Matt Beveridge, Head of Innovation & Partnerships, University of Birmingham, explores how universities can stay relevant amid global change.
By 2026, students attending university will be younger than the iPhone. These students, who seamlessly navigate between apps and have only ever known a connected world with 24/7 access to services, content, and Wi-Fi, represent a new generation. As Don Tapscott noted in 2008, “This is the first generation of people that work, play, and learn differently from their parents. They are not afraid of technology; it’s like air to them.”
This raises an important question: how will future generations interact with and derive value from the university experience?
The upcoming decade is expected to bring significant changes in how we work, learn, and live. Imagine a campus where every student has access to personalised learning through Artificial Intelligence (AI). How would this change the way we teach and learn?
Personally, I think universities are uniquely positioned to lead this transformation – pushing the boundaries of research and innovation, championing inclusive and diverse participation, and embracing emerging technologies to create adaptable campus environments that meet the evolving needs of the community and employers.
UK universities have a remarkable platform to build upon, yet there is more the sector can achieve. Often functioning as ‘small cities’ with energy plants, sports facilities, and civic attractions, universities are ideal test beds for innovation. Our estates and the digital technologies underpinning our core activities – research and education – play a crucial role in driving competitive advantage. Campuses are key enablers, second only to staff, in attracting, retaining, and serving the needs of academics, students, and staff.
So, how can we leverage the campus for research, teaching, and learning at a time when budgets are tighter, and funding gaps are widening? Here, the caterpillar analogy is apt – as my University of Birmingham colleague Tim Packwood says: “Most of us love butterflies, but few invest in caterpillars.”
Most of us love butterflies, but few invest in caterpillars.
Tim Packwood, University of Birmingham
As we look forward, we will likely see a rise in active, collaborative, and lifelong learning. Redefining the curriculum, adapting campuses, and reimagining how we stimulate debate and critical thinking are essential steps.
Long-term partnerships, both locally and internationally, are crucial. Shifting the dial with our supply chain from purely transactional to collaborative relationships is necessary, as both parties – directly or indirectly – share an interest in preparing students for the workplace. Bridging the gap between theory and practice by bringing employer partners closer to students is vital.
At the University of Birmingham, in my role as Head of Innovation & Partnerships, I’ve had the privilege of engaging with students in healthy debate about the challenges and opportunities universities face has reinforced the importance of continuous dialogue. Real-world data sets and information about campus operations deepen students’ sense of belonging and understanding of the challenges universities face. This was evident in last year’s MSc Consultancy Challenge, where 126 students from the UK and UAE reported increased confidence and knowledge about their career options. Most Universities are focusing heavily (and rightly so) on managing their cost base, but we shouldn’t lose sight of opportunities – such as this – to drive value creation aligned with graduate outcomes.
Student employability is just one facet of success, situated within a broader agenda for inclusion, engagement, and development. Embracing new technologies such as AI, Virtual Reality (VR), and Augmented Reality (AR), and exploring curriculum redesign in collaboration with future generations and industry, can prepare students to thrive, rationalise programme pathways, reduce complexity, and bring joy and creativity back into teaching. For employers, it’s about a steady pipeline of high-quality graduate talent.
Some of the best ideas coming out of the University of Birmingham are coming from our budding entrepreneurs – many of which benefit from the University’s investment into the ‘B Start-Up programme’ aimed at supporting the development of transferable, all-round enterprising skills.
Take ‘InStudents’ for example, an EdTech and Social Enterprise aimed at promoting educational equity by offering resources and opportunities to students in underserved regions. Or, ‘Social Media Resilience’, a wellbeing company operating at the intersection of digital, physical and emotional resilience. The platform is designed to educate and empower students to take control, unplug with intention, and connect with purpose. Or finally, and a personal favourite of mine, ‘Knowness’, an EdTech platform taking users on a lifelong learning journey.
Innovations like these exemplify how universities can encourage students to step forward with new ideas to redesign the curriculum, create new services, and solve real-world challenges. To my mind, this genuine value creation that delivers impact, so it begs the question: Can our institutions do more to pump-prime and pilot internal innovation? What’s the alternative I hear you ask… well we sit and wait for others to deliver an ‘oven ready’ solution, accepting that we will pay a premium for the privilege.
Universities, contrary to the general opinion, are no strangers to change. However, the current landscape presents a real opportunity for us to think outside the box.
To close, I want to leave you with a few questions to consider – designed to provoke thought and stimulate discussion over coffee with colleagues and peers alike.
- Metaverse Strategies: “Should universities develop their own metaverse strategies to enhance virtual learning and campus experiences? What could this look like in practice?”
- Interdisciplinary Hackathons: “Are interdisciplinary hackathons the future of collaborative learning and problem-solving? How can we integrate these into our curriculum to foster creativity and innovation?”
- Student-Led Innovation: “What steps can we take to empower students to lead the redesign of curricula and campus services? How can we ensure their ideas are heard and implemented?”
- Sustainability and Technology: “How can universities balance the need for sustainability with the rapid adoption of new technologies? What role should students play in this process?”
- Global Partnerships: “In what ways can we strengthen our global partnerships to enhance the university experience and prepare students for a connected world? What are the potential challenges and opportunities?”
All of this is possible. The question is: do we want to play it safe or roll the dice and invest in a few caterpillars?
Matt Beveridge was honoured to be named a Finalist for Innovation Thought Leader (2024). With over ten years of experience in Higher Education and six years as a Non-Executive Director at Sustainability West Midlands, his expertise spans business, strategy, innovation, and people.
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