University of Dundee: Strategic Advisory Taskforce report

Chapter 4: Responding to the University’s Current Challenges

Building on the existing strengths of the University

23. The University has recently developed a vision document which was circulated at a meeting of the Taskforce on 6 June 2025. The extent of institutional ‘buy in’ to this document is not clear, and links to the development of the University Recovery Plan are also unclear. That said, it is referenced clearly in the documentation prepared for candidates for the next Chair of Court. This falls short of a strategy but it does accentuate some of the main strengths of the University in a compelling way. The vision is expressed as follows:

“Our vision is to become a leading university shaping professional life, a driver of regional and national prosperity, a global hub for impact in health and life sciences, and a partner of choice for government and industry in delivering strategic goals across health, industry, skills and sustainability.”

24. The key elements of the vision document are as follows:

• Empowerment through education … focused on equipping students with the skills, entrepreneurial mindset, and real world experience to be leaders of tomorrow. Commitments to immersive learning, diversity, and wider access to learning are all reinforced; and prominence is given to the development of high-value professional skills, reinforcing Dundee’s track record of graduating more students to the professions than any other Scottish university.
• Innovation in Health and Life Sciences … focused on drug discovery; translational research in relation to new diagnostics, devices, healthcare practices and policies, and healthcare design (and practice). . The potential of the new Life Sciences Innovation Hub to foster the next generation of successful start-up and spin out companies is also highlighted.
• Creative and cultural impact … building on the excellence of education, research and practice in Art & Design at Duncan of Jordanstone College, and its unique partnership with the V&A.

25. This is a laudable attempt to underline the University’s excellence in key areas of education, research and innovation, and economic and social impact, all verifiable. It also provides a possible foundation for the challenge “to rebuild, to thrive and once again, to flourish.”

26. The three elements listed above have a long history of investment and development, an ability to change with the times, and a willingness to work across disciplines, institutions and in some cases continents. As it stands, the vision document and related activity can be challenged as follows:

• it omits a number of key disciplines e.g. in humanities, social sciences, mathematics, science and engineering.
• it does not include basic science activity in life sciences, e.g. cell signalling and immunology; targeted protein degradation; genome integrity; and protein phosphorylation and ubiquitylation.
• it omits areas of real significance to a wide range of partners in community-based professions and the judiciary. Examples of current good practice include: the Educational Assistive Technology Group, and the Leverhulme Research Centre for Forensic Science, both with a strong reputation. The first provides a unique education offer to practitioners in schools, charities, and care homes; and the second enables systemic collaboration between academics, industry, innovators and government departments, bringing urgently required research, standards, education, training and innovation to the judiciary, scientific, and law enforcement communities. Leverhulme Trust funding comes to an end this year but both of these issues should be considered in detail by the University, with particular reference to maintain existing and developing new student markets.
• it is also clear that maintaining and building student recruitment in the School of Business is being hampered by a delay in releasing funds to complete the process of accreditation eg with the European Quality Improvement System (EQUIS), the leading international system of quality assessment and improvement, and successful accreditation would boost international recruitment.
• whilst recognising the importance of the Life Sciences Innovation Hub, it does not mention other Tay Cities Region (TCR) projects, all opportunities aimed at boosting the economy and creating jobs. This includes Eden Project Scotland, and collaboration with other projects e.g. the International Barley Hub and Advanced Plant Growth Centre at the James Hutton Institute, and Studio Dundee. At this mid-point in review of TCR funding, the University should revisit these issues, and consider other funding sources to help with RAAC.

27. Further discussions about this new vision document and some elements of the University’s 2022-27 Strategy will need to be taken forward alongside new ideas, with the University community actively involved in shaping plans for short, medium and long term financial sustainability, and revisiting its mission and values which were said to be based on “deep and reflective consultation across our extended community”.

28. The Taskforce understands that the University intends to work on a wider strategy in the near future. This needs to be taken forward on the platform of the recovery plan and take account of any further plans for medium and long term sustainability. The University community should be actively involved in discussions about vision, mission, values, and the substance of the plan.

29. There can be no doubt that the University has very difficult decisions to make in the coming months, prioritising the effective and efficient use of resources and focusing on stability and financial sustainability.

The size and shape of the University

30. The University faces an urgent and intensive period of change, and does so from a position of financial weakness and employee concern. The shortcomings in governance, leadership, and poor financial management and oversight need to be addressed quickly, and a credible University Recovery Plan needs to be prepared in a way that signals engagement with the workforce, and the beginnings of a more inclusive University culture.

31. The working assumption of the Taskforce is that the leadership of the University will take urgent steps to reduce costs, introduce new efficiency measures, maximise income, and ensure careful handling of the voluntary severance scheme. It is also assumed that the recovery plan will enhance an agreed text with a clear set of financial goals, underlying assumptions, a timeline, processes for implementation and tracking progress, and a detailed assessment of risks. The recent appointments of a new interim Principal, Director of Finance, Chief Operating Officer, and University Secretary will bring new energy and expertise to the development of the recovery plan, and shaping the medium and long term financial sustainability of the University.

32. Having a holding position on strategy which is flexible enough to enable short term financial savings, reviewing the deployment of professional services, and working on a new business model would also be important steps. It is of course conceivable that short term recovery and the development and implementation of a sustainable plan for the medium term could prove time consuming and could fail. Without distracting attention from dealing with the urgent issues currently facing the University and as a necessary contingency, it would certainly make sense to carve out sufficient time to explore more fundamental options for the future. For example, this could mean detailed exploration of new strategic collaborations based on trusted partnerships which respect institutional autonomy, the breadth of choice for students, and high quality interdisciplinary research.

33. The intensity of internal collaborations across disciplines, between Schools, external partners, research funders, and national and international agencies is striking … all matters which need to be taken into an account at a time of change. Protecting the interests of academic staff in teaching and research and students at a time of change and extreme financial pressure will clearly be a challenge in areas where academic expertise is at a premium, and continuity of up to 4/5 years is required for the population of undergraduate students spread widely across the University.

34. Chapter 5 of this report sets out some of the achievements of each of the University’s eight Schools, and the range and complexity of their current education and research commitments. The abbreviated School profiles are drawn from the University’s website following discussions with each of the Deans, and the economic, social, cultural and environmental impact of each School is available online. The Schools as currently defined provide the backcloth to the development of the recovery plan, and the starting point for examining strengths, weaknesses, and opportunities for change in striving for medium and long-term financial sustainability.

Potential sources of funding and support

35. The Taskforce was asked to address this issue, and the Cabinet Secretary’s statement referred to “private and commercial investment”. This requires more work by the University in the coming weeks and months, particularly given the University’s serious failures in financial management. This should be informed by discussion at the Income Generation workshop.

36. Whilst banks recognise the vital role of universities in boosting regional development, they also look to them to ensure a balanced approach to their educational and civic roles; the capability to navigate change; and a commitment to achieve sustainability in its widest sense, contributing more effectively to economic growth. There are also clear signs that some UK universities’ borrowing costs are spiralling, with banks seeking more control over the money they lend, and high levels of pre-existing debt gripping some institutions.

37. In stabilising the current position, the University needs to be focused on cost reduction and a strategically focused rebuild of new and existing student markets. It should also consider issues of private investment, philanthropy, and alumni support where expansion may be possible in the medium and long term, recognising that securing additional resources in this way will sometimes require an element of upfront investment on the part of the University.

People and Culture

38. The Taskforce was asked to advise on protecting the interests of students and staff, cognisant of the impact that the University’s financial crisis is having on their lives. The University’s Directorate of People has a comprehensive set of policies, procedures and employment conditions but this is only part of the story. Achieving a positive approach to people and culture in the workplace is vital to constructive relationships between employees and the leadership of the University. This should prioritise employee wellbeing, inclusivity and diversity, and openness and transparency, ensuring that key information and decisions about the life and work of the University are, where appropriate, available to employees, students, trade unions, the staff council, and the wider community.

39. Chapter 5 of the report, setting out the work of the individual Schools, confirms that staff have worked tirelessly to deliver high quality teaching, student support, research and knowledge exchange throughout the recent period of crisis, and the Taskforce has received inspiring presentations from University staff at its meetings. The impact of the University in delivering a pipeline of highly skilled workers for the health, education, and social care sectors; and in developing new vaccines, health screening, and driving research that makes a positive difference to the lives and life chances of the people of Scotland and around the world is immense. The fact that the University continues to be so successful in its core functions despite flaws in its governance, leadership and financial management accentuates the importance of addressing the Gillies recommendations with urgency. This is imperative given the actions required for recovery, and the pressures and complexities the University faces at a time of real-terms spending reductions in the sector as a whole.

40. Ideally, the Taskforce would like to see the staff of the University being able to continue delivering the breadth and depth of its excellent educational and research output and the positive impact it has on the City of Dundee and the country as a whole. Staff and students must be valued and supported and they need to have trust and faith in the leadership of the University. That said, it would be irresponsible to underestimate the considerable financial challenges facing the sector as a whole, the intensity of the financial crisis facing Dundee in particular, and the imperative of working together towards institutional stability and medium and long term financial sustainability.

41. In this regard, it is important that the Local Joint Committee where trade unions represent staff and managers represent employers, continues to engage in collective bargaining, negotiation and consultation in a meaningful, informed and transparent way, taking proper account of the Scottish Government’s position on Fair Work Principles and the Real Living Wage.

Governance

42. The University would not exist without its successive generations of students and the academic, professional services, and support staff who ensure they have the knowledge, skills, and learning environment they need to make a difference in the world. Students and staff need to be at the centre of the recovery process, and the Governance and leadership structures of the University need to operate effectively by working together in a purposeful and constructive way.

43. The Higher Education Governance (Scotland) Act 2016 put in place measures for the governance of higher education institutions. The University’s Royal Charter, Statutes (updated in August 2021), and the associated Ordinances and Standing Orders are published in detail, and take full account of the onerous responsibilities and accountabilities of the governing bodies and the executive leadership team.

The Court

44. The responsibilities of the Court are set out in the University’s Statement of Primary Responsibilities as follows:

Approving and overseeing the institution’s activities, the Court agrees its vision and future strategic direction and ensures an environment that allows the University to achieve its objectives and all students to reach their potential. The Court appoints the Principal and Vice-Chancellor; approves the University budget and strategy, as well as the financial, people, estates and other operational plans which underpin their successful delivery; and monitors the University’s performance in achieving its goals.

45. The Court is responsible for all regulatory compliance, to the Scottish Funding Council for the proper use of public funds, and for establishing and monitoring effective systems of internal control and accountability. In addition the Court holds ultimate responsibility to the University’s stakeholders, including students, funders and customers; and to a number of public bodies, including the Quality Assurance Agency (QAA), Office of the Scottish Charity Regulator (OSCR), Office of the Scottish Information Commissioner (OSIC), Scottish Public Services Ombudsman (SPSO), and UK Visas and Immigration (UKVI).

46. The Court has 24 members in total - 14 lay members, and 10 non-lay members. Membership categories are: lay members - Chair, Deputy Chair, Rector (or a nominated Assessor), a nominee of the City of Dundee Council Executive, and 10 co-opted lay members; and non-lay members - Principal and Vice Chancellor, Dundee University Students’ Association (DUSA) President, an independent student member, one member of academic staff nominated by a trade union, one member of non-academic staff nominated by a trade union, 3 Senate assessors (elected by Senate), and 2 Staff Council assessors (elected by the Staff Council).

The Senate

47. The Senate’s primary responsibilities are to regulate and superintend the academic work of the University. This includes student admissions, through all its teaching activities to graduation. A statement of its full powers is set out in Statute 10 and, in addition to student matters, these include responsibilities to promote research within the University, and to make recommendations to Court on a wide range of academic staffing issues. The Senate also has the flexibility to discuss and declare an opinion on any matter whatsoever relating to the University.

Challenge

48. In the wake of the Gillies Report and the serious flaws in leadership, governance and financial management at the University, it is essential that the Court and the University Secretary work together to review the modus operandi of the governing body and its relationship with the executive team, the Senate, and the wider University community. The University has committed to developing an action plan in response to the Gillies Report. The clear imperative should be to operate effectively and transparently in accordance with the governance framework described in paragraphs 42-47 (above); to be guided by the Nolan Principles; to respect the Scottish Government’s unprecedented direction to SFC under section 25 of the Further and Higher Education (Scotland) Act 2005 and to meet any conditions imposed by the SFC as a consequence of that direction; and to show leadership by example in addressing the cultural challenges facing the University. A skills matrix defining the capacity and capability of Court members needs to be developed to inform the appointment of new Court members and Trustees to fill existing and future vacancies.