One of the most distinctive features of the Bursar role in UK independent schools is the background from which Bursars arrive. According to our recent research, The Art of the Bursar, a striking 90% of current Bursars had no experience working in schools prior to their appointment. That statistic alone sets the education sector apart – rarely is such a senior leadership role filled so frequently by individuals new to the professional context in which they will operate.
At RSAcademics, we frequently work with senior leaders transitioning into education from careers in the military, finance, corporate sectors, or professional services. They bring a wealth of technical competence and strategic acumen – but entering the school environment requires more than operational skill. It requires a fundamental adaptation of leadership style.
Independent schools are communities first and foremost. They are values-based, relationship-driven, and deeply influenced by tradition. New Bursars often describe an initial period of cultural acclimatisation: learning unfamiliar language and rhythms, understanding school-specific processes, and – perhaps most significantly – adjusting to a leadership style that relies less on hierarchy and more on influence.
In interviews for our report, Bursars reflected on how their initial assumptions about the role shifted quickly. Many spoke of having to “unlearn” behaviours from previous roles. Decision-making in schools is often slower, more collaborative, and more dependent on long-term relationships. Building trust with academic colleagues is critical. One Bursar told us, “You have to fall in love with the school. Then everything else follows.” That sentiment was echoed throughout our research.
The transition isn’t always easy. Some described a sense of isolation in the early months – particularly in smaller schools, where the Bursar may be the only professional lead outside the academic team. But those who thrive do so by immersing themselves in school life. They attend assemblies, go to plays and concerts, take the time to understand pupil journeys. They connect with staff at all levels, gaining not just information, but insight.
A theme that emerged strongly is that Bursars must balance professional detachment with personal visibility. They are often responsible for decisions that impact people deeply – staffing, budgets, operational changes. Yet to lead effectively, they must also be present, approachable and aligned with the school’s ethos. Striking that balance is not easy, but it’s essential.
This process of cultural integration – of bridging the gap between professional leadership and educational community – is one of the most underappreciated aspects of the Bursar’s role. Our research suggests it is also one of the most important. Those who succeed in this area often go on to act as connectors across the school: linking support staff and academic teams, aligning operational priorities with educational values, and helping to build a coherent whole.
For schools, this has significant implications. Supporting new Bursars means more than explaining procedures and policies. It means helping them understand the emotional and cultural landscape of the school. Heads and Chairs of Governors have a critical role to play here. A well-structured induction, meaningful opportunities to observe school life, and early access to coaching or mentoring can make all the difference.
Equally, it’s vital to ensure that new Bursars are given the space and encouragement to lead authentically. Our research shows that many new Bursars enter the role with strong strategic instincts, but hesitate to assert their voice beyond operational matters. Schools that actively welcome their contribution to broader conversations – on ethos, vision, sustainability – stand to gain significantly.
This transition also has implications for how we recruit and appoint Bursars. Too often, the selection process focuses narrowly on technical capability. While financial fluency is of course essential, it is the ability to adapt, to build relationships, and to lead with empathy that often defines long-term success in the role. We work with schools to ensure their recruitment processes reflect this broader understanding of leadership.
At RSAcademics, we believe that cultural fluency is not an optional extra – it’s a core leadership skill. And in schools, it’s one that must be learned quickly.
Looking to appoint a Bursar, COO or CFO? RSAcademics helps schools recruit and support senior professionals who make a lasting impact. Contact us