University of St Andrews’ Principal to Lead Transformation Work with Universities Scotland

In the first week of October, Professor Dame Sally Mapstone, Principal and Vice-Chancellor of the University of St Andrews, was appointed to head the sector-led transformation pillar of the Future Framework for the Sustainability and Success of Scotland’s Universities. 

The Future Framework for Universities is an initiative jointly created by Scottish Government Ministers and Universities Scotland, which represents the nineteen universities and higher education institutions in Scotland, including the University of St Andrews. 

Scottish Government Education Secretary Màiri McAllan commented, “Scotland’s world-class universities make an outstanding contribution to our economy and wider society. They are the anchor institutions in communities across the country through their teaching, research, and civic impact.”

The work involves an analysis of the universities’ teaching and skills provision, as well as overseeing research and innovation management, and how the universities ensure their estates are funded in a successful and sustainable manner. According to the Future Framework for Universities website, “the work is focused on the future, we're scanning the horizon over the next twenty years to ensure the options we recommend have longevity and will support the sector to be resilient and agile in a period of significant change.” 

Professor Mapstone’s Pillar 2 team will build on the analytical work directed by Professor Sir Anton Muscatelli in the Pillar 1 phase of the Universities Scotland reform project. 

Based on the research findings in Pillar 1, Professor Sir Anton Muscatelli reported a £200 million funding gap between costs and income sources in 2023-24. “The picture painted in this analysis is bleak. Collectively, Scotland’s universities face an acute and growing financial crisis. The funding they receive — from both public and private sources — is not sufficient to sustain their core activities.”

In an exclusive with The Herald, Professor Dame Mapstone commented on her involvement in the transformation work, describing the Pillar’s approach as open-minded with “no red lines” restricting discussions regarding project initiatives for what is described as a ‘radical’ reform: “Everything is potentially up for discussion, which is quite radical.” 

Dame Mapstone went on to say that potential solutions could lean towards the implementation of more formal research partnerships between universities, with “shared curricula” to prevent regional coverage gaps in key subjects, an increase in shared infrastructure systems, and expanded automation of key services.  

“Efficiency is not just about doing more with less,” she said. “It is about thinking about how higher education is changing. We’re not going to be doing the same things that we’ve always done because society’s needs, the economy’s needs, people’s needs are changing. [...] People’s experiences of university are going to change over the next ten years.”

She told The Herald that she predicts universities will make progress regarding prioritisation of specific subject groups and research topics. Nevertheless, she hopes that individual universities will maintain sensibility in their decisions, keeping in mind how institutional transformations will impact their students, especially those who are at a disadvantage. 

Dame Mapstone is particularly concerned with decisions involving changes to subjects and disciplines, and that universities should consider the capabilities of students who may be disproportionately affected by changes that are not followed by local replacements. 

The University Principal also claimed that Scotland should preserve its four-year degree model, as it is familiar to many international students and therefore a useful recruiting tool, and it preserves what she views as an essential characteristic of Scottish education.

“The Scottish four-year system is wonderful because it is informed by that Enlightenment notion that you’re exploring your education.”

She also described the model as a “great leveller,” especially for students who may arrive at university with disadvantaged circumstances or still unsure of their career or discipline paths.

Image Courtesy of Wikimedia Commons