Personalised Attention. A principle that must be engraved in (y)our DNA. Not merely a theme for discussion, but a lived reality shaping how we show up, serve, and lead.

At Strathmore University, for the second year running, as a theme, personalised attention has continued to serve as both a mirror and a compass, reflecting how far the institution has come while also pointing clearly to the kind of culture it is still intentionally building. 

The annual Vice Chancellor’s Conference brought together management staff for a day of reflection, celebration, and critical re-evaluation of what it means to sustain this theme across all levels of the institution. Beyond routine engagement, the gathering carried a clear sense of purpose: to interrogate how deeply personalised attention is being lived out in practice, and how intentionally it continues to be embedded in every space of work and learning. 

A central reflection from Pro-Chancellor Rev. Dr. Silvano Ochuodho set the tone for the day: “The answer to a cold world out there is not a cold institution, but an institution that changes the temperature and brings warmth.”  At a time when universities locally and globally are navigating profound transformation shaped by geopolitical tensions, technological disruption, shifting student expectations, and evolving labour markets, this reminder felt especially urgent. Yet amid all this change, one truth remains constant: universities are fundamentally about people, forming minds, shaping character, and nurturing talent. This is the core of our work, and it is why personalised attention matters so deeply. Losing it, even gradually or unintentionally, is not an efficiency gain but a slow erosion of identity.

The return on investment for personalised attention is not easily captured in metrics, yet it compounds quietly over time across years and generations, in the choices our graduates make, in the cultures they go on to build, and in the people they pause to notice and care for. It is not always visible in reports, but it is unmistakable in legacy.

This reflection was deepened by a question posed by Dr. Vincent Ogutu, echoing the words of Dr. James McFie: “How much good would a do-gooder do if a do-gooder could do good?” A simple question, yet one that cuts to the core of purpose. It challenges us to move beyond intention and ask harder questions about impact, about whether what we do truly transforms lives, or merely sustains systems. 

Adding to the conversation, Mrs. Bernadette Musindi, Chair of the University Council, emphasized that personalised attention requires responsiveness, discipline, and intentionality. She noted that no one should ever feel invisible, but instead valued, supported, encouraged, and challenged to grow.

Across the room, pens moved steadily across pages, notebooks remained open, and reflections continued to take shape as participants engaged deeply with the conversations.

We shifted gears and delved further into what personalised attention looks like in practice, with great insights from Prof. Luis Franceschi, former Assistant Secretary-General of the Commonwealth, and a man with Strathmore “blood” in him, having served as the founding Dean of the Law School. Drawing from his extensive experience in international diplomacy and peacebuilding, he reflected on the realities of a world that is becoming increasingly fragmented, fast-paced, and disconnected.

Despite these challenges, he emphasized that lasting solutions to societal issues still require a deeply human and personal approach. He encouraged participants to restore the “human face” in education and leadership by intentionally choosing to see, understand, and journey alongside others. As he powerfully stated, “Education is not a download; it is about forming people.”

“We often create systems based on a “one size fits all” approach. But one size never fits all. It becomes one size fits none.” People do not arrive as uniform cases or predictable patterns. They arrive as individuals: shaped by different histories, carrying different aspirations, navigating different pressures. Students come with varied dreams; parents carry different expectations; colleagues operate within different contexts. Yet systems too often assume sameness. This tension, which Dr. Ogutu had earlier alluded to in his speech, is not new. It echoes what Max Weber described in his theory of bureaucracy, systems designed for efficiency, predictability, and uniformity. But in prioritising standardisation, such systems risk stripping away human nuance. Life, however, rarely conforms to that neat structure. People do not experience systems in their ideal form; they experience them through emotion, context, and lived reality.

This is where personalised attention becomes essential. At its heart, it is not about kindness alone but about design. It requires intentional architecture: properly resourced mentoring systems, faculty formation that builds character alongside competence, and staff who understand that they are not merely delivering services, but shaping experiences, relationships, and transformation.

As Artificial Intelligence continues to reshape education, one shift becomes increasingly important. We are moving from valuing answers to valuing questions. Previously, students were judged by how correctly they answered. Increasingly, value will lie in the quality of the questions they ask. Because answers can now be generated by technology, but meaning, direction, and depth still depend on the human ability to question well. Education will change dramatically, but its purpose will remain profoundly human. At the centre of all reflection was a simple but powerful reminder: behind every decision, every classroom, every policy, every office, every interaction, there is a PERSON.

Beyond the insightful discussions, participants also stepped into a more engaging and reflective experience through the interactive “Roll and Reflect” activity. With the roll of a dice, participants responded to thought-provoking prompts inspired by departmental submissions, creating moments of honesty, laughter, introspection, and meaningful exchange. The session sparked rich cross-departmental conversations on culture, leadership, mentorship, innovation, and the importance of human connection, reinforcing the value of personalised attention in both learning and the workplace.

Stories of impact and experience

The conference also highlighted practical examples of departments already embodying the theme of personalised attention. Earlier in the year, departments were invited to share stories demonstrating how they had embedded the theme into their work and culture. About 25 departments responded, each showcasing meaningful work of mentorship, innovation, collaboration, and human-centred leadership. (Read them here). Among them, three stood out (above photo), each taking home a goat as a token of appreciation, a celebratory gesture deeply rooted in African tradition.

To preserve and scale these insights, the first-ever Vice Chancellor’s Conference e-book was launched, capturing submissions from the 25 departments. The publication serves as a living repository of institutional learning, enabling peer learning, cross- departmental collaboration, and the sharing of best practices across the University. In addition, the Vice Chancellor’s Conference Trophy was introduced. This revolving award will be presented annually to the department or team that most meaningfully demonstrates the lived application of the year’s theme. 

Across these reflections and shared experiences, one question continued to resonate: what more can we do, and how are we embodying this theme within our own spaces and interactions? Personalised attention extends far beyond efficiency or service delivery. It is about restoring humanity within institutions, intentionally cultivating meaningful relationships, and ensuring that every interaction reflects care, dignity, and purpose.

At the end of it all, the principle remains simple: One student. One relationship. One university.

Article written by: Jemmy M. Kamau