Rethinking university: Owen advocates human management over digital education

As universities race to digitise learning, Annie Owen, an employee development adviser at the University of Southampton, urges a pause and a rethink.

Owe argues that while technology has transformed access and delivery, it risks sidelining the human connections that make education meaningful.
From mentorship to emotional intelligence, Owen believes the future of higher education depends less on screens and more on people, calling for a renewed focus on human-centred management in universities.

Despite endless talk about transformation, many universities still rely on the ‘accidental manager’ model. A talented academic becomes a programme lead, a supervisor or a principal investigator, and suddenly they are expected to handle performance conversations, coach colleagues, manage conflict and steer change.

She emphasised that very few managers receive structured preparation. Fewer still receive ongoing support to develop the core skills that shape everyday leadership: holding one-to-ones, building engagement, applying people policies, managing underperformance, and supporting growth in themselves and others.

This skills gap, Owen said, influences every strategic priority, and affects staff morale, student experience, research culture and the ability to recruit and retain talent, among others.

Moreover, Owen said that the role of the line manager has evolved. “Managers are now key interpreters of policy, sources of clarity during change, and central to supporting hybrid teams.

“They must make informed decisions, prioritise workloads and maintain a supportive environment, often within limited resources. The expectations of the role have expanded faster than the support available to those in it,” she said.

Owen insists that a modern approach to line management in higher education begins with clarity about the role and the skills it requires. “We have developed our line management learning offer around three pillars: line manager core skills, line manager expectations and the ‘Our Southampton Behaviours’ learning module. ” This module provides new managers and peer leaders with the confidence and capability they need from the outset,” she stressed.

Besides, she maintained that the learning journey is practical and grounded in day‑to‑day realities, supported by a reflective tool that helps managers assess their strengths across five core leadership skills.

She believes that effective development must reflect the particular context within higher education. Reflecting on what university life should be, she argues that academics benefit from approaches grounded in the realities of teaching and research.

“Managers in professional services face significant operational demands. Early career researchers often lead without formal authority. Relevant support is far more likely to create lasting impact.

“The value of getting this right is substantial. Strong line management is closely associated with higher staff engagement and retention. It supports healthier research environments, reduces conflict and enables smoother adoption of change. It also enhances student outcomes by strengthening the teams that deliver teaching and student support,” she said.

Owen posits that while restructures and digital innovation attract much attention, their success depends on the people who bring them to life.
“Investing in line management capability is a practical, long‑term strategy that strengthens institutional resilience in a way technology alone cannot.
“The sector does not need added complexity; it needs confident, well-supported managers who can lead with clarity, consistency and care,” she noted.