University-based CPD and the emergence of entrepreneurial leaders

Across the Higher Education (HE) sector, the importance and value of Continuing Professional Development (CPD) cannot be overstated. As universities navigate constant change, deal with competition, and respond to both learner and industry demand, there is a need for academics to grow and build upon their skills. This can be to enhance their teaching, align with course, programmatic, or faculty objectives, or to develop within their research networks.

In addition, CPD activity (such as the CMBE Scheme from the Chartered Association of Business Schools) serves as an opportunity, a commitment, and represents an individual’s goal to which colleagues can enhance their work-relevant personal and interpersonal attributes and experience. As a result, this contributes to positive and productive university cultures, creating leaders who influence and inspire others.

CPD typically relates to a specific subject area or focus. However, its true value is witnessed, or evidenced, through the several personal and interpersonal qualities it fosters and encourages. These critical, but sometimes ‘taken-for-granted’ qualities, such as communication, critical thinking, social and emotional intelligence, and adaptability to change are essential, and entrepreneurial, ingredients towards organisational cohesion, collaboration, and performance. These are desired in HE.

Other enterprising outcomes from CPD activity, include:

• A distinct increase in self-reflection, inquiry, and self-awareness.

• Heightened understanding, contextual appreciation, and communication skills concerning teamwork and group-based activity.

• Enhanced confidence, initiative, drive, and autonomy to confront situations and the workplace independently and diligently.

In my experience, participating in CPD and self-reflective activity of a given time period of work activity, increased my focus and was an exercise in highlighting areas for improvement. It confirms your current stage in your career, and actions a to-do list for the year(s) ahead.

With this in mind, and notably when being self-reflective, academic colleagues can acknowledge their strengths and weaknesses and are aware of the HE sector and educational environments, which leads to them being more engaged and empowered – as well as attaining the relevant CPD recognition or certification!

CPD and the entrepreneurial leader

An outcome of CPD is the notable emergence of critical and charismatic leaders. These leaders go beyond process-focussed tasks management and are core to a productive and innovative organisational culture. They inspire others around them, drive a unifying vision, and champion purposeful initiatives and projects.

Significantly, CPD being the cultural norm within any university of organisation leads to increased knowledge, engagement, and networking. Recipients of CPD are focussed, driven, and align with key leadership traits. They take ownership of their activity, and not only plan ahead, but are examples of good practice within the sector. This, inevitably, flips the narrative within organisations as not simply being reactive and process-oriented, but comprising of proactive, imaginative, optimistic, and problem-solving thought leaders. Therefore, CPD and enterprising activity overlap.

Spanning all levels of an organisation, enterprising leaders value CPD and self-reflective activities, and:

• Are resilient through this experience and confidence, possessing knowledge and referring to prior examples and situations.

• Champion societal, sustainable, and cultural causes

• Confidently contribute to fresh initiatives and institutional innovations, confronting necessary change and questioning the status quo

• Have a clear clarity of purpose, and are principles-led in their life and work

• Influence others regardless of, or without, seniority or authority

• Mentor others, leading to legacy building and role-specific succession planning.

• Share views, insights, and experiences.

Leaders, especially within HE, lead and inspire within a given subject area and focus. This, in turn with enterprise, could be through engaging with a series of relevant stakeholders. Working closely with people and groups, within given contexts and navigating challenges, builds the integrity and confidence from others needed to lead with purpose.

The promotion of entrepreneurial leadership in universities is therefore part-reliant, and built on, regular CPD and reflection which informs individual and institutional strategic development.

CPD as a strategic must for innovative institutions!

In a similar vein to my own research interest of enterprise and entrepreneurs, leaders, or thought leaders, are not born. Leaders appear through a process of learning, reflection, initiative, and organisation. They react to change with curiosity and creativity; regard challenges as opportunities; and believe conversations and contexts are key towards driving progress. By promoting CPD at all levels across HE, institutions create a rich community that values learning and personal growth, flourishing with fresh ideas, countless leaders, and individuals and teams who feel empowered and supported. In essence, CPD and resultant qualities centralise the skillsets and stories of colleagues, enriching university cultures as a collective.

As universities aim to maintain resilient, and at pace with the needs of the market and desires of students, investment in retaining and nurturing talent which can drive institutional strategies and ambitions, is an imperative. As when individuals and teams grow, so do ideas, initiatives, and innovations.