The responsibility of governance for a school’s Principal is obvious, and it is often well-understood that headship is a continually-evolving role. In this article, we look at a role that is less well-understood in international schools: the Bursar* or equivalent.
While those involved in governance will often be deeply interested in operational, financial and commercial performance, they may not recognise the extent to which leadership in this area is evolving.
Research in the last year enables us to cast light on this in a way that should help boards, owners and groups in their oversight and their decision-making.
*Note on terminology: ‘Bursar’ remains a widely-understood term in the UK and in many British international schools, even though it is less commonly used than in the past as a specific job title. It can cover a variety of positions – Director of Finance, CFO, Director of Finance and Administration, Director of Operations and various others. We use Bursar in this article and in our research as a term to encompass all such positions.
Why system design, not heroics, will determine sustainability
The role of the Bursar in international schools has evolved significantly over the past decade.
At RSAcademics, we reported on this first in our recent report The Art of the Bursar. That study drew on extensive interviews, group discussions and survey data from senior leaders across the UK independent sector. It examined not only what Bursars do, but what enables them to be effective.
Since then, our consultancy work with international schools has reinforced and amplified those findings. In many international contexts, the pressures identified in our research are felt earlier and more intensely.
This was illustrated clearly in a recent poll of over 30 Bursars working in international schools worldwide. When asked how they currently feel about their role, only 21 % described it as predominantly operational. 15% said it feels balanced. 18% said it is increasingly strategic. The largest group, 45%, selected a more revealing description: strategically accountable, operationally overloaded.
This pattern aligns closely with our wider research. The role of the Bursar is expanding strategically, but operational demand has not reduced. However, the issue is not capability, it is structural.
From operational oversight to institutional leadership
The UK research showed that expectations of the Bursar have broadened significantly. The role is no longer confined to financial stewardship. Bursars are now deeply involved in long-term sustainability, staffing models, capital investment, risk management and institutional strategy. Our international advisory work shows the same shift.
At the same time, the operational burden has not diminished. Finance, HR, estates, compliance, safeguarding infrastructure, cybersecurity and regulatory oversight all remain within scope. In many contexts, these areas have become more demanding, not less. Crucially, much of this work is no longer procedural, it is increasingly judgment-based.
The Bursar is required to weigh competing demands, to assess risk in conditions of incomplete information and to advise on decisions that will have reputational consequences.
In international schools, the complexity often increases. Legal and regulatory frameworks can be extremely detailed in some jurisdictions; paradoxically, the lack of external frameworks in other countries can place a different sort of burden on a school. Cultural expectations shape how authority is exercised and how challenge is expressed. In group settings, central policy must be interpreted within local context. HR systems often need to accommodate national and international staff with different requirements and contexts. Reputational risk can move quickly across markets. The Bursar frequently operates at the point where these layers meet.
Effectiveness is co-produced
A central conclusion of our Art of the Bursar report is that effectiveness is not simply an individual attribute. It is co-produced by the system in which the Bursar works. This insight has proved equally relevant in international settings.
Ownership and governance models vary. Some schools are proprietor-owned. Some are part of regional or global groups. Some operate with advisory boards. Decision-making authority may be formal, informal or layered. The structure is not the focus here however, what matters is clarity and alignment.
Effective systems align authority with accountability. They involve the Bursar early in strategic discussions rather than late in implementation. They define decision trees clearly. They create disciplined communication between those who hold power and those who carry responsibility.
Where this alignment exists, Bursars describe being able to lead strategically and with confidence. Where it does not, the dynamic reflected in the poll becomes visible. Strategic accountability increases, but operational load remains unchanged. The result is cumulative pressure and reduced space for reflective judgement.
The architecture of the role
Our research identified several dimensions that shape how well the role of the Bursar can be carried out.
The working environment is foundational. Role scope, realistic expectations, coherent reporting lines and trust between key leaders determine whether the Bursar can operate strategically or remains in reactive mode. Misalignment between authority and accountability is one of the most consistent sources of overload.
Knowledge is broad and evolving. The modern brief spans finance, employment matters, safeguarding, estates, compliance, digital risk and sustainability. No individual can be the deepest specialist in every domain. Effective Bursars know how to integrate specialist advice into coherent institutional decisions.
Skill is equally important. Strategic thinking, influence without relying solely on hierarchy, risk assessment and the ability to communicate difficult decisions clearly are central.
Personal qualities sustain performance in what can be an isolating role. Bursars often absorb anxiety from multiple directions. Emotional steadiness, integrity and judgement under pressure are essential.
Ways of working also distinguish those who cope from those who lead. Effective Bursars protect time for reflection so that strategy is not confined to evenings and weekends. They design decision processes carefully. They make prioritisation visible. They convene cross functional discussion when trade-offs affect the whole school. These practices reduce cognitive load and support better decisions.
A question for leaders and board members
Our research highlights Bursars feel strategically accountable but operationally overloaded and suggests that role design and support for postholders are key. If the role of the Bursar is now central to institutional sustainability, then its design must reflect that reality.
This may require clarifying scope, strengthening operational leadership beneath the Bursar, making decision trees explicit, or reviewing how and when the Bursar is involved in strategy.
It may also require deliberate induction, ongoing leadership development, professional support and succession planning – in other words, thinking of the Bursar in a similar way to the Principal. Concentrating institutional memory and risk in a single individual is not a long-term strategy.
The key question is not whether the individual postholder is strong enough. It is whether the architecture around them is robust.
A practical next step
At RSAcademics, our work in this area is grounded both in sector research and in practical advisory experience across international school contexts. The evidence from this is consistent. The role of the Bursar now sits at the centre of institutional sustainability. Designing that role carefully, and appointing the right leadership to it, is a strategic responsibility.
For schools reviewing the scope or effectiveness of the role of the Bursar, our leadership development and advisory services support boards and executive teams to clarify accountability, strengthen critical leadership relationships and design sustainable structures. To explore this work further, you can contact Heather Styche-Patel, our CEO (heatherstyche-patel@rsacademics.com).
For schools appointing a Bursar, CFO, or COO and similar or related positions, our executive recruitment practice works with international schools and groups around the world to secure senior business leaders who combine technical expertise with judgement and cultural fluency. To discuss an upcoming appointment, you can contact Nina Lambert, Head of Professional Services Appointments (ninalambert@rsacademics.com).
The research is clear. Schools rely even more on Bursars across a growing range of areas. Appointing to the role requires care and consideration. And the layered complexity of the Bursar’s role must be recognised.