Level 7: Cultivating Change Leaders
of learners say the programme has made them a better manager and leader
of learners say the programme helps them perform better in their role
learners say the programme has made them more confident
9 in 10 UCL line managers believe the programme is making their direct report a better manager or leader
UCL is renowned for its groundbreaking achievements and inclusive history as a university.
Integrating the Level 7 Executive Leadership and Level 5 Leadership and Management programmes, delivered in partnership with Imperial College Business School – ranked the second-best University globally (QS 2024), highlights UCL's commitment to fostering strong leadership practices and resilience among its staff. This is especially crucial in an era marked by change fatigue and the volatility of continuous transformation.
These programmes are designed to cultivate leadership and change management skills essential for navigating the dynamic challenges of the modern academic environment.
Transforming Leadership at UCL
The vision for UCL's leadership development is well established, with strategic goals and enthusiastic support from senior management driving the initiative forward. But what does this look like in practice for learners? The following stories from UCL's apprentices provide a glimpse into how these programmes transform individual careers and contribute to a revitalised organisational culture. Their experiences showcase the real-world impact of UCL's commitment to cultivating change leaders.
Emma Todd, Director of Research Culture at UCL, joined learners for one of their in-person events, emphasising the nuanced approach required of leaders to implement and manage change effectively. "Anything new is going to ask people to think, feel, or do something differently, which will require us to think deeply about how we engage them," she says. Emma shares, "Leadership in this context is about understanding diverse perspectives and fostering open dialogue, which is critical in navigating the intricacies of change management within a complex environment like UCL. We need leaders who can drive strategic change, engage with stakeholders effectively, and inspire their teams to embrace new ways of thinking and working."
Paula Sandamas, Apprenticeship Manager for Academic and Professional Services, explains, "Our aim is to have 5% of our workforce as apprentices in the next four years, however we have taken a strategic approach. Identifying programmes that will deliver impact not just for the individual's professional growth but for UCL. The programmes have garnered support from senior management, creating a vibrant and engaged learning environment" Paula adds, "The scale of the response and the buzz around these programmes have been amazing," emphasising this initiative's potential.
Mohammed Aufogul
Head of Technical Design and Delivery for ISD at UCL
"The programme came at the right time for me in my career,"
Mohammed Aufogul, Head of Technical Design and Delivery for ISD, has experienced significant career growth through the Level 7 Leadership Management Programme.
"The programme came at the right time for me in my career," Mohammed reflects. "It's reinforcing many things that I didn't know I did, so it's nice to get that reassurance that I'm on the right track. Learning new things and new ways of thinking has been empowering."
One key takeaway for Mohammed has been the power of trust and empowerment. "The massive thing that I've done is I've given my team ownership," he explains. "This is what the course has reinforced in me—if you trust people and give them the creative licence to go away and be creative, they will deliver." The programme has also bolstered Mohammed's confidence, "I understand my power in the room, not in an arrogant way, but in a confident way. This has been a significant change. It's helped me hold my own in discussions with senior stakeholders, reinforcing that I have the knowledge and right to be there."
As a result of being on this programme, Mohammed shared that he achieved a GCSE-level qualification in English, something he never thought would be possible. "I didn't get GCSE in English, although I attempted it twice, mainly because I am dyslexic. One of the criteria for getting into this course was that you needed a GCSE-level qualification in English, so I had to do the functional skills," he explained. "The tutor was amazing. He understood and spent time talking through things with me. There was a lot of good prep you could do, like past papers, which weren't time-consuming and helped to build your confidence. It was nothing like the negative experience in high school English class. It was quite an achievement for me."
Mohammed's experience with his Professional Development Expert (PDE), Miranda Seymour, has been equally rewarding. "She's amazing. We hit it off so well. She's down to earth, practical, and understands the day-to-day challenges. She helps me reflect a lot and think about what I've learned. Her support has been invaluable."
Jess Hayton
Associate Professor in Psychology and Human Development at UCL
"Nobody likes confrontation, but the strategies around having those conversations, putting things into practice, and liaising with other teams gave me that confidence."
Jess Hayton, an Associate Professor in Psychology and Human Development, has found the programme invaluable in her dual roles as a programme leader and Enterprise Lead. Starting the programme in January, Jess reflects on how quickly time has flown by.
"It's been great. I applied for this programme because I had to lead people more often, but I wasn't sure if I was doing it right. The modules and my Professional Development Expert have given me that extra confidence and taught me some strategies. It's nice to put it all into practice immediately."
Jess found that many of the strategies she learned in the programme were things she was already doing instinctively. "It's putting a label or theory to what we do," she explains. This formalisation has been super helpful in reinforcing her management practices. "I found that super helpful, and my Professional Development Expert is just amazing. She is so knowledgeable and approachable, and we have some productive conversations. I can bounce ideas off her as well."
The programme has significantly boosted Jess's confidence in her leadership role. "I feel more reassured in how I work with my team," she says. This reassurance stems from validating her existing practices and introducing new strategies for managing teams and having difficult conversations. "Nobody likes confrontation, but the strategies around having those conversations, putting things into practice, and liaising with other teams gave me that confidence."
Andreas Opitz
Faculty Education Manager at UCL
"It's delivered what I've been craving for many years: formal training as a manager."
Andreas Opitz, Faculty Education Manager at UCL, oversees a team of twenty education administrators and three education coordinators.
The leadership programme has transformed Andreas's professional life, giving him a broader understanding of strategic leadership and decision-making.
"It's allowed me to make more considered decisions," he says. "It's delivered what I've been craving for many years: formal training as a manager."
Initially apprehensive, Andreas found the programme's support crucial in building his confidence. "There is an element of imposter syndrome at the beginning as well, where you're kind of fearful of the result and the endpoint assessment," he admits. "But the team and then my Professional Development Expert have been supportive. As the course evolved, I felt more at ease with the content and my ability."
The programme has helped Andreas formalise many of his intuitive leadership practices. "It's given me a huge amount of food for thought as to what I've been doing so far, how I've been doing it, reflecting on my practice, and then giving me the tools to apply new practice or better depth to it. If I'm honest, I found myself thinking, why haven't I done this before?" he explains.
Andreas's enhanced leadership skills have positively impacted his team. "I carried out an exercise with them, like a skills audit, to learn more about my team. This got great feedback from those I work with." he shares. This initiative has fostered a deeper understanding and stronger relationships within his team.
Barnaby Mollett
UCL East Careers Team Leader
"I wanted to be a leader who was open and free for discussion, which feeds nicely into some of the coaching elements of the programme, and creating a team culture where it feels safe to contribute."
Barnaby Mollett, UCL East Careers Team Leader, has navigated the complexities of establishing a new campus with the support of the leadership programme. Barnaby's role involves managing a growing team of professionals, strategically supporting 2,000 students across 20 multidisciplinary departments.
"The programme has consolidated and enhanced my practices," he says.
Barnaby's role is particularly significant given the context of UCL's expansion into East London. "My role is all about change because the building opened the week I joined, the second building opened about eight or nine months later, so everything was growing," he recalls. The leadership programme has been instrumental in helping him manage this large-scale project. "Strategically, that's very important for the students after graduation, and so on."
The immediate application of the programme's teachings has been evident in his team management. "At the beginning, when it was just me, sometimes there were no meetings. But as the team grows, there is suddenly one person, then two, then three, and I have to conduct meetings effectively," he says. The programme has provided new strategies for fostering open communication and collaboration within his team. "I wanted to be a leader who was open and free for discussion, which feeds nicely into some of the coaching elements of the programme, and creating a team culture where it feels safe to contribute."
Barnaby's relationship with his Professional Development Expert has been crucial. "They've been very supportive. At the beginning of the course, I had some time off to get married, so there was an element of catching up, but they were very supportive of that," he says. This support has been essential in navigating the programme's demands and his role.
Simon Lockhart
Senior Programmes and Performance Manager - Line Manager of a Senior Leader Apprentice
"We've worked really hard to make sure that our apprentice has the space to actually do his learning."
Simon Lockhart, Senior Programmes and Performance Manager at UCL, supports apprentices on the programme as their line manager. He explains, "We've worked really hard to make sure that our apprentice has the space to actually do his learning. So we've allocated a given day every week and are regimented not to interrupt that.
The impact of this structured approach to learning has allowed skills development to occur. "I love the excitement he's getting from being on this course. He's applying the learning he's getting on the course, and I'm seeing that in the way he's changed his behaviour and how he's applying it in reality." Simon also notes the broader impact on the team and UCL. "Our team is leading a significant change, and our apprentice plays a huge role in that." For other line managers considering supporting learners on similar programmes, Simon emphasises the importance of dedicated learning time. "The biggest feedback from our apprentice is having the time and space to focus. He said that some other learners are not necessarily getting that. It's really difficult to do. But we've applied it from day one and made sure that time and space is protected."
UCL is the best in class
UCL's strategic integration of apprenticeships within its leadership framework is a transformative force, empowering the university with future-ready leadership skills. By equipping staff with essential change management skills, UCL proactively addresses the challenges of a rapidly evolving academic landscape. The success stories of learners and line managers exemplify the profound impact of these programmes on personal and professional development.
These apprenticeships showcase UCL's strategic foresight and commitment to developing future leaders who will have a tangible impact across its departments. The vibrancy and engagement surrounding these programmes highlight their potential as UCL prioritises continuous learning and development. Through this strategic vision, UCL enhances its staff's capabilities and reinforces its position as an academic innovation and excellence leader.
