Hendrickje Windisch-Skelton

I help connect clients with the exceptional academic and research expertise of the University of Edinburgh and support staff within the College of Medicine and Veterinary Medicine with the commercial and legal arrangements for their non-research activities.

I am a social scientist by training, with more than ten years of experience in project management, research and education policy analysis. My previous roles include analyst work at the Organisation for Economic Co-operation and Development (OECD) in Paris, doctoral research at Oxford University, and managing consultancy projects at UCL – all with a focus on education-related issues. Most recently, I held a role at UCL Consultants Ltd that closely mirrors my current position, where I supported the UCL Institute of Education (IOE) in delivering impactful consultancy work.

It is a privilege to collaborate with the University’s academic and technical staff to harness their expertise to address real-world challenges, unlock new opportunities, and deepen our understanding of complex issues.

Having only recently joined EI, I would highlight a project I supported at UCL. What began as a small subcontract with the International Rescue Committee for the FCDO-funded Education Research in Conflict and Protracted Crisis (ERICC) programme grew into a three-year consultancy worth more than £1 million. The consultancy not only delivered impactful research in conflict-affected regions but also generated spin-off projects that engaged early-career and senior IOE researchers. These efforts helped FCDO respond to pressing educational and development challenges, e.g. supporting teachers working with displaced communities along the Thailand-Myanmar border.

Innovation, to me, is the art of reimagining what is possible. It is not just about shiny new technologies or groundbreaking discoveries; it is about solving problems in ways that make people stop and say, “Wait, we can do that?”

One that really sticks with me is: “Don’t confuse motion with progress.” It is deceptively simple, but powerful. Just being busy doesn’t mean you are moving forward in a meaningful way. It is a reminder to slow down, reflect, and focus on what truly matters. It resonates with me because in a world that celebrates hustle, it is easy to forget that purpose is more important than pace.

If I had one more hour in the day, I would take my family outdoors for a walk, let the kids explore and burn off some energy, then find a spot to sit and read them a story. Nothing fancy – just time together, fresh air, and a break from schedules.

I have toyed with the idea of teaching, particularly foreign languages. It reflects my desire for a purposeful career that gives back to the community and fosters lifelong learning. For me, teaching is about more than sharing knowledge; it is about inspiring others, shaping lives, and building bridges between cultures. Language learning opens doors and deepens understanding across boundaries.

I have lived, worked, and studied in seven countries – Germany, France, the USA, Scotland, Belgium, Kosovo, and England. These experiences have deepened my appreciation for different cultures and languages. Along the way, I have discovered stunning landscapes, embraced diverse approaches to living and working, and formed wonderful friendships.

What would you really like to work on at EI/UoE?

Given higher education’s challenging economic context, I believe it is vital that consultancy and service work are recognised and actively encouraged as valuable income streams. These activities should be reflected in key performance indicators, contribute meaningfully to promotion pathways, and be celebrated as powerful vehicles for real-world impact. EI already provides outstanding support for academic commercialisation, and it would be fantastic to see it become the go-to hub for University staff looking to translate their expertise into practical solutions.