financial pressures and demands for efficiency.

The study highlights a concerning discrepancy between the skills leaders find most important and those in which they feel prepared. Many respondents wished they had received more targeted training in financial management, change leadership, and navigating the political landscape of higher education. Given that nearly half of respondents had never participated in formal leadership training before assuming their roles, it is clear that HEIs have largely relied on a ‘learn on the job’ approach to leadership development.

The perils of academic self-governance

One of the study’s most compelling findings is the tension between traditional academic self-governance and the need for growing professionalisation of higher education leadership. Research universities, in particular, still operate on a model where deans and department heads rotate through leadership roles while maintaining their academic careers. While this system ensures academic legitimacy, it creates discontinuity and limits long-term strategic vision.

By contrast, universities of applied sciences, where leadership positions are more commonly filled through open application processes, exhibit a different pattern: leaders tend to have more professional experience and stronger management backgrounds. This divergence begs an essential question: Is the tradition of academic self-governance still fit for purpose in an era that demands more decisive, financially savvy and agile leadership?

Budget cuts and the leadership challenge ahead

Financial sustainability is now the defining challenge of higher education leadership. The study underscores that senior leaders see budget constraints as the most pressing issue their institutions face, followed closely by digital transformation and the rising demand for research excellence and collaboration. While leaders anticipate increasing demands in these areas over the next decade, many institutions lack systematic training programmes to equip their leaders for these challenges. The findings suggest that without structured leadership development – particularly in financial strategy, political negotiation, and crisis management – HEIs risk falling into reactive rather than proactive decision-making.

Rethinking leadership development in higher education

The data from Swiss HEIs mirror trends seen globally: while the challenges facing HEIs have evolved dramatically, leadership preparation has remained largely static. The fact that nearly 40% of leaders entered their roles with no formal management experience is a stark indicator that institutions must do more to develop leadership talent early in academic careers.

Structured executive education programmes, mentorship initiatives, and cross-institutional leadership networks are critical. The study also raises the question of whether Switzerland – and other countries – should consider national leadership training programmes, similar to those in the Netherlands and Sweden, to systematically equip future leaders with the skills they need.

Indeed, other countries have already taken significant steps in this direction. For instance, the UK has developed a comprehensive suite of leadership development programmes through Advance HE, targeting leaders at various career stages across the higher education sector. Such initiatives provide a valuable model for how leadership can be systematically cultivated, and they underscore the importance of moving beyond ad hoc, institution-specific training efforts.

The future of higher education leadership: a critical juncture

HEIs are facing a defining moment. Financial constraints, political pressures, and the complexities of global education demand leaders who are not just respected scholars but also strategic visionaries. The findings from our study highlight the urgent need for HEIs to rethink how they identify, train, and support their leaders. Will higher education rise to this challenge? Or will institutions continue to rely on traditional models of leadership selection, hoping that academic merits alone will make their leaders fit for the complexities ahead?

Prof Dr Robert Perich is Academic Director, Swiss School of Public Governance SSPG, D-MTEC, ETH Zurich. He was CFO of ETH Zurich for 20 years and, as Vice President for Finance and Controlling, was responsible for financial strategy, budget management, asset management, risk management and the digitalisation of central processes. After completing his studies and doctorate at the University of St. Gallen (HSG), he gained 12 years of experience in various management roles at a major Swiss bank. In addition to earlier teaching activities at the University of St. Gallen, he currently lectures at D-MTEC and the University of Zurich (CHESS). He is also Deputy Chairman of the University Council of the University of Cologne.

Dr Ladina Rageth is Executive Director, Swiss School of Public Governance SSPG, D-MTEC, ETH Zurich. She is a social scientist with extensive experience in research and project management in the academic, public and private sectors. She completed her Master’s degree in Sociology at the University of Zurich and her PhD at ETH Zurich at the Chair of Educational Systems. Her research focuses on the sociology of education, labour market outcomes and the institutionalisation of education systems, with a current emphasis on the functioning and management of HEIs.

Danya He is Research Assistant, Swiss School of Public Governance SSPG, D-MTEC, ETH Zurich. She completed her Masters in Media and Communication Governance at the London School of Economics and Political Science (LSE) and worked as a research and teaching associate at the University of Zurich specialising in media and internet governance before joining the SSPG. She brings a wealth of experience in public institutions, media relations and legal affairs and has been recognised for her achievements in educational simulations such as the National Model United Nations.

Dr Maryna Lakhno is the Programme Coordinator at the ETH Swiss School of Public Governance (SSPG), where she manages the school’s continuing education portfolio and oversees its communication. Maryna also contributes to the design of the curriculum and programme activities and is actively involved in research projects within the school. Her doctorate in Public Policy under the Yehuda Elkana Doctoral Fellowship at Central European University in Vienna focused on integrating the United Nations Sustainable Development Goals within higher education. She was awarded the Swiss Government Excellence Scholarship for Foreign Scholars in 2022/23. She co-authored a comprehensive report for the Global Observatory on Academic Freedom.