Learner. Leader. Changemaker. Barry Dequanne

Barry Dequanne is an experienced international education leader with more than three decades of experience in teaching and school leadership. Originally trained as an actuary, he made a career-changing decision to pursue education, driven by a desire to make a more meaningful contribution to people's lives.

As Director of the International School of Zug and Luzern (ISZL), Barry is committed to fostering an inclusive learning environment where students and educators feel empowered to grow, challenge assumptions and contribute to their communities.

His leadership philosophy centres on curiosity, collaboration and stewardship, with a strong belief that success should be measured not only by individual achievements but also by the opportunities we create for others. A passionate advocate for intercultural understanding and student agency, Barry encourages a thoughtful approach to innovation, including the role of artificial intelligence in education.

1. Every standout career has a "before" and an "after." Can you share a specific

moment, either a bold risk you took or a daunting challenge you faced, that

fundamentally redefined your professional trajectory and led you to where you are

today?

One of the most significant turning points in my life was the decision to leave a career as an actuary and pursue international education. Actuarial work was a career that made sense in many ways, but I increasingly felt that something was missing. I was looking for a greater sense of purpose and a stronger connection between my work and the contribution I hoped to make.

That decision changed my life in ways I could never have imagined. Teaching, living in different countries, and becoming part of diverse cultural communities challenged many of my assumptions about myself, others, and the world. I came to appreciate that some of our most important learning happens when we begin to question what we thought we already knew. My background in mathematics and actuarial work gave me a strong appreciation for analytical thinking and evidence, while education helped me better understand the importance of people, relationships, and human development. Over time, I have come to see how important both are to thoughtful leadership.

Another important turning point was the transition from teaching to school leadership. As a teacher, I could see the impact of my work with students every day, which was incredibly rewarding. As a school director, that impact is often less immediate or visible, but the opportunity to make a difference is potentially much greater. Perhaps the biggest change has been in how I think about success. Earlier in my career, success was more closely connected to what I could accomplish personally. Today, I find the greatest sense of purpose and satisfaction in helping create the conditions for others to learn, grow, and flourish.

2. Whether you are leading a major tech marketplace or a grassroots community,

how are you intentionally challenging the status quo in your industry to create a

more inclusive or innovative future?

One assumption I believe we need to challenge is that diversity naturally leads to inclusion. Bringing together people with different backgrounds, experiences, and perspectives is important, but it is only a starting point. Genuine inclusion requires us to look more closely at our systems, practices, and assumptions, and to be willing to change them. Research in education reminds us that children and adults share many of the same fundamental needs: a sense of belonging, opportunities to learn and grow, and the ability to make a meaningful contribution.

At the International School of Zug and Luzern, we are trying to put these beliefs into practice. This includes our approach to recruitment, unconscious bias training, and our commitment to having every staff member engage with the Intercultural Development Inventory to better understand their own cultural perspectives. Our work with restorative practices is another example. We recognise that building an inclusive community does not mean avoiding difficult conversations. Rather, it means creating the trust and understanding needed to have those conversations openly, while also holding ourselves and each other accountable.

I also believe strongly in the importance of student agency. Initiatives such as Youth Forum Switzerland, where students bring together leaders to discuss issues that matter to them, are examples of what becomes possible when we give young people opportunities to influence the world around them. We want students to help shape the future, not simply prepare for it. I think a similar question applies to artificial intelligence. As AI makes it increasingly easy to generate answers and complete tasks, we need to consider whether we are also developing our understanding, judgment, and ability to learn. For me, the real promise of innovation is not simply greater efficiency, but the opportunities it creates for people.

Ultimately, diversity is about who we bring together. Inclusion is about what we are willing to change because we have brought those people together.

3. Beyond technical expertise, what is the one "hidden" superpower or soft skill that

has been most instrumental to your success, and why should the next generation of

women in digital prioritize it?

I have my doubts that the next generation of women need my advice, but perhaps there is something worth sharing from the lessons I have learned, often through my own mistakes.

If I were to identify one skill that has had the greatest influence on my leadership journey, it would be listening with genuine curiosity. I have come to appreciate the value of appreciative inquiry, approaching conversations with a desire to understand others while recognising their strengths and the possibilities they bring.

Earlier in my career, I probably placed too much importance on having the right answers. Over time, I have learned that good leadership often begins with asking the right questions and being genuinely open to different perspectives. Living and working across cultures has reinforced this belief. We all see the world through the lens of our own experiences and assumptions, and listening helps us recognise and sometimes challenge those assumptions.

I have also learned that when people feel genuinely heard and trusted, they are more willing to ask difficult questions, challenge established thinking, acknowledge mistakes, and learn together. Of course, listening also needs to be accompanied by a willingness to share responsibility, delegate meaningful decisions, and trust others to exercise their professional judgment. It doesn’t mean avoiding difficult decisions, but hopefully making better ones, informed by a broader understanding of the people and circumstances involved.

As AI becomes increasingly capable of providing answers, I believe our ability to ask thoughtful questions, exercise judgment, and build trusting relationships will become even more important. Perhaps the real superpower is not having all the answers, but remaining curious enough to recognise how much we still have to learn.

4. Success is rarely a straight line. What is a common myth about your specific

career path (or entrepreneurship) that you want to debunk to give a more honest

perspective to women currently navigating their own "messy middle"?

One myth I would challenge is the idea that leadership becomes easier with experience. After more than three decades in international education, I have found that while experience certainly brings greater perspective and hopefully better judgment, the challenges often become more complex and the responsibilities greater. Each transition into a new leadership role has brought its share of uncertainty and self-doubt, including moments when I have questioned whether I was really ready for what lay ahead.

Earlier in my career, I believed that being an effective leader meant having the right answers and projecting confidence. Today, I have a very different appreciation of what leadership involves. Much of the work involves balancing competing priorities, making difficult decisions with incomplete information, and recognising that there is rarely a perfect solution. Leading a school, for example, means finding the right balance between our educational aspirations, financial realities, and responsibilities to both current and future generations of students. Even with the best intentions, not everyone will agree with the decisions we make.

I have also come to appreciate that some of our most important learning happens when we are willing to question our own thinking, challenge assumptions that may have served us well in the past, and consider different perspectives. Experience has certainly not removed uncertainty, but it has helped me become more comfortable with it and more appreciative of others' contributions. Our values do not necessarily make difficult decisions easier, but they do provide an important foundation for making them.

Perhaps one of the most important lessons I have learned is that leadership is not something we eventually master. We continue to learn, make mistakes, question ourselves, and hopefully grow along the way. For anyone finding themselves in that messy middle, I would simply encourage you not to wait until you feel completely ready. Some of the most meaningful opportunities for growth come when we are willing to step into the unknown.

5. Our community is built on mutual support and inspiration. If you could leave one

piece of "radical" advice for the WDS community something that isn't found in a

standard business textbook what would it be?

As a male leader, I recognise that my experiences are different from those of many women navigating their professional journeys. Rather than offer advice, I would prefer to share a belief that has become increasingly important to me over the years.

I believe we should measure our success not only by what we achieve, but also by what becomes possible for others because we were there.

We live in a world that places considerable value on individual achievement and recognition. There is nothing inherently wrong with that, but I have come to appreciate that leadership carries a responsibility that goes well beyond our own accomplishments. I increasingly see leadership as a form of stewardship. We are, after all, only temporary custodians of the organisations and communities we serve. Our responsibility is not simply to do well during our time, but to leave these communities stronger, more inclusive, and better prepared for whatever comes next.

Working in education has reinforced this belief. Our purpose is not simply to prepare young people to succeed in the world they will inherit, but to help them develop the understanding, compassion, and courage to make that world better. I believe the same principle applies to leadership and innovation. We should not simply aim to succeed within existing systems, but also be willing to question and improve them. Those of us fortunate enough to be in positions of influence have a responsibility to recognise potential in others, challenge barriers, and create opportunities for people whose voices might not otherwise be heard.

I have also learned that some of our most meaningful contributions come through relatively small actions. Sometimes it is simply believing in someone before they fully believe in themselves, offering an opportunity, or stepping aside to create space for someone else to lead. These moments may not attract much attention, but their impact can be significant and lasting.

Ultimately, I hope that our greatest legacy is not defined by what we accomplish for ourselves, but by what we help make possible for others. If, along the way, we can leave our organisations, communities, and the world a little better and kinder than we found them, I cannot think of a more meaningful measure of success.