We often hear quotes like “The early bird gets the worm,” “Jack of all trades, master of none,” or “Great minds think alike.” These familiar sayings are used to make a specific point such as emphasizing promptness, the value of specialization, and the benefits of independent agreement, but when considered in their full context, they reveal deeper insights that are often overlooked. Just as these truncated quotes lose their depth when taken out of context, our understanding of our roles in academia can become shallow when we compartmentalize or silo our functions and responsibilities. It’s easy to forget that we are part of a larger system with a unified goal: supporting the institution’s mission and fostering student success. By revisiting these commonly cited quotes and understanding their complete meanings, we can gain valuable lessons for working collaboratively and effectively in higher education.
Context Matters in Policy and Practice
The common saying, “The early bird gets the worm,” is often cited to encourage promptness and early action, especially in administrative settings where early submissions and initiatives are valued. However, the lesser-known wisdom, “The early bird gets the worm, but the second mouse gets the cheese,” reminds us that patience and strategy can be just as important. In higher education, the rush to be the first to implement new policies or initiatives can sometimes overlook the nuanced needs of students, faculty, and staff.
Instead of emphasizing mere promptness, we should focus on strategic foresight and consider the broader implications of our decisions. For example, when developing new curricula or rolling out technological updates, it is crucial to involve numerous or all stakeholders, gather feedback, and allow time for reflection and adjustment. This approach ensures that actions are aligned with institutional goals and are genuinely beneficial to the entire community. Additionally, this helps with community buy-in when navigating change management.
Best Practices for Collaborative Policy Development:
While collaboration and consensus-building are critical for developing policies that work for everyone, there are times when speed is of the essence. Best practices include setting clear timelines, identifying key stakeholders early, and creating structured feedback loops that allow for rapid yet thorough input. Additionally, consider utilizing rapid prototyping methods—such as pilot programs or phased rollouts—that allow policies to be tested and adjusted quickly, ensuring they are implemented in a time-appropriate manner without sacrificing quality. Sometimes, alternative decision-making pathways may be needed or necessary, especially when institutional sustainability and viability are at play.
Real-World Examples of Policy Implementation:
To illustrate the balance between speed and consensus, consider a case where a university implemented a new remote learning policy during the early days of the COVID-19 pandemic. Initially rolled out hastily to maintain continuity, the policy faced backlash due to inadequate input from faculty and students, leading to confusion and reduced engagement. In contrast, another institution opted for a phased approach, gathering continuous feedback and adjusting the policy in real-time, resulting in smoother implementation and higher satisfaction. This demonstrates the importance of combining strategic foresight with timely action.
Key Takeaway and Action Step: Consider both the timing and the strategy behind your actions. Strive for thoughtful, inclusive decision-making rather than racing to be first. Balance urgency with careful planning and broad consultation by regularly scheduling feedback sessions and involving diverse groups in decision-making processes.
Value of a Holistic Skill Set
The phrase “Jack of all trades, master of none” is often used to critique those who seem to lack specialization. However, the full quote, “A jack of all trades is a master of none, but oftentimes better than a master of one,” highlights the value of versatility. In higher education, where roles are diverse and interconnected, being adaptable and capable in multiple areas can be a significant asset.
Drawing from my experience, I’ve served in seven interim roles while also holding primary roles, Interim Director of the Pulliam Center for International Education, Interim Dean of the McColl School of Business, and Interim Director of Everett Library among others. These experiences have broadened my toolset and given me a deeper understanding of the inner workings of higher education. Such versatility has been invaluable in fostering collaboration across departments, improving problem-solving, and enhancing the overall educational experience for students.
Volunteering for Leadership and Service Roles:
In addition to formal roles, volunteering for university leadership or service roles—especially those that may be project-based or short-term—can also build a holistic skill set. This is partly why I took on roles such as faculty liaison to our first-year advising program, faculty fellow in our faculty development center, and steering committee member for our honors program. These roles provided opportunities to engage with different facets of the institution, gain new perspectives, and develop a broader understanding of how various functions within the university work together to support student success.
Insights from Colleagues on Versatility:
Colleagues have often emphasized the benefits of having a broad skill set in higher education. For example, a faculty member shared that “serving on multiple committees, such as the curriculum review and diversity task forces, has allowed me to see how various departments operate and collaborate. This knowledge has made me more effective in my primary role.” Similarly, an administrator highlighted how taking on interim leadership roles provided a “unique perspective on institutional priorities, helping to align departmental goals with broader university strategies.”
Key Takeaway and Action Step: Embrace opportunities to step into various roles, even if they are temporary or outside your comfort zone. This adaptability will make you a more effective and collaborative professional in the higher education environment. Seek cross-departmental projects or interim roles to build a broader skill set and understanding of different institutional functions. However, pursuing and/or accepting these opportunities should be balanced with other priorities outside of work such as personal well-being and family.
Strategic Decision Making in Leadership
The analogy “The early bird gets the worm, but the second mouse gets the cheese” can also apply to strategic decision-making in leadership. Leaders in higher education often face pressure to act quickly. However, the importance of patience and strategy cannot be overstated. The story teaches that while the first mouse rushes in and gets caught, the second waits and succeeds. This lesson is invaluable for leaders in higher education who must make informed decisions and avoid unintended consequences.
Strategic Planning Frameworks: Alternatives to SWOT Analysis:
While SWOT (Strengths, Weaknesses, Opportunities, Threats) is a common framework, alternatives like SOAR (Strengths, Opportunities, Aspirations, Results) or NOISE (Needs, Opportunities, Improvements, Strengths, Exceptions) can provide a more positive, forward-looking approach to strategic planning. SOAR focuses on what the organization does well and where it aspires to go, making it particularly useful in higher education, where vision and values play a crucial role. NOISE, on the other hand, emphasizes understanding needs and identifying opportunities for improvement, which can be especially helpful in addressing the complexities of academic environments.
Decision-Making Under Uncertainty:
Higher education leaders often operate under conditions of uncertainty, such as fluctuating enrollment trends or changes in government funding. Incorporating strategies like scenario planning or decision trees can help leaders evaluate various outcomes and prepare for different possibilities. For example, during the COVID-19 pandemic, many universities used scenario planning to anticipate shifts between in-person, hybrid, and online learning models, allowing them to adapt quickly as circumstances changed.
Key Takeaway and Action Step: Practice patience in decision-making. Gather input from diverse voices, reflect on past experiences, and make strategic, informed choices that benefit the institution as a whole. Implement regular review periods for major decisions and encourage a culture of reflection and feedback. Consider using alternative frameworks like SOAR or NOISE to guide strategic discussions.
Engaging in Original Thought
The common saying, “Great minds think alike,” is often used to celebrate agreement, but the full quote, “Great minds think alike, but fools seldom differ,” suggests that conformity is not always a sign of intelligence. In the context of higher education, groupthink can stifle creativity and innovation.
Avoiding Groupthink and Embracing Collective Diversity:
Groupthink often occurs in committees or meetings where there is a tendency to seek consensus quickly, especially under pressure. To avoid this, professionals should actively seek out diverse viewpoints and challenge assumptions. In his book “Collective Illusions,” Todd Rose (2022) explores how societal pressures can lead groups to conform to perceived norms, even when those norms don’t align with individual beliefs or the best interests of the group. Rose advocates for creating environments where individuals feel safe to express dissenting opinions, which can lead to more innovative and effective solutions.
Fostering a Culture of Innovation:
To foster original thought in academia, institutions can implement initiatives like innovation grants, interdisciplinary workshops, or hackathons for faculty and students. These activities provide platforms for exploring new ideas and collaborating across departments, helping to break down silos and encourage creative problem-solving. For instance, an interdisciplinary workshop might bring together faculty from environmental science, economics, and sociology to develop new approaches to teaching climate change, combining diverse perspectives for richer outcomes.
Key Takeaway and Action Step: Avoid groupthink by fostering an environment where diverse opinions are valued. Encourage critical thinking and originality in problem-solving and collaboration by inviting external perspectives, rotating team members, and using techniques like anonymous feedback to gather diverse viewpoints. Create a culture that supports questioning and challenges the status quo, inspired by the principles outlined in “Collective Illusions” (Rose, 2022).
Carpe Diem: Seize the Day with Intention
The common phrase “Carpe diem (seize the day)” is often used to inspire action and make the most of each moment. However, the full phrase, “Carpe diem quam minimum credula postero” (“seize the day, put very little trust in tomorrow”), adds an additional layer of urgency and mindfulness (Horace, 23 BCE). In higher education, this can remind us not to delay important decisions or actions, assuming that there will always be more time in the future.
Link Immediate Actions to Long-Term Goals:
For faculty, staff, and administrators, this means taking proactive steps today to enhance student success, improve programs, or address institutional challenges. Immediate, impactful actions can help institutions quickly adapt to changing circumstances. However, these actions should also be flexible enough to be revised or even discontinued if they prove ineffective. This adaptability ensures that efforts remain aligned with long-term goals and can evolve as new information or challenges arise.
Rapid Experimentation in Higher Education:
To embrace the “seize the day” mentality with intention, institutions can adopt a practice of rapid experimentation—piloting new initiatives or programs on a small scale before committing to broader implementation. For example, a university could trial a new teaching method in a few classes before rolling it out campus-wide, allowing for quick adjustments based on feedback and results. This approach provides the flexibility to drop initiatives that do not work, ensuring that resources are allocated efficiently.
Key Takeaway and Action Step: Take deliberate action today, keeping in mind both immediate needs and future uncertainties. Prioritize projects and decisions that can have lasting benefits and impact, and regularly evaluate current practices to ensure they remain effective and relevant. Be prepared to adapt, change, or discontinue initiatives if they do not yield the desired results.
Embracing Active Citizenship in Education
The quote “My country, right or wrong,” is often misunderstood as a call for blind loyalty, but it continues: “If right, to be kept right; and if wrong, to be set right.” This perspective, attributed to Carl Schurz (1872), emphasizes the importance of critical engagement and responsibility. In higher education, this means recognizing when changes are needed—not necessarily because something is “wrong,” but because times and circumstances have changed. Policies and practices that were once effective may no longer be practical, equitable, or necessary.
Leaders must be open to acknowledging when things are not working well, even if they were responsible for the original decision. By fostering a culture of transparency and adaptability, educators and administrators can better navigate change and continue to support the mission of their institutions.
Example Scenario for Positive Change Initiatives:
Consider a scenario where a long-standing grading policy at a university is found to be inequitable, disproportionately affecting students from diverse backgrounds. Rather than clinging to the status quo, a faculty member leads an initiative to review and revise the policy. By involving students, faculty, and administration in the process, the institution can develop a more equitable system that better serves all students. This example highlights the importance of recognizing when change is needed and taking proactive steps to implement it.
Embracing Change in Response to Evolving Contexts:
Recognizing that change is often necessary when circumstances evolve, leaders should routinely assess institutional policies and practices. For example, in response to shifting demographics and student needs, some universities have overhauled traditional financial aid models to better support non-traditional students, such as working adults or single parents. This proactive approach demonstrates a commitment to meeting the current needs of the student body rather than adhering to outdated practices.
Transparent Communication and Reflection:
Open communication channels are essential for facilitating these changes. Leaders should create spaces where faculty, staff, and students feel comfortable voicing their concerns and suggesting improvements. Regular town halls, anonymous surveys, and open-door policies can foster a culture of transparency, allowing for honest reflection and discussion about what is and isn’t working. This environment encourages continuous improvement and supports the institution’s commitment to equity and student success.
Key Takeaway and Action Step: Stay open to change and be willing to reassess past decisions. Recognize when new approaches are necessary and advocate for positive change, regardless of who initiated the original policy. Regularly review policies and practices for relevance and effectiveness, and encourage open dialogue about areas needing improvement. Implement channels for continuous feedback and reflection, ensuring all stakeholders feel heard and valued.
Embracing Learning and Adaptation
Just as understanding the full expression of a quote provides deeper insights, adopting a mindset of continuous improvement is essential in higher education. Professionals in academia must commit to ongoing learning and adaptation, recognizing that the landscape of education is ever-evolving.
Importance of Professional Development:
Expand professional growth opportunities beyond traditional workshops or courses by embracing more innovative ideas, such as pursuing certifications that offer value across institutions or advance one’s career trajectory. For example, a certification in data analytics or instructional design could not only enhance an individual’s skill set but also provide cross-functional value within the institution and beyond. These credentials can be particularly beneficial in demonstrating expertise in emerging fields or addressing new challenges in higher education.
Institutional Learning and Continuous Improvement:
Higher education institutions themselves must become “learning organizations” by regularly evaluating their own practices and adapting to new realities. For instance, some universities have implemented continuous feedback mechanisms, such as annual program evaluations or data-driven decision-making processes, to identify areas for improvement and adjust accordingly. This approach not only supports individual growth but also ensures the institution remains responsive and effective.
Promoting a Culture of Feedback and Adaptation:
A culture of continuous improvement thrives on regular feedback and adaptation. Institutions should encourage faculty, staff, and administrators to solicit feedback from multiple sources, including students, peers, and external stakeholders. This feedback should be used constructively to refine teaching methods, administrative processes, and support services. Creating a feedback-rich environment promotes a cycle of improvement that benefits everyone involved.
Key Takeaway and Action Step: Prioritize lifelong learning and encourage a culture of continuous improvement. Stay adaptable and open to new ideas, ensuring that your contributions remain relevant and impactful. Explore professional development opportunities that extend beyond traditional formats, such as certifications or micro-credentials, and foster an environment that welcomes regular feedback and collaborative growth.
Final Thoughts
In the complex world of higher education, it is vital to look beyond surface meanings and adopt a comprehensive approach to our roles. Just as truncated quotes can dilute their intended impact, a limited understanding of our responsibilities and the lens from which we may work can obscure the potential for growth and change. By embracing versatility, original thought, strategic decision-making, and active engagement, higher education professionals can better navigate their roles, drive meaningful progress, and help shape the future of education.
References
Rose, T. (2022). Collective Illusions: Conformity, Diversity, and Innovation. HarperOne.
Schurz, C. (1872). Address to the Senate. Congressional Globe.