Universities are under constant pressure to deliver change but many still rely on external expertise to manage the human side of transformation. Building internal capability offers a sustainable way to deliver successful, long-term change.
Digital transformation and improved processes demand not only new systems and structures but changes to ways of working. Larger projects often employ external project and change managers. However, staff willingness to adopt new ways of working ultimately determines whether change succeeds or stalls.
As I co-facilitate the fifth cohort of our in-house project and change management coaching programme, which focuses on small business-as-usual initiatives, I have been reflecting on why we don’t develop and use our own staff more in enterprise-wide projects to plan and lead the people side of change. It appears that bringing in external expertise is the norm.
- Why AI adoption in universities is really a question of trust
- How to use a project management approach to help run research projects
- Spotlight guide: Connecting the dots between academic and professional services staff
I believe that developing and enhancing internal change management capability offers substantial opportunities to support the delivery of change that is successful, sustainable and aligned with organisational culture.
Using internal talent to support university change management
Here are my five suggestions to build internal change capability.
1. Develop shared understanding of why change management matters
Many colleagues appreciate that projects need managing to succeed; they understand the need to stay on top of timelines, budgets and milestones. However, awareness of structured change management and why it is crucial to project success can be lacking. People often say: “But I plan on doing communications and offering training”, assuming that this is enough to ensure timely adoption. The people side of change requires deliberate planning: who will be affected and to what degree? How will people respond? How do I deal with negativity? How can I make the most of any enthusiastic supporters?
One effective approach is to introduce simple, freely accessible frameworks to help staff understand what could derail projects, even when they are well planned. In our programme, over eight weeks, we introduce core concepts: how change impacts individuals differently, how people change at different paces, and why some groups or individuals might resist more than others. This gives often-overlooked conversations about discomfort and resistance a place in project planning.
In such discussions, participants recognise times when they felt blindsided or disengaged. These reflections can then motivate them to use change principles in their own work.
2. Coach staff as they lead projects
Coach staff on real projects, not hypothetical ones. Our participants bring along a live initiative that is likely to require colleagues to change how they work; it might introduce a new process, change responsibilities or update systems. Each initiative might not warrant formal change resourcing yet has potential to have a significant impact on the way people work.
Using coaching alongside participants’ own projects has proved a great model. Supporting staff while their projects are under way helps them apply tools immediately. In assessing stakeholder impacts, crafting communication plans, planning how to involve the right people early and dovetailing change activities into their project timelines, participants see how their actions can improve engagement, create fewer surprises for colleagues and enable smoother transitions when changes go live.
3. Leverage institutional knowledge
Staff hold deep insights into institutional culture, relationships and networks, and how colleagues perceive the management of past changes. Who do people listen to? What previous change attempts shape present perceptions? Is this group navigating other changes? Who should direct this change? Staff know what shapes trust, the interpersonal dynamics that influence decision‑making and the organisational practices that can support (or undermine) change. This means they can tailor their approach in a way no short‑term external contractor ever could.
Leverage this understanding as a foundation for successful project implementation. Encourage staff to draw on their knowledge to anticipate concerns, engage colleagues before resistance strengthens, and create opportunities for meaningful input so that people feel part of the process early on.
4. Support advanced accreditation
Some staff will want to deepen their expertise once they’ve practised these principles. Invest in advanced development – such as change-management accreditation – to supercharge internal capability. Accredited practitioners develop stronger insight into effective change strategies for navigating multifaceted projects.
Use accredited staff not only to support complex initiatives but to embed organisational competence in change practice. By coaching and modelling good practice, they will reinforce that actively planning for change is crucial to effective project delivery and not just a “nice to have”. This will support the development of a change-mature culture.
5. Build a community of practice to sustain momentum
Not everyone wants a career as a change practitioner but because of the value of this skill set, many will want to connect with peers to share learning and strengthen practice. Create a community of practice to support competence development. Encourage your change-accredited staff to take on leadership and development roles in the community. This collective should develop influence over time through sharing experiences, reflection and continuous improvement, contributing to a more change-ready culture.
Build sustainable change-management capability
Universities don’t need to rely solely on external expertise to deliver successful change. By building internal capability, they can deliver more sustainable outcomes and create a workforce that is more change-confident, engaged and ready for continuous transformation.
Karen Mather is senior programme and change lead for strategic programmes and academy affiliation at Te Whare Wānanga o Waitaha | University of Canterbury, Aotearoa New Zealand.
AI acknowledgement: AI was used to edit this article but the writing, experiences and sentiments are the author’s own.
If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.
comment