Panel speakers
Søren Bengtsen, Aarhus University, Denmark
Lynn McAlpine, University of Oxford, UK
Simon Marginson, University of Oxford, UK 

Discussants
Paul Ashwin, Lancaster University, UK
Maarten Simons, KU Leuven, Belgium 

Event convener and chair
Søren Bengtsen, Aarhus University, Denmark 

Event type
CHEF panel discussion, online on Zoom. 

Date and time
May 26, 2026, at 15.00-16.30 CEST (UTC+2) 
You will receive an email about 1 hour before the meeting starts with a link to Zoom. 

Abstract
University leadership constitutes the crux between the multiple, and often conflicting, expectations and cross-pressures from a range of stakeholders both outside and within the institution. Major cross-pressures come from governments, employers (e.g. within the industry), organisations, companies, unions, students and staff, and at times the wider public. Often-heard challenges to universities, as a result, include employability agendas, consumerism, corporatism, digitalisation, and neo-nationalism. Several paradoxes arise for university leaders concerning how to navigate democratically and how to ensure cohesion both within the institution across levels (in increasingly large, complex, and hierarchized organisations) and in relation to societal realms (including policy-communities, private and public sectors, and the wider public).  

However, this panel discussion aims not to repeat these well-known issues (however important they are), nor is the aim to reproduce narratives about institutional determinism, educational erosion, and leadership failure. On the contrary, the panel discussion aims to not shy away from the paradoxes of university leadership but to embrace them and argue that only through the paradoxicality are positive university and higher education futures possible. We will argue that in (constructive) conflict and paradoxicality lies an often-overlooked freedom and critical openness. In our view, the paradox is not a problem to be solved to ensure uninterrupted and ironclad consensus but, on the contrary, an opportunity to ethically connect with the otherness present in a ‘community of dissensus’ (Readings). The danger is not in the conflict but in the situation where conflicts disappear and only unchallenged and presupposed alignment reins. In the panel discussion we will explore how to transform conflict and paradoxicality in the university’s self-projection and societal navigation into institutional and leadership agency and freedom. Based on conceptual analysis and examples from our empirical research into university leadership, we will explore how agency and freedom of university leaders emerge and gain momentum when challenged or contested by structures and actors within and outside the institution. This way seen, the (positive) future of the university hinges on critical dialogue through multi-stakeholder involvement.  

The panel members all share an interest in the notion of ‘absences’, ‘emergence’, and ‘agency’ in the critical realism of Roy Bhaskar and social realism of Margaret Archer. The notion of absence is crucial to acknowledging and embracing unknown and unrealized alternative social and institutional realities. The notion of emergence is central when navigating leadership spaces void of social and institutional fixity and exploring agency and freedom beyond traditional social and political causalities. Despite the shared background, each panel member will speak from his/her own current research focus on university leadership. Marginson will speak from a knowledge stance in the work on human geography (Doreen Massey) and his own multi-scalar theory, McAlpine from a stance in social realism (Margaret Archer) and her own nested contexts framework, and Bengtsen from an existential stance primarily in the work of the Danish philosopher Søren Kierkegaard and his concepts of paradox and passion.  

Structure
After a brief welcome and introduction (Bengtsen), each panel member presents his/her perspectives (in the order: Marginson, McAlpine, and Bengtsen, and with 12-15 minutes available each). Followingly, the invited discussants (Ashwin and Simons) have 5-7 minutes each to reflect on the presentations and the theme more generally. After that, we engage in an open plenary discussion with the wider audience (approx. 15-20 mins) before we conclude with the panel members reflect, again one by one, on the whole event and discussion (approx. 10 mins in total). Written out as a programme, this looks like this:  

15.00-15.05    Welcome and introductions (Bengtsen)
15.05-15.45    Panel members (Marginson, McAlpine, and Bengtsen)
15.45-15.55    Discussants reflect (Ashwin, Simons)
15.55-16.15    Open plenary discussion
16.15-16.25    Concluding reflections from the panel (Marginson, McAlpine, Bengtsen)
16.25-16.30    Wrapping up, thanking everyone, and good-bye 

Information about the speakers and discussants
Søren S. E. Bengtsen is Associate Professor at the Danish School of Education (DPU), Aarhus University, Denmark, where he is also Co-Director of the research centre ‘Centre for Higher Education Futures’ (CHEF). Bengtsen serves as Chair of the Danish Network for Educational Development in Higher Education (DUN), and as Co-President of the Philosophy and Theory of Higher Education Society (PaTHES). He is Co-Editor of the two book series: ‘Debating Higher Education: Philosophical Perspectives’ (Springer) and ‘World Issues in the Philosophy and Theory of Higher Education’ (Routledge). 

Lynn McAlpine is Professor Emerita of Higher Education Development at the University of Oxford and Professor Emerita at McGill University. She is also Visiting Professor at Lancaster University, a Fellow of the UK Society for Research into Higher Education and has received two honorary doctorates in recognition of her contributions. A key interest is lifelong and professional learning – learning that is situated within global trends such as internationalisation, national policy regimes, and institutional afordances and constraints. Her work explores how post-PhDs experience and navigate their careers and personal lives, whether within the academy (from postdocs to more senior leaders) or beyond (from NGO policy analyst to private sector CEO/ codirector/ founder of a start-up). 

Simon Marginson is Professor of Higher Education at the University of Bristol,
Professor of Higher Education (emeritus) at the University of Oxford and Joint Editor-in-Chief of Higher Education. He is also an Honorary Professor at Tsinghua University, Visiting Research Professor at the University of Hong Kong, and Professorial Associate of the University of Melbourne. He is a Fellow of the British Academy, the Academy of Social Sciences in UK and of the Society for Research into Higher Education, and a member of Academia Europaea. From 2015-2024 he was Director of the ESRC/RE Centre for Global Higher Education (CGHE). Simon’s work is focused primarily on global, international and comparative higher education, global science, higher education in East Asia, and the social contributions of higher education. His most recent book is Global higher education in times of upheaval: On common goods, geopolitics and decolonization (Bloomsbury Academic, February 2026). 

Paul Ashwin is Professor of Higher Education, Lancaster University. Paul’s research focuses on the educational role of higher education. His book, ‘Transforming University Education: A Manifesto’ (Bloomsbury 2020), argues for a focus on the educational, rather than economic, purposes of university degrees. He is the lead author on Reflective Teaching in Higher Education (2015, 2020, 2025) written by an international team to support the development of research-informed university teaching, joint Editor-in-Chief of the international journal ‘Higher Education,’ and co-editor of two Bloomsbury book series: ‘Understanding Student Experiences of Higher Education’ and ‘Enhancing Reflective Teaching in Higher Education’. 

Maarten Simons is Professor at Faculty of Psychology and Educational Sciences, KU Leuven, Belgium. At KU Leuven, Simons is also Chair of Education, Culture, and Society.