Frank Boateng serves as the Vice Dean of Research, Innovation, and Consultancy. He is an IMANI Centre for Policy and Education Fellow and the Vice President of the Ghana Association of Rural and Community Banks. He holds the title of Fellow of the Chartered Institute of Management Accountants (FCMA) in the United Kingdom, is a Certified Global Management Accountant (CGMA), a Certified Practising Accountant (CPA) in Australia, and a Chartered Accountant in Ghana (ICAG). His research centres on sustainability, access to finance, and sustainable supply chains within the artisanal and small-scale gold mining (ASGM) sector. He has co-authored several publications, including “Eco-Innovation and Sustainable Development in Industry 5.0,” “Green HRM Awareness and Training in Higher Education,” and “Sustainable Development in Industry and Society 5.0,” all published by IGI Global. Additionally, he has written over thirty-six articles and book chapters on topics related to sustainability and management. He has provided consulting services to organisations such as the World Bank Group and UNDP.
In a recent interview with Higher Education Digest, Frank Boateng discussed his experience in inclusive leadership and higher education. He shared his views on how academic institutions evolved, inclusive environments, digital transformation, student activism, global challenges, and many more.
Could you share the story of your journey into higher education management and what inspired your focus on inclusive leadership?
For over 20 years, I have been a dedicated scholar-practitioner in the finance sector. I had the honour of becoming the first Ghanaian National Commercial Manager in the Mining Industry in Ghana, West Africa. Throughout my journey, my passion for teaching and developing my teams has always shone through. Additionally, my commitment to youth development has driven me to focus on inclusive leadership. Ultimately, I made the decision to transition from the industry to academia to truly embrace my calling. I began my PhD while still working, but with just eighteen months to go, I decided to resign and focus entirely on my studies.
How has your approach to managing academic institutions evolved in response to shifting student demographics and societal expectations?
During my eight wonderful years in full-time academia, I have had the opportunity to learn and grow every single day on the job. In the industry, when you are in a leadership role, you typically train and guide a small team, unless you are at the helm as CEO. In academia, however, you are responsible for leading a class; sometimes that class can be quite large! You might also juggle multiple courses within a semester, which means engaging with even more students. Additionally, you have the chance to lead departments and units within the higher education institution. I have been fortunate to take on the Head of my Department role and serve as Chair for the University Incubation Hub, while acting as the University’s Institutional Advancement officer. For the past four years, I have worked as the Vice Dean of the Office of Research Innovation and Consultancy, where my role is to support the Dean with all matters related to consultancy advancement and research in collaboration with enterprise ventures across the University.
How can higher education leaders embed inclusion and belonging into strategic planning, budget decisions, and governance structures?
Embracing an inclusive mission statement that clearly emphasises diversity, equity, and inclusion is a great starting point for institutions. They can also benefit from setting specific, measurable goals for these areas and regularly tracking their progress. Since higher education institutions serve diverse groups, it’s essential to actively engage stakeholders- students, faculty, other staff, and the wider university community. When it comes to budget decisions, allocating financial resources effectively to support diversity, equity, and inclusion initiatives becomes crucial. In terms of governance, establishing committees dedicated to addressing diversity and inclusion issues is important; these committees should provide invaluable advice on policy and practice. Additionally, it’s vital to ensure that the decision-making processes are inclusive, take diverse perspectives into account, and hold leaders accountable for advancing diversity, inclusion, and equity.
As campuses grow more diverse, how can senior leaders foster inclusive environments where all students, faculty, and staff feel seen and supported?
When it comes to our students, it’s so important for leaders to foster inclusive campus spaces and provide robust student support services. Encouraging student-led groups can really help them hone their leadership skills! Additionally, implementing faculty mentorship programs where young lecturers are guided by experienced professors, along with ongoing training in exciting areas like AI, machine learning, and the Internet of Things (IoT), can make a big difference.
How can institutions build authentic partnerships with their surrounding communities to advance educational access and social impact?
This can be accomplished through the implementation of the triple helix concept, which emphasises continuous engagement among universities, government entities, and industry stakeholders to ensure that training initiatives align with the expectations of both the industry and the government. This symbiotic relationship is poised to yield positive impacts.
How is the role of a higher education manager changing in the context of digital transformation, student activism, and global challenges?
Digital transformation is genuinely reshaping the role of higher education managers in the aftermath of the COVID-19 pandemic. With online learning, blended learning, and digital literacy becoming essential skills, these managers now have a remarkable opportunity to embrace technology as a powerful tool for enhancing teaching, learning, and administrative processes. Managers must strive to involve student-led groups in their decision-making processes, ensuring inclusivity and balance for everyone. Furthermore, by adopting principles of crisis management, sustainability, and social responsibility on our campuses, we enhance our visibility and cultivate a supportive community for all.
What trends do you foresee shaping the future of inclusive leadership in academic institutions over the next five years?
I believe that the trends shaping the future of inclusive leadership in academic institutions over the next five years will include advancements in technology, such as AI, virtual and augmented reality, and the creation of inclusive learning environments that address accessibility, diversity, and equity. Additionally, I see a shift towards competency-based education and modular learning pathways becoming more common. However, in terms of leadership and governance, we may witness a challenge in higher education institutions, as presidents and chancellors may find themselves navigating financial pressures, criticism regarding DEI initiatives, and the demand to respond to various domestic and geopolitical challenges.
Content Disclaimer. Reference: Higher Education Digest.