They were shaped intellectually in the inter-war era of liberal biblical and theological scholarship, among those with a common concern for the application of Christian faith and ethics to society. His contacts were wide-ranging, academically and ecclesiastically, and his conviction that religion is an inescapable dimension of human fullness was lifelong. He was concerned at the rise of fundamentalist approaches, and in his nineties he played the major role in initiating the Severn Theological Forum, which has built up a distinguished reputation.He had married Sheila Taylor in 1938, with whom he shared over 50 years of happiness until her death in 1997. His final publication, Life, Education, Discovery, appeared in 2001, and a conference which he had promoted on "Higher Education and Human Good" took place in the last weeks of his life.When he left London for Gloucestershire in the 1970s, retirement was far from his mind, and he remained actively involved in many educational enterprises and much in demand as a member of boards and governing bodies.

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Invited to serve on the Governing Body of Bristol Polytechnic, he did so gladly, but only for three years, finding its subservience to the Bristol Education Committee "rather alarming", and a clear argument for the withdrawal of the polytechnics from local authority control.Roy Niblett's deeply held religious beliefs, grounded in non-conformity, were a central element in his life from childhood. He remained trenchant on the obligation upon higher education to offer challenge and constructive criticism to society, and not to confine itself to an agenda set by others.For these reasons Niblett played a key role in the establishment of the Higher Education Foundation; he lent his weight to the formation of the Society for Research into Higher Education in the 1960s, served as its chair for three years and was awarded a Vice Presidency in 1992. To the end of his life, he was an active advocate of his philosophy of education. In 1968 when he was appointed to a chair in higher education at the Institute, the first such professorial designation in the United Kingdom, it was a fitting recognition of his role on the wider university stage.His professorial appointment also fitted well with Niblett's insistence that universities and colleges should not cease to address the question "What is higher education for?", as it became pre-occupied, in his view, by its response to a government-led policy, in which economic considerations increasingly predominated, at the expense of regard for imagination, creativity and personal development. His teaching style was supportive, searching, meticulous in detail, above all engaged in ensuring the best possible outcome to the task in hand.In 1934 he moved into higher education, as a lecturer in Education at King's College, Newcastle, and within a short time his potential abilities as a policy maker and administrator had gained recognition. He enjoyed visiting professorships in the United States, Australia and Japan, and he served as a Vice-President of the World University Service.

For 10 years, he was a member of the University Grants Committee, and he never ceased to regret losing the battle in that forum, by one vote, on the continuation of ear-marked funding for Institutes of Education.Roy Niblett's appointment as Dean of the University of London Institute of Education in 1960 increased his national and international profile. In the constraining circumstances of the Second World War, he found himself serving for four years as Registrar of the University of Durham. He was appointed to his first professorship in 1945 by Hull University, and his move in 1948 to Leeds, as Professor of Education and Director of the Institute of Education, gave him the opportunity to influence teacher education at an important stage.The implementation of the 1944 McNair Report had established university oversight of the teacher training colleges to meet the challenges of the post-war world, and at Leeds Niblett was in the forefront of developments in both initial and in-service teacher education It was the happiest time of his professional life. He had benefited from teachers who took care to encourage their pupils, students and colleagues, and believed that "to show confidence in others, matters in untold measure".