The interests and skills associated with being a vice-chancellor described in "Breeding leaders" seem reasonable enough: research and publications, advising senior staff, controlling costs, ventures to attract new students and so on. But how can these leaders explicitly develop a style of thinking across their institutions that means that outrageously expensive, happy-clappy initiatives such as Parliament's agreement to cut carbon dioxide emissions by 80 per cent are far less likely to recur?
Neil Richardson, Kirkheaton