Ask any Bursar what they need more of, and you’ll likely hear the same answer: time. Not just more hours in the day, but space to think, reflect and lead. As schools navigate increasing financial, regulatory and parental pressures, the ability of a Bursar to act strategically has never been more important. Yet paradoxically, the environment they work in rarely affords them that opportunity.
Our latest research report, The Art of the Bursar, highlighted this disconnect. While over 80% of Bursars reported having direct responsibility for strategic planning, many told us they struggled to find time for it. The day-to-day volume of operational work is simply too great. For some, the pace has become unsustainable – particularly in smaller schools, where limited internal infrastructure means the Bursar is not only overseeing multiple functions but is also the one doing much of the delivery.
This is about more than workload. It’s about priorities, structure and the cultural perception of what the Bursar role is for. Perhaps too often, the Bursar is seen primarily as a doer, not a thinker – as the one who keeps the lights on, rather than the one helping shape the path ahead. But our research shows that where Bursars are given space and support to think strategically, the benefits for schools are significant.
In one focus group, a Bursar shared how they had negotiated a weekly ‘protected thinking time’ agreement with their Head. Another described blocking out an afternoon each fortnight for longer-term planning and leadership development. These may sound like small things – but in the context of relentless operational demands, they represent vital space to lead, not just manage.
Strategic leadership requires clarity. Yet many Bursars told us that their role had expanded organically rather than intentionally. Tasks are added, responsibilities grow – but the structural or cultural support to match that growth does not always follow. In these cases, Bursars may feel stretched across too many areas, unable to give full attention to any of them. The risk is not just burnout, but strategic drift.
So how can schools enable more strategic leadership from their Bursar?
First, define the role clearly. Strategy needs ownership – and that means articulating not just what the Bursar is responsible for, but what they are expected to influence. Job descriptions, team structures, and reporting lines all need to reflect this.
Second, invest in the team around the Bursar. One person cannot do it all. Where possible, schools should consider creating or enhancing specialist roles in HR, compliance or operations to free up the Bursar’s time and thinking space.
Third, support the Bursar’s professional growth. In our research, strategic thinking was the number one skill Bursars said they needed to develop further. Yet many said they had limited access to training, coaching or peer support in this area. Coaching, in particular, was cited as a powerful tool – offering space for reflection, clarity and development that many Bursars lack in their daily roles.
Fourth, involve the Bursar fully in strategic decision-making. This may seem obvious, but it doesn’t always happen in practice. Some Bursars spoke of being excluded from early conversations about school vision, strategy or risk – only to be brought in later to ‘make it happen’. Bringing them in earlier not only improves decisions but also reinforces their role as strategic leaders.
Finally, culture matters. Schools need to model and champion the idea that strategic work is real work – that time spent reflecting, planning, and influencing is not a luxury, but a necessity. Heads, governors and leadership teams have a role to play in setting this tone.
The rewards are tangible. Bursars who operate strategically have helped schools diversify income, strengthen governance, improve operational resilience, and lead transformation in digital infrastructure, sustainability and staffing. Their insight is not an add-on – it’s central to future success.
At RSAcademics, we help schools take a step back. We support leaders in clarifying roles, rethinking team structures, and building the systems and mindsets that allow strategy to flourish. Because we believe strategic capacity is not an accident. It’s a deliberate choice.
Want to unlock strategic potential in your support leadership? RSAcademics helps schools create the conditions for long-term thinking and innovation.