Episode summary
In the first episode of Series 5 of The HE Consultant’s Toolkit, I begin with what sounds like a straightforward question: what are consultants actually for?
It feels particularly pertinent in UK higher education in 2026. Further restructuring, voluntary severance schemes and redundancies have taken place across the sector, whilst institutions continue to commission external expertise, sometimes precisely because internal capacity has been reduced.
That creates an uncomfortable tension. Consultants may undertake work previously carried out by permanent colleagues, whilst some of those leaving institutions are themselves trying to establish independent practices without yet having the profile, networks or track record of more established consultants.
There are no particularly tidy answers here.
In this episode, I explore what institutions may actually be seeking when they commission external support. Expertise is part of the answer, but so too may be capacity, pace, independence, comparative perspective, facilitation and, occasionally, external legitimacy.
I also consider what this means for those of us already working independently. How do we approach consultancy responsibly when institutions and their staff are under considerable strain? How do we recognise the expertise that remains within institutions? And what should be left behind when our involvement ends?
This episode opens a series concerned less with the mechanics of consultancy and more with judgement, influence and some of the grey areas of independent practice.
Consultancy does not serve a single purpose. Understanding what an institution needs from external support can fundamentally change how we approach an assignment.
The formal brief may not describe the whole problem. Institutional context, history and relationships can be as important as technical requirements.
Independent consultants cannot resolve the structural pressures facing UK higher education, but we can remain conscious of the context in which we work. Nor should external expertise lead us to overlook the knowledge already within an institution.
One useful question is what will remain when the consultant leaves. Good consultancy may leave behind not only recommendations but stronger capability, clearer thinking, greater confidence or more useful structures.
Those of us who are established independently can also consider how we support newer entrants through referrals, collaboration and sharing experience.
Perhaps some of the most important tools in an experienced consultant's toolkit are not technical at all. Judgement, curiosity, listening, humility and knowing when to challenge may matter increasingly as a practice develops.
Further Resources
Thinking about going freelance or setting up a consultancy in HE?
My short courses offer practical guidance to help you take the first steps.
https://khlconsulting.co.uk/courses
KHL Consulting website
https://www.khlconsulting.co.uk
LinkedIn profile for Karen Heard-Lauréote
https://www.linkedin.com/in/profkhl
Network for Tertiary Education Consultants (NTEC)
https://www.linkedin.com/groups/14409504/
Your next steps
Subscribe and share: If you’ve enjoyed this episode of The HE Consultant’s Toolkit, please subscribe and share it with colleagues and others working independently in or alongside higher education.
Connect on LinkedIn: I’d welcome your reflections on the questions raised in this episode, particularly around the changing role of independent consultants in the current HE context. You can connect with me on LinkedIn: https://www.linkedin.com/in/profkhl
Look out for the next episode: In Episode 2, I’ll be considering what it means to work without formal authority, and how independent consultants can influence institutional thinking when ultimately we have very little positional power.
