Start with people, not solutions: why user-centred transformation is the key to innovation

This blog explores the theme of user-centred approaches that emerged as a key finding from Strive Higher’s recent report, Highlighting Innovation in Our Sector. For specific case studies and comprehensive analysis, you can download the full report here.

Walk into any university planning meeting and you'll likely hear phrases like ‘students want more digital services’ or ‘we need a new system and this will be better.’ While these statements might feel intuitive, they often reflect our assumptions rather than actual user needs. The most impactful innovations in higher education share a common foundation: they start with genuine understanding of user experiences rather than predetermined solutions.

This shift from assumption-driven to user-centred innovation isn't just good practice—it's becoming essential for universities navigating an increasingly complex landscape of funding pressures, changing demographics, and evolving expectations.

Beyond the obvious: what ‘user-centred’ actually means

User-centred innovation goes deeper than conducting surveys or holding a few focus groups. It means fundamentally restructuring how we approach problem-solving, moving from the usual starting place of ‘How can we implement this solution?’ to ‘What problems are people actually experiencing?’

When universities take a solution-led approach, they often discover that their initial assumptions were wide of the mark. Digital solutions that seemed obvious prove unnecessary when the real barriers are procedural. Support services that appeared comprehensive miss fundamental access issues. Campus improvements that looked transformative address the wrong pain points entirely.

The most successful institutions create in-house capabilities that continuously investigate what users are genuinely struggling with, rather than assuming they already know the answers.

The hidden costs of assumption-driven innovation

When universities skip user research, the consequences extend far beyond failed projects. Resources get allocated to solutions that don't address real problems, staff become cynical about change initiatives, and genuine issues remain unresolved while attention focuses on the wrong priorities.

Traditional approaches to improving services often involve sophisticated systems and processes that look impressive but miss underlying causes of user frustration. Early warning systems might flag problems without addressing root causes. Support services might be comprehensive but inaccessible. Digital tools might be feature-rich but solve the wrong problems entirely.

And we see it time and time again: without understanding the actual user experience, even well-intentioned innovations can fail to deliver meaningful impact.

Three pillars of user-centred innovation for universities

1. Co-creation over consultation

Traditional consultation involves asking users to comment on pre-developed solutions. Co-creation invites them to help design the solution from the ground up. This isn't just about getting buy-in—it's about accessing insights that internal teams simply cannot generate on their own.

Students and staff bring perspectives shaped by their daily experiences with university systems and services. They understand workarounds, identify friction points, and can highlight opportunities that might never appear in institutional data. When universities genuinely collaborate with users in the design process, the results are solutions that feel natural and necessary rather than imposed and artificial.

2. Data-driven insights combined with human stories

Effective user-centred innovation balances quantitative data with qualitative understanding. Numbers reveal patterns and scale, but stories reveal meaning and motivation. The most compelling innovations emerge when institutions understand both what is happening and why it matters to real people.

This approach transforms how universities communicate about change. Rather than leading with technical specifications or compliance requirements, they can explain the human impact of their innovations. This not only improves adoption but builds genuine support for ongoing improvement efforts.

3. Iterative development based on real usage

User-centred innovation doesn't end at launch—it continues through ongoing observation and refinement. The most successful innovations evolve based on actual usage patterns rather than initial assumptions.

This requires a fundamental shift in how universities think about project completion. Instead of viewing launch as the end point, user-centred institutions treat it as the beginning of a continuous improvement process. They build mechanisms to observe real usage, gather ongoing feedback, and refine their solutions based on actual rather than anticipated needs.

Overcoming common barriers to user-centred innovation

‘We don't have time for research’

This objection reveals a false economy. Time spent understanding user needs upfront prevents the much larger time (and often cost) investment required to fix solutions that don't work. Failed implementations require not just technical fixes but also reputation repair and stakeholder re-engagement—costs that far exceed initial user research investments.

‘Our users don't know what they want’

This assumption misses the point. Users might not know what solutions they want, but they definitely know what problems they experience. The key is asking the right questions—focusing on pain points, frustrations, and unmet needs rather than solution preferences.

When universities shift their research focus from ‘What do you want?’ to ‘What frustrates you?’ they uncover actionable insights that lead to genuinely helpful innovations.

‘We can't please everyone’

User-centred innovation doesn't mean accommodating every request. It means understanding diverse needs and designing solutions that work for the majority while remaining accessible to those with different requirements. The goal is inclusive design that serves broad needs rather than bespoke solutions for individual preferences.

The competitive advantage of getting it right

Universities that embrace user-centred innovation gain significant advantages. They build stronger relationships with students and staff, create more effective solutions with higher adoption rates, and develop organisational capabilities that enable continuous improvement.

User-centred institutions also develop more agile and responsive cultures. When user research becomes routine, organisations become better at anticipating needs, adapting to change, and maintaining relevance in rapidly evolving higher education landscapes.

For universities ready to embrace this approach, begin with small-scale pilots. Choose a specific challenge, invest time in understanding user experiences, and test solutions before wider implementation. Build capabilities in user research, create cross-functional teams that include actual users, and establish mechanisms for ongoing feedback and iteration.

The key is starting with genuine curiosity about user experiences rather than assumptions about what people need. This might mean spending time observing how students actually navigate campus services, understanding the real barriers staff face when trying to implement new processes, or investigating why certain digital tools achieve high usage while others are ignored.

Remember that user-centred innovation is ultimately about respect—respect for the people your university serves and confidence that understanding their needs will lead to better solutions than relying on assumptions.

As we face an uncertain future in higher education, the institutions that thrive will be those that consistently deliver value to their communities. User-centred innovation isn't just a methodology—it's a pathway to building the trust, engagement, and effectiveness that will define successful universities in the years ahead. Universities that make this transition will find themselves better equipped to serve their communities and adapt to whatever challenges emerge in the rapidly changing higher education landscape.

The question isn't whether to adopt user-centred approaches, but how quickly you can begin building the capabilities to make them central to your innovation strategy.

If you’re interested in having a conversation with us about any of the themes outlined in this blog, get in touch to discuss how we can support you.