Judith Williams

In today’s Higher Education (HE) environment – where student wellbeing, financial challenges, and the need for inclusive dialogue are more pressing than ever – innovative leadership is essential. 

At Queen’s University Belfast, a top-ranked institution celebrated for its excellence in research, education, and student experience, Professor Judith (Judy) Williams is redefining what it means to support a diverse academic community. In this interview, Professor Williams shares her journey to HE leadership, outlines transformative initiatives, and emphasizes the importance of genuine student partnership and active listening. Judy sat down with Jack Eagle, Co-Host of The Interview, to discuss these critical topics and her vision for a more inclusive and resilient campus.

Judy’s Journey

Jack: Let’s start with a brief intro to yourself and your institution

I am Professor Judy Williams, Pro Vice-Chancellor for Education and Students at Queen’s University Belfast. Queen’s is a world-class university, ranked among the top in the UK for research, education, and student experience. We are deeply committed to fostering a supportive, inclusive, and innovative learning environment, ensuring our students thrive academically, personally, and professionally.

Jack: What drew you to and keeps you enthused in your field of work?

My journey into academia was fuelled by a deep passion for discovery and education. I started with a PhD in Molecular Microbiology and transitioned through research and clinical roles before moving into HE. What keeps me enthused is seeing the impact of education – not just in academic achievement but in how it transforms lives. Supporting students, developing innovative learning strategies, and shaping HE policy continue to inspire me every day.

A key driver of my enthusiasm is the importance of staff development and enhancement. Investing in professional growth ensures that educators remain at the forefront of innovative teaching, research, and student support. At Queen’s, we are committed to continuous development, ensuring that staff have access to professional learning opportunities that enhance teaching quality and student outcomes. By fostering a culture of lifelong learning within our institution, we create a ripple effect that benefits students and the broader academic community.

Jack: How do you best support student wellbeing and personal growth beyond the classroom to foster holistic development?

Student wellbeing is central to everything we do at Queen’s. It’s crucial that we provide wrap-around support both within and outside the curriculum. This includes embedding Universal Design for Learning within our programmes to ensure accessibility and inclusivity in education. Beyond the classroom, we offer a wide range of mental health support services, financial assistance programs, and mentoring initiatives. We also focus on career readiness, leadership training, and community engagement to provide students with the skills and resilience needed to thrive in life beyond university. Furthermore, we take a partnership approach with our Students’ Union, working collaboratively to shape student services, policies, and initiatives.

Additionally, we have built One Elmwood – a cutting-edge building that has collocated our student services with our Student Union – Queen's Students' Union was recently ranked number 3 in the UK (the 'Whatuni Student Choice Awards 2024). This co-location helps to foster a holistic approach to delivering transformative student experiences. 

Our clubs and societies play a key role in fostering student engagement, offering spaces for leadership development, peer support, and personal growth. We are proud that over 16,000 students are involved in volunteering, clubs and societies through the Students’ Union. By promoting these opportunities, we create a more vibrant and supportive university experience that extends far beyond academic study. 

Jack: With students facing increasing challenges, such as the rising cost of living, how can institutions effectively support them during these difficult times?

HE institutions must be proactive in addressing financial pressures. At Queen’s, we have introduced direct financial assistance schemes, including cost-of-living bursaries and emergency hardship funds. We also provide practical support such as subsidised food, financial literacy workshops, and access to employment opportunities on campus.

We have co-created a partnership framework with our students that creates more paid opportunities for students across campus, ensuring they gain valuable work experience while supporting their financial needs. Additionally, our Students’ Union Pantry provides free food and staples for all students in need, further alleviating some of the daily financial burdens students face. By listening to student concerns and adapting our support services, we aim to reduce financial stress and allow students to focus on their education.

Jack: Engaging today's busy students on these kinds of critical topics remains an ever-present challenge; how do you best go about doing this?

We understand that students have limited time and multiple priorities, so we meet them where they are. This means integrating key messages into their existing digital spaces – such as social media, learning management systems, and interactive webinars.

Our partnership approach with the Students’ Union and students ensures that we focus on topics that matter most. Through initiatives like Tea with the PVC, we create informal spaces where students can engage in important discussions over free tea and tray bakes. Additionally, our well-established student representative system ensures that student voices are directly fed into our academic boards, allowing us to continuously evolve our approach.

‍Jack: With the growing emphasis on actively partnering with the student body, what strategies are you using to integrate peer-led learning and amplify student voices in your initiatives?

I work hand in hand with our Students’ Union officers, ensuring students are actively involved in shaping their own educational experiences. I have placed students as co-chairs of committees, allowing them to shape agendas, lead on areas of interest, and drive forward institutional change.

Student partnership is embedded into our approach at Queen’s. We work closely with the Students’ Union and student representatives to co-design initiatives, ensuring student voices are at the heart of decision-making. Peer mentoring programs and reverse mentoring for senior leaders, together with student-led advisory panels and collaborative curriculum design initiatives, empower students to actively shape their learning experiences. We also support student research projects that contribute directly to university policy development, fostering a culture of shared governance.

Jack: Student safety is a priority in the UK HE sector –  how can we effectively build awareness with students on the importance of a culture of safety?

Creating a culture of safety starts with open conversations and proactive engagement. At Queen’s, we take a multi-faceted approach that includes student-led safety campaigns, clear reporting mechanisms, and close collaboration with local authorities. The Students Union have recently launched  a ‘Your Safety Matters’ campaign in partnership with Wellbeing, Accommodation and Public Engagement. Our partnership with the Students’ Union ensures that student voices are central in shaping initiatives around safety. We have security presence on campus 24/7 and a dedicated neighbourhood engagement team.

We take research-informed approaches and actively work across Northern Ireland, the UK, and the wider sector to ensure best practices are implemented. Our ‘Report and Support’ tool empowers students to report concerns anonymously, ensuring swift and effective action. Embedding safety awareness into orientation programs and digital platforms also helps ensure students are informed from the outset.

Jack: What's the best piece of advice you've received over your career?

The best advice I’ve received is: “Listen more talk less.” It’s essential to seek a diverse and inclusive range of voices when shaping strategy and projects. Don’t sit in an echo chamber surrounded by like-minded people, but find ways to promote and amplify student voices. They will challenge your thinking, offer fresh perspectives, and inspire innovation. Empower students to be the change agents who drive meaningful progress.