Charmagne Barnes

As universities navigate an increasingly complex environment, one thing remains clear: the need to place students at the heart of institutional priorities. Dr. Charmagne Barnes, Pro Vice-Chancellor of Education and Student Success at the University of Hertfordshire, is leading the charge in redefining what it means to support students holistically.

In today’s conversation, Charmagne sat down with The Interview Co-Host Max Webber to discuss her innovative approach to education and student success, the evolving role of belonging in the student journey, and her unconventional path into Higher Education (HE) leadership.

Charmagne's Journey

Max: Let’s start with a brief introduction to yourself and your institution…

I’m Dr. Charmagne Barnes, Pro Vice-Chancellor of Education and Student Success at the University of Hertfordshire. My role encompasses the entire student journey – from application to graduation and beyond. Our goal is to guide students from the moment they choose Hertfordshire, helping them raise their aspirations, fulfil their ambitions and kick-start their careers. 

I like to think of education and student success as the engine house of the university. It is perhaps not the most exciting remit for some, but without a robust and dynamic education and student success framework, our students would not. After all, students are the heart of everything we do.

Max: You’ve moved away from the term “student experience” in favour of “student success.” Can you explain why?

Absolutely. At Hertfordshire, our new strategy, launching this January, is built around three themes: education and student success, research, and enterprise and global engagement. I advocate for “student success” because it encompasses three stages that are significant for successful student outcomes: access, success, and progress. By access, I mean supporting students from diverse backgrounds to transition smoothly into HE. This includes participation within schools and colleges in the region. Success involves fostering inclusive learning and teaching, academic skills support, and personal tutoring, alongside essential non-academic services such as mental health and well-being and financial support. Progress is about preparing students for the world of highly skilled work through integrated employability initiatives such as placements and internships, delivered through an embedded careers and employability framework. These stages align with the Office for Students’ B3 conditions for registration, which focus on ensuring universities deliver on access, continuation, achievement of good degrees, and graduate outcomes. It’s a significant undertaking and is central to our mission.

Max: Your path into HE was rather unconventional. Could you tell us more about your journey?

It’s definitely been unique! I originally planned to study medicine in the United States, but a chance holiday to the UK turned into a life-changing moment when I met my husband. Unable to pursue medicine here due to quotas, I pivoted to nursing and trained at Bedford General Hospital and then at Great Ormond Street Hospital in London.

My career in nursing spanned over a decade, culminating in a senior role at King’s College Hospital. A chance invitation to teach a session at the nursing school led me to discover a passion for education. I transitioned into academia and gradually worked my way up through roles in various London universities before joining Hertfordshire.

Throughout my career, I’ve remained deeply student-centric. Within this, if I were to define my legacy, I’d want it to be about fostering inclusivity and supporting students and staff from diverse backgrounds to achieve their potential.

Max: What have been your key areas of focus for supporting students, particularly post-pandemic?

Supporting students starts with understanding who they are. At Hertfordshire, 55% of our students are international, and 70% identify as Black, Asian, or Minority Ethnic (BAME). Additionally, a significant portion of our home students commute and juggle multiple jobs alongside their study. To address these challenges, we have focused on some key areas of support for this academic year. The first is personal tutoring, which provides academic support outside of the taught programme to help students stay on track, understand what is required of them and support available to them to promote their success. The second is mental health and wellbeing, where we have invested heavily in services to meet rising demand from students, despite the significant costs involved. The third area is academic skills, which we have embedded directly into schools and programs to build confidence and resilience among students.

We’ve also launched “Herts Unfiltered,” a Student Union-led initiative that surveys students during induction and then again in year 1 of their programme, to understand their sense of community and belonging at UH. This feedback, based on various aspects of their early experiences at UH, helps us refine our approach to creating an environment where every student feels supported and connected.

Max: You’ve spoken about the importance of belonging. How are you fostering that at Hertfordshire?

Belonging is about showing students that we genuinely care about their unique circumstances – whether that’s their commute, financial pressures, family life or cultural background. It’s also about helping students feel “wedded” to their program, school, and the university.

Small wins matter. For example, the data from “Herts Unfiltered” has been instrumental in shaping our approach. Students have told us that belonging isn’t just about being part of a community – it’s about knowing that the university understands and supports their individual challenges.

Max: What, in your view, is the best way to prepare teams at the institution to handle fast-paced change and be open to new ideas?

It begins with clear and effective communication about the proposed change. This involves not just sharing information but ensuring that everyone understands the rationale, the intended outcomes, and the steps involved. Open dialogue is key – teams need the opportunity to comment, share their perspectives, and feel heard. Active listening plays a significant role here, as it helps build trust and allows for adjustments that align with a shared desired outcome.

Another crucial factor is ensuring the right mix of skills within the team. Leadership at all levels must be equipped to guide their teams through uncertainty, emphasising adaptability, empathy, and strategic thinking. Systems and processes must also be agile enough to adapt quickly to new challenges or opportunities, minimising bottlenecks and fostering a proactive rather than reactive culture. Lastly, foster a culture of empowerment to allow individuals to do what they need to do effectively.

Finally, robust evaluation mechanisms are essential. Regular assessment of effectiveness helps us understand whether the changes being designed and made are having the intended impact, allowing for corrections as needed. When teams see tangible, positive outcomes from their efforts, it reinforces their openness to future changes and builds momentum for continuous improvement.

Max: What advice would you give to someone aspiring to start a career in the sector?

Be bold, and don’t be afraid to take non-traditional paths to achieve your ambitions. Embrace opportunities, even if they feel unexpected, because they often lead to incredible growth. Get yourself a mentor or coach to help you navigate the institution and the sector.  Be collegiate and remain student-centric in everything you do. Students are at the heart of HE, and helping them reach their potential is the most rewarding aspect of the job.

Max: What is the best piece of advice you've received across the course of your career?

Several pieces of advice stand out. First, seize the opportunity as it arises – why shouldn't it be you? This advice encouraged me to step forward with confidence when opportunities presented themselves, even when they seemed intimidating.

Secondly, develop and maintain resilience. This has been invaluable, especially in challenging times or when things don’t go as planned. Resilience allows you to learn from failures and emerge stronger.

Next, stay true to your values while acknowledging the context within which you must work. This has been a guiding principle for me. Leadership often requires balancing personal beliefs with institutional expectations, and staying grounded in your values ensures integrity in your actions.

Finally, lead with passion, compassion, humour, and style. This one, inspired by Maya Angelou, is something I hold close to my heart. It’s a reminder that leadership is about connecting with others, staying genuine, and finding joy even in the hardest moments.