Head Of Higher Education Institutions
Snapshot
Heads of higher education institutions manage the day-to-day activities of a higher education institution, such as a college or vocational school. Heads of higher education institutions make decisions concerning admissions and are responsible for meeting curriculum standards, which facilitate academic development for the students. They manage staff, the school's budget, campus programmes and oversee the communication between departments. They also ensure the institution meets the national education requirements set by law.
As a head of higher education institutions, you're at the helm of a college or vocational school, responsible for its overall success. Your days are filled with making critical decisions about admissions, ensuring curriculum standards align with academic development goals, and managing the institution's resources. You'll lead and motivate staff, oversee campus programs, and facilitate communication across departments, all while upholding national education requirements.
- • Develop and implement strategic plans to achieve institutional goals.
- • Manage the school's budget and allocate resources effectively.
- • Oversee curriculum development and ensure academic quality.
Where this occupation is in demand
Reported labour shortages and surpluses, by year. Published for occupation groups, not for individual job titles.
Figures cover Production and specialised services managers — 186 jobs including this one.
In shortage: Norway, Portugal, Switzerland.
Longest-running shortage: Belgium, 3 years.
Select a place on the map to see its figures.
About this source›
Source: ELA/EURES labour shortages and surpluses. Readings are published at occupation-group level, and cover Europe. Editions differ in annex layout and country coverage, so a change between years does not always mean the labour market changed. Countries in grey were not reported, which is not the same as being in balance.
What these words mean
The four things this section reports
- Reported demand
- Whether employers report needing people in this job — a judgement published by a national or EU body, not a count.
- Where it is heading
- Which way employment in this job is expected to move over the coming years, from an official projection.
- Openings
- Roughly how many openings arise — from growth and from people leaving the job.
- Typical pay
- What people in this job typically earn where the source publishes it. Blank does not mean unpaid; it means nobody publishes it for that place.
A measure is left out when nobody publishes it for that place, rather than shown as zero.
Which way the market leans for you
- In your favour
- More openings than people looking — employers are competing for candidates.
- Balanced
- Openings and candidates are roughly matched.
- Competitive
- More people looking than openings — expect to compete.
- Mixed evidence
- Sources disagree, or the same occupation group is short in one part and oversupplied in another.
Every source resolves to one of these four, so there is a single vocabulary to learn. What differs is the evidence behind it, which is printed underneath each verdict — a measured ratio of openings to jobseekers, or an assessment published by a national body.
How this job compares with other jobs in the same country
- Strong
- Among the strongest in that country
- Good
- Stronger than most jobs in that country
- Mixed
- About typical for that country
- Weak
- Weaker than most jobs in that country
This is a rank within one country, not a score you can carry across borders — the registers behind two countries count different people, so the same number means different things in each. It is also why a job can be among the strongest in a country and still show as Competitive: it leads the field in a market that is crowded overall.
Where these come from
Every figure is published by a national statistics office, a public employment service or an EU body, and each card names its source and the period it covers. Some places are counted monthly, others assessed once or twice a year, so two places on the same map can be describing different moments — the date is always shown.
None of this predicts one person’s chances. It describes a market.
Reported demand · Typical pay · Where it is heading (United States, Ireland, Australia, Malta, United Kingdom)
| Reported demand | Typical pay | Where it is heading | |
|---|---|---|---|
| United States | Not reported | $104,590 2025-05 | +1.7% 2024–2034 · BLS 2024-2034 |
| Ireland | Not reported | — | +57.4% 2023–2035 · Cedefop 2026 * |
| Australia | Assessed as balanced Jobs and Skills Australia 2025 * | — | — |
| Malta | Surplus reported ELA/EURES 2024 * | — | — |
| United Kingdom | Not reported | £70,977 2025-provisional | — |
* Published for occupation groups, not for individual job titles.
U.S. Bureau of Labor Statistics (OEWS)
Source: Office for National Statistics, Annual Survey of Hours and Earnings, Open Government Licence v3.0
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Future Outlook for head of higher education institutions
The outlook for head of higher education institutions reflects a balanced mix of automation exposure and durable, human-led work.
How are these scores calculated?
The Resilience Score (0–100) estimates how structurally protected this occupation is from automation and AI disruption, based on task-level analysis. Higher scores mean more human-judgment-intensive tasks. AI Exposure shows the estimated percentage of task hours that current AI capabilities could affect. These are model-derived structural indicators, not predictions about individual job security.
How could head of higher education institutions change as AI adoption grows?
This role is likely to change gradually, with AI supporting selected tasks rather than replacing the whole occupation.
Illustrative scenario based on task automatability — not a forecast. Values are rounded the further ahead you look.
This role is likely to change gradually, with AI supporting selected tasks rather than replacing the whole occupation.
Illustrative scenario based on task automatability — not a forecast. Values are rounded the further ahead you look.
Model-based estimate. Use it as a planning signal, not a guarantee.
Compare this to your profile
How AI may change this role
Deterministic, model-based interpretation of current role signals — not a guarantee of replacement.
What still depends on people
- guarantee students' safety
- cooperate with education professionals
- represent the organisation
Where AI may become a co-pilot
- monitor educational developments
- present reports
Tasks most exposed to automation
- write work-related reports
Vital Signs & AI Vectors
AI Exposure Vectors
0-100%Exposure to content generation, creative augmentation, and large language model tools
Exposure to workflow automation, decision-support software, and process digitisation
Exposure to AI-assisted analysis, pattern recognition, and predictive modelling tasks
Exposure to physical automation, robotics, and sensor-driven task displacement
Technical Details
NexFuture v3.0 estimates automation exposure natively from ESCO essential-skill groups, weighted by skill mass and calibrated against expert anchors. Scores are probabilistic estimates, not guarantees. See the NexFuture Methodology White Paper for full details.
Measures automation exposure. It does not measure pay, demand, or how many jobs exist near you.
What people in this role usually do
Education
A typical day as a head of higher education institutions
09 09:00 · Morning lead board meetings
10 10:30 · Mid-morning assess students
12 12:00 · Midday analyse staff capacity
14 14:00 · Afternoon assist in the organisation of school events
15 15:30 · Late afternoon liaise with board members
17 17:00 · Wrap-up manage school budget
Task order is illustrative. Individual days vary.
What you need to do this work
The skills, knowledge and tools this role calls for — and the traits and rewards that come with it.
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liaise with educational support staff
Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.
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liaise with board members
Report to the management, boards of directors and committees of an organisation.
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liaise with educational staff
Communicate with the school staff such as teachers, teaching assistants, academic advisors, and the principal on issues relating to students' well-being. In the context of a university, liaise with the technical and research staff to discuss research projects and courses-related matters.
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cooperate with education professionals
Communicate with teachers or other professionals working in education in order to identify needs and areas of improvement in education systems, and to establish a collaborative relationship.
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represent the organisation
Act as representative of the institution, company or organisation to the outside world.
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assist in the organisation of school events
Provide assistance in the planning and organisation of school events, such as the school's open house day, a sports game or a talent show.
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guarantee students' safety
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
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develop organisational policies
Develop and supervise the implementation of policies aimed at documenting and detailing the procedures for the operations of the organisation in the lights of its strategic planning.
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manage staff
Manage employees and subordinates, working in a team or individually, to maximise their performance and contribution. Schedule their work and activities, give instructions, motivate and direct the workers to meet the company objectives. Monitor and measure how an employee undertakes their responsibilities and how well these activities are executed. Identify areas for improvement and make suggestions to achieve this. Lead a group of people to help them achieve goals and maintain an effective working relationship among staff.
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manage school budget
Conduct cost estimates and budget planning from an educational institution or school. Monitor the school budget, as well as costs and expenses. Report on the budget.
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monitor educational developments
Monitor the changes in educational policies, methodologies and research by reviewing relevant literature and liaising with education officials and institutions.
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assess students
Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
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lead board meetings
Set the date, prepare the agenda, make sure the required materials are provided and preside over the meetings of the decision-making body of an organization.
post-secondary school procedures
The inner workings of a post-secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.
university procedures
The inner workings of a university, such as the structure of the relevant education support and management, the policies, and the regulations.
- curriculum objectives
- curriculum standards
- education law
- assessment processes
- contract law
- education administration
- funding methods
- green space strategies
- labour legislation
- learning difficulties
Path to become a head of higher education institutions
What it typically takes to qualify: education level, where it is a regulated profession, and where to study.
Master's or equivalent level
186 programmes in 22 countries teach the core skills of this job. Plus 70 short courses that build single skills.
A few examples, taught in the language of this page:
Master of Arts in Education, Learning and Development
Griffith College · Ireland
These are 6 of 256.
Sources
- 1. Bron: DUO open onderwijsdata
- 2. Source: Europass Qualification Dataset Register (European Commission)
- 3. Source: Malta Qualifications Registry, Malta Further and Higher Education Authority (qualifications.mfhea.gov.mt).
- 4. Source: South African Qualifications Authority (SAQA), All Qualifications and Unit Standards (allqs.saqa.org.za).
Growth Pathways & Similar Roles
Explore typical career progression paths, adjacent skills, and similar roles to plan your next transition.
Where does head of higher education institutions fit?
Similarity scores based on skill overlap from ESCO data.
For organisations
The data on this page, working for your students, clients and staff.
Frequently asked questions
What kind of background is typically needed to become a head of higher education institutions?
How does this role differ from a department head or dean?
What are the key skills needed to succeed in this position?
Is there a shortage of Head Of Higher Education Institutions in Europe?
How much does Head Of Higher Education Institutions pay in the United States?
Sources: ESCO O*NET ELA/EURES Cedefop BLS Data updated October 3, 2026 About our data