Meet the Leaders: In Conversation with David Mba for Black History Month

Professor David Mba is Vice-Chancellor of Birmingham City University and a Fellow of the Royal Academy of Engineering. A distinguished academic and leader in higher education, he has held senior roles at several UK universities, including the University of the Arts London, De Montfort University, London South Bank University, and Cranfield University.

David’s leadership is guided by a commitment to equity, authenticity and excellence. He has led institutional strategies to close attainment gaps, expand access and embed inclusion across teaching, research and governance.

An engineer by training, he studied Aerospace Engineering and earned a PhD in Mechanical Engineering from Cranfield University, where he received the Lord King Norton Gold Medal for the most outstanding doctoral thesis.

Beyond academia, David chairs the Birmingham Cultural Compact, co-chairs the Black Leaders in HE Network, and serves on the Board of Advance HE. He is a Principal Fellow of the Higher Education Academy and a leading voice for inclusive, values-driven leadership in higher education.

Could you share a little about your leadership journey and how you got to where you are today?

I began my academic career at Cranfield University, where I completed a PhD in Mechanical Engineering and received the Lord King Norton Gold Medal for the most outstanding doctoral thesis. That recognition gave the university the confidence to appoint me as a Research Fellow, and later I progressed into lecturing and senior academic roles.

Leadership was not something I had planned. I was very content in technical work and loved being hands-on with machinery and research. But at one point, our school went through a change in leadership, and I found the new direction uninspiring. It felt like business as usual. I remember thinking, I could do more, I have ideas.

That moment was a turning point for me. I began to explore what leadership could look like and soon started applying for Dean roles outside Cranfield. That step marked the beginning of my leadership journey and my transition from technical work to shaping institutions and people.

Leadership was not something I had planned.

What experiences have most shaped your leadership and the values that guide your work today?

My leadership is grounded in three values: equity, authenticity, and liberty.

Equity is fundamental. If something is not fair, it bothers me deeply. Whether I am making decisions about staff or students, I always ask whether my decisions are fair to everyone and whether I am truly reflecting the diversity people bring. I am mindful of those differences, but fairness must be consistent. I like to sleep well at night, and that means leading in a way that allows my conscience to rest easy.

These values are especially important at Birmingham City University, where most of our students are from minority ethnic backgrounds. Yet, like many institutions, we still see disparities in outcomes. That is something we are absolutely not prepared to accept. I am privileged to be in a position to tackle these issues head-on and to put real action behind the words. It is not enough to state intentions. We must deliver measurable change.

I am mindful of those differences, but fairness must be consistent.

How has your identity as a Black leader influenced your approach to leadership and the way you shape culture and inclusion within higher education?

There are two ways to look at this. Personally, my identity has not changed how I lead, because my values remain constant. In fact, when leadership feels lonely, I hold on to those values even more tightly.

Practically, my identity has shaped how I show up. It is important that I lead by example. At BCU, I have worked to ensure that my executive team reflects the student body, so that students can look up and see themselves represented. Representation matters, especially in a sector that still struggles with institutional racism.

This commitment extends to how we recruit and appoint people, from who sits on interview panels to how we make decisions. These processes are not new, but they must be lived out in practice, not just stated. Leadership is temporary. We are all caretakers. During my time, I want to inspire others, create space for everyone to thrive, and help build the next generation of leaders from diverse backgrounds.

Leadership is temporary. We are all caretakers.

Where do you see the biggest tensions around inclusion and equity in higher education today, and how do you personally work to address them?

The biggest tension lies between talk and action. For decades, higher education has been gathering data, running surveys, and making statements about racial inequity, but very little has changed. The conversations have gone on too long without clear evidence of progress.

For me, the test of seriousness is in the outcomes. Are ethnicity pay gaps closing? Are senior leadership teams representative of the communities they serve? Are student attainment gaps narrowing? Until we can answer yes to these questions, the work is unfinished.

I have been vocal about the need for mandatory reporting of ethnicity pay gaps, in the same way we do for gender. When the government consulted on this, I called for universities to take a unified stand. Some institutions report openly, others hide the data deep on their websites. Imagine the signal we could send if, as a sector that has been called institutionally racist, we collectively agreed to report and act on that data.

At BCU we are tackling this directly. My goal is to bring our pay gaps to the point of statistical insignificance, so that everyone, regardless of ethnicity, gender, or background, knows they will be treated fairly and rewarded equitably.

The conversations have gone on too long without clear evidence of progress.

From your perspective, how can universities and other institutions move from symbolic gestures to genuine, sustained inclusion and belonging?

Symbolic gestures are not enough. Real inclusion is about evidence of change. We need to move away from statements and towards results.

That means embedding equity into institutional accountability. It means transparent data, fair promotion pathways, and leadership teams that reflect the diversity of our students. Until universities show clear, measurable progress, people will not believe that the commitment is genuine. Inclusion must be lived, not performed.

Inclusion must be lived, not performed.

How do you sustain your sense of resilience and balance amid the demands of leadership, and what practices help you stay grounded?

Resilience for me comes from purpose. My purpose is to serve students. When faced with difficult decisions, I ask myself what is best for them. When you view leadership through that lens, the path becomes clear.

My network also keeps me grounded. Having people around you who remind you of your journey and your achievements is essential.

There is also a balance to maintain as a Black leader. It can be challenging to navigate the line between advocating strongly for equity and leading inclusively for everyone. It is a constant calibration. But I would rather face that tension than stay silent. Authenticity keeps me grounded.

Resilience for me comes from purpose.

What advice would you give to emerging Black leaders, particularly those in academia, who are aspiring to lead at the highest levels?

First, be authentic. Do not try to lead like someone else. When you lead authentically, clarity and direction follow naturally.

Second, strive for excellence. Doors do not always open easily for us, so be exceptional at what you do. Excellence creates credibility and opportunity.

Third, build your network. Surround yourself with people who challenge, support, and remind you of your value. Networks are not just professional; they are personal sources of strength and encouragement.

Finally, be visible. Do not shy away from taking space or speaking up. If you are authentic, you cannot go wrong.