Blog - Page 3 of 4 - Greg D. Pillar, Ph.D.

Building Resilient Leadership in Higher Education: Merging Trauma-Informed Practices with Key Presidential Competencies

gregpillar on September 21, 2024

Higher education leadership has grown increasingly complex, with university and college presidents facing a range of multifaceted challenges. These include political pressures, declining enrollments, questions around the return on investment (ROI) of a college education, and growing scrutiny of diversity, equity, and inclusion (DEI) efforts. In addition, the already demanding role of college presidents is made more difficult by a notable trend: the average tenure of a college president has steadily decreased. According to recent research, the average tenure of a college president was 5.9 years in 2022, down from 6.5 years in 2016 and 8.5 years in 2008 (Sandler, 2024). Furthermore, more than 55% of current presidents plan to step down within the next five years, underscoring the pressure-filled nature of the job (Sandler, 2024).

This growing complexity was captured in a national study on presidential leadership, led by Jorge Burmicky and Kevin McClure, in partnership with Academic Search, the American Academic Leadership Institute (AALI), the American Association of State Colleges and Universities (AASCU), and the Council of Independent Colleges (CIC). The study surveyed over 700 sitting college and university presidents and conducted focus groups with 14 current presidents to identify the key competencies necessary for success in today’s higher education landscape (Burmicky, McClure, & Ryu, 2024). Seven core competencies emerged from the research: trust-building, resilience, communication, crafting and leading a competent team, emotional intelligence, courage, and data acumen. The study highlighted that trust-building was deemed “very relevant” by 96% of survey respondents, while resilience and communication were rated as crucial by 92% and 90%, respectively. These competencies empower leaders to guide their institutions through challenges and change, making them well-suited to navigate both the immediate demands and long-term strategic goals of modern higher education. Trauma-informed leadership offers a complementary framework that intersects with these core competencies, enhancing their impact and ensuring leaders can address both the structural and emotional needs of their institutions.

The increasing complexity of the presidency has made it essential for senior leaders to model these competencies effectively, as their behaviors directly shape the attitudes and actions of their teams and influence the broader institutional culture. Good and bad habits/behaviors alike are projected throughout a division and campus, heavily impacting the campus climate. Leadership decisions, particularly those that are politically sensitive or unpopular, can often lead to early departures, as reflected in the shortening tenures of presidents. Yet, leaders who prioritize building trust and resilience and who communicate with empathy are better equipped to navigate the turbulent landscape of higher education today.

Overview of Core Leadership Competencies in Higher Education

The seven key competencies for university presidents are essential not only for presidents but also for leaders across all institutional levels. These competencies form the foundation of leadership, regardless of the specific position held. By embodying these behaviors, leaders set a powerful example that permeates throughout the institution, influencing the actions and attitudes of other leaders, staff, and faculty. This, in turn, impacts the student experience and their success, either directly or indirectly.

As McClure noted during a recent webinar sharing their findings, “What does it look like to be an effective college president? What are the skills and abilities that we ought to be looking for or trying to develop in emerging leaders?” (Academic Search, 2024). This insight highlights the need for a holistic and inclusive leadership development approach that integrates empathy, resilience, and mindfulness of the emotional and psychological needs of team members.

Given the wide range of challenges higher education institutions face, from political pressures to enrollment declines, integrating these competencies across leadership roles can enhance the institution’s ability to navigate change effectively while preparing leaders for the future. However, as leadership evolves to meet these challenges, another critical approach is emerging: trauma-informed leadership. This approach connects seamlessly with the seven core competencies, as trauma-informed practices amplify their effectiveness, particularly during times of institutional transition.

Connecting Trauma-Informed Leadership to Core Competencies

Trauma-informed leadership focuses on recognizing the emotional and psychological impacts of trauma and stress on individuals within an organization. The stress and trauma may be from work-related or personal experiences. By fostering emotional safety and emphasizing empathy, trauma-informed leadership enhances each of the core leadership competencies, particularly in times of change or stress. As the demands on higher education leaders grow more complex, understanding how trauma-informed practices can amplify key competencies will be essential for building resilient, compassionate, and effective leadership.

Moreover, leaders who embody trauma-informed practices not only enhance their own effectiveness but also influence the broader organizational culture. Their behaviors can encourage or discourage similar practices among others, thereby shaping the institution’s collective approach to challenges.

Defining Trauma-Informed Leadership

Trauma-informed leadership acknowledges the prevalence of trauma and stress within academic institutions and seeks to create environments where individuals—students, faculty, and staff—feel safe, supported, and empowered to succeed. As noted by Jason Lynch (2022), trauma-informed leaders actively foster emotional safety and recognize how unaddressed trauma can hinder engagement, performance, and resilience. This leadership style encourages an empathetic approach to management, particularly when addressing organizational changes or challenges.

Trauma-informed leadership goes beyond merely recognizing trauma; it involves proactive measures to support healing and growth. This may include providing resources for mental health, fostering a culture of open communication, and ensuring that institutional policies reflect a commitment to emotional well-being. In this way, trauma-informed leadership not only addresses the immediate effects of trauma but also builds long-term institutional resilience by promoting a culture of care.

The Intersection of Trauma-Informed Leadership with Key Competencies

Trauma-informed leadership recognizes the presence and impact of trauma in individuals’ lives and integrates this understanding into organizational practices, policies, and culture. By emphasizing empathy, safety, and support, this leadership style enhances each of the seven key competencies identified by Burmicky and McClure, amplifying their effectiveness and fostering an environment where all members can thrive.

Trust-Building:Trauma-informed leaders prioritize creating a safe and transparent environment. They understand that past traumas can affect how individuals perceive authority and trust. By promoting emotional and psychological safety through consistent communication, reliability, and respect for confidentiality, leaders foster a sense of security. This approach encourages open dialogue and reduces fear of judgment or retribution, thereby strengthening trust within the organization.
Resilience: Recognizing the impact of stress and trauma on well-being, trauma-informed leaders actively promote resilience by supporting self-care and offering resources for mental and physical health. They encourage autonomy and empower employees by involving them in decision-making processes. By acknowledging and addressing signs of burnout or stress, leaders help their teams adapt to challenges more effectively, balancing institutional needs with the well-being of team members.
Communication: Trauma-informed leaders communicate with empathy and cultural sensitivity, tailoring their messages to consider the emotional and psychological states of their audience. They ensure that communication is inclusive and respects diverse backgrounds and experiences. By fostering psychological safety, leaders encourage open and honest conversations, which enhances understanding and collaboration across the institution.
Crafting and Leading a Competent Team: Emphasizing empowerment and choice, trauma-informed leaders build teams that are both competent and collaborative. They promote peer support and mentorship, fostering an environment where team members feel valued and supported. By implementing inclusive practices and acknowledging diverse experiences, leaders cultivate creativity and innovation within their teams. This approach leads to more resilient teams capable of addressing complex challenges.
Emotional Intelligence: Trauma-informed leadership inherently involves a high level of emotional intelligence. Leaders are attuned to the emotional and psychological needs of others, recognizing signs of trauma or stress. This awareness allows them to respond appropriately, offering support and resources when needed. By modeling empathy and understanding, leaders create a culture that values emotional well-being, strengthening interpersonal relationships and team cohesion.
Courage: Addressing systemic inequities and fostering an inclusive environment requires courageous leadership. Trauma-informed leaders are willing to confront injustice and make difficult decisions that prioritize the well-being and safety of all individuals. They understand the potential personal and professional risks involved, such as facing backlash or jeopardizing their positions. Nevertheless, they act with integrity and empathy, promoting ethical standards and supporting those who have experienced trauma or discrimination.
Data Acumen: While data-driven decision-making is essential, trauma-informed leaders interpret data through the lens of human experience. They recognize that performance metrics may be influenced by factors such as stress, trauma, or mental health challenges. By contextualizing data with an understanding of these factors, leaders make more compassionate and informed decisions. This approach ensures that policies and strategies address not just numerical outcomes but also the underlying human elements that affect those outcomes.

By integrating trauma-informed practices into each of these competencies, leaders enhance their ability to support their teams effectively. This holistic approach leads to a more inclusive, empathetic, and resilient organizational culture, where individuals are empowered, and the institution is better equipped to navigate challenges and change.

Trust-Building in Challenging Situations

Trust is foundational to effective leadership at all levels. The study revealed that 96% of respondents emphasized trust-building as essential for leadership (Burmicky, McClure, & Ryu, 2024). Trust is built through transparency, predictability, and consistent communication. Leaders must cultivate environments where individuals feel safe to express concerns, share ideas, and take risks without fear of negative repercussions.

McClure explained that trust is established by “avoiding those moments of surprise… and being transparent and bringing information forward in meaningful ways” (Academic Search, 2024). This openness fosters confidence and collaboration, essential in challenging situations.

However, maintaining transparency is not always feasible, especially when legal, ethical, or confidential matters are involved. These constraints can undermine trust, requiring leaders to be intentional and strategic in how they communicate such limitations. Even when full disclosure isn’t possible, honesty about why transparency cannot be achieved helps mitigate the risk of damaging trust.

Leaders play a critical role in modeling trust-building behaviors. Their approach to transparency and communication sets the tone for the entire institution. If they handle constraints with honesty and integrity, it encourages a culture where trust is maintained even under challenging circumstances. Conversely, if they handle these situations poorly, it can lead to a culture of mistrust.

Resilience: Leading Through Challenges and Change

Resilience is critical for leadership, especially as higher education faces continual disruption and challenges. As I discussed in my article “Tradition to Transformation: The Need and Urgency in Navigating Change in Higher Education Institutions,” change is inevitable but often met with resistance (Pillar, 2024b). Resilient leaders adapt quickly, manage resistance, and maintain a forward-focused trajectory even through adversity.

To foster resilience, leaders must sometimes “ease on the gas” and balance urgency with strategic patience. Leading through challenges and change doesn’t mean always pushing forward at full speed. Instead, resilience often involves taking time to ensure the well-being and care of your team, recognizing that an overemphasis on urgency can lead to burnout.

When leaders demonstrate this balance, they set a precedent that supports a healthier work environment. This behavior influences others to adopt similar practices, promoting a culture that values both performance and well-being.

However, it’s important to recognize that making necessary but unpopular decisions can carry personal risks for leaders, including the possibility of early departure from their roles. This reality can make it more difficult for leaders to act courageously, but it also underscores the importance of resilience—not just in enduring challenges but in being willing to face potential personal costs for the greater good of the institution.

Effective Communication: Tailoring Messages with Empathy

Effective communication is critical for leadership, especially during times of challenge or change. The ability to deliver clear, actionable messages while considering the emotional and psychological state of the audience ensures that information resonates and builds trust. As McClure noted, “Leaders must tailor their messages for different audiences and use data to tell compelling stories” (Academic Search, 2024).

However, leaders must also be careful that their communication, while empathetic, is not perceived as condescending. As Sage Godrei points out, empathy can sometimes unintentionally come across as patronizing if not expressed thoughtfully. For example, offering unsolicited advice or presuming to understand someone’s feelings without fully engaging with their perspective can create a sense of superiority, making the recipient feel unheard or invalidated (Godrei, 2023). This underscores the importance of active listening and asking questions to clarify the emotional state of team members rather than assuming how they feel.

Trauma-informed leaders understand that communication must be both clear and empathetic, avoiding any tones that might be perceived as dismissive or patronizing. When dealing with stress or challenges, team members may require more personalized communication that takes into account their emotional state. Additionally, respecting the views and insights of others, even if outside your immediate office or division, is vital for meeting key outcomes. Dismissing someone’s perspective simply because they do not report directly to you can deteriorate collaboration and damage workplace and campus climate.

Godrei emphasizes that empathy should focus on understanding, not judgment. Leaders should avoid positioning themselves as the sole authority on how others should feel or respond. Instead, they should foster an environment where feedback and emotional expressions are welcomed and validated (Godrei, 2023). This approach not only fosters a more supportive and understanding organizational climate but also builds stronger relationships among colleagues, ultimately leading to more effective teamwork and a more cohesive institution.

Being mindful of one’s own behaviors and communication practices is essential in avoiding condescension. By leading with genuine curiosity, asking questions, and showing respect for the experiences of others, leaders can avoid potential pitfalls and create a space where communication flows freely and respectfully.

Diverse Leadership Styles Based on Identity

A significant finding in the study was how leadership styles differ based on identity. Women and people of color often emphasize emotional intelligence, equity, and collaborative leadership, bringing new dimensions to decision-making and problem-solving (Burmicky, McClure, & Ryu, 2024). These diverse perspectives are invaluable in today’s complex educational environment.

Trauma-informed leadership recognizes the value of diverse leadership styles, using them to build more inclusive, emotionally intelligent environments. Institutions benefit when their leaders leverage different perspectives to foster collaboration and make innovative decisions.

Campus leaders who embrace and model appreciation for diverse leadership styles encourage a culture that values inclusivity and equity. This modeling can help spread positive behaviors throughout the institution, impacting campus culture and climate positively.

Crafting and Leading a Competent, Collaborative Team

Leadership success is inherently linked to the ability to build and sustain competent, collaborative teams. For college presidents and senior leaders, assembling empowered teams that can execute institutional strategy is critical. In “Leading from the Heart of Higher Education,” I emphasized how collaboration and breaking down silos drive institutional progress (Pillar, 2024a). Middle leaders, such as associate provosts, deans, and directors, play a crucial role in translating high-level strategic vision into actionable plans (Pillar, 2024a). These leaders serve as the bridge between senior leadership and the day-to-day operations that ensure institutional success.

Building and sustaining teams requires both top-down and bottom-up efforts. Trust and open communication set the tone for collaboration, empowering team members to take ownership of institutional goals. Positive leadership behaviors, particularly those that foster transparency and collaboration, can cascade through departments, influencing the entire institution. Conversely, negative behaviors can disrupt institutional culture, leading to disengagement and inefficiency.

Building and Empowering Collaborative Cabinets

The study by Burmicky, McClure, & Ryu (2024) highlighted the importance of assembling diverse and collaborative cabinets at the presidential level. College presidents must draw from a variety of perspectives and experiences to ensure that leadership teams are well-rounded and capable of addressing challenges from multiple angles. This diversity within the cabinet creates an adaptable and innovative leadership environment, where different viewpoints contribute to stronger decision-making processes. However, this collaborative approach should extend beyond the senior cabinet. It’s equally important that collaboration permeates throughout the institution, fostering a culture where leaders and teams at all levels work together toward common goals.

By empowering collaborative cabinets and encouraging diverse input from across the organization, leaders can more effectively manage the complexities of higher education. This inclusive approach ensures that multiple perspectives are considered, leading to more robust solutions and a more cohesive strategy for institutional success.

Empowering Teams at All Leadership Levels

Empowering diverse teams across all leadership levels—including vice presidents, deans, directors, and mid-level managers—creates a ripple effect of accountability, innovation, and inclusivity. When senior leaders embrace collaboration, they set the tone for others across the institution. Their behaviors, whether positive or negative, can significantly impact the campus culture. Good habits like inclusivity and empowerment foster a more engaged and effective workforce, while negative behaviors can lead to a detrimental atmosphere.

Trauma-Informed Team Building

Trauma-informed leadership enhances team-building by acknowledging the emotional and psychological experiences of team members. Leaders who recognize these needs foster environments where team members feel valued, safe, and heard. This approach not only strengthens teams but also encourages innovation and creativity. In “Tradition to Transformation,” I explored how resistance to change often stems from fear and emotional reactions (Pillar, 2024b). Leaders who adopt trauma-informed practices help alleviate these barriers, promoting open communication and a culture of trust that fosters collaboration.

Clear communication and emotional intelligence, as explored in “Data-Informed Leadership in Higher Education,” are essential for ensuring that decisions—especially those driven by data—are implemented smoothly across departments (Pillar, 2024a). When leaders provide clarity and foster a supportive environment, they enable cross-functional collaboration and reduce friction that often arises during institutional change.

In times of disruption, whether due to financial pressures or declining enrollments, maintaining team cohesion becomes even more important. Trauma-informed leadership helps sustain teams by providing emotional support and fostering resilience. Leaders who understand the emotional landscape of their teams can better guide them through periods of uncertainty, encouraging adaptability and long-term collaboration. As I noted in “Tradition to Transformation,” balancing the urgency of institutional change with strategic patience is vital (Pillar, 2024b). This balance helps maintain team morale while ensuring that change initiatives are effective and sustainable.

In politically sensitive situations, leadership decisions can be particularly challenging. These moments often require courage, as decisions may be unpopular or involve significant risk. Leaders who are willing to make difficult but necessary decisions provide a powerful example for others, reinforcing a culture of integrity and collaboration. This demonstration of courage inspires teams to stay committed to institutional goals, even in the face of adversity (Pillar, 2024b).

Ultimately, the ability to craft and lead competent, collaborative teams hinges on the environment that leadership creates. By fostering open communication, embracing trauma-informed practices, and navigating change with resilience, leaders can build teams that are not only effective but also engaged and innovative. A collaborative, empowered leadership culture ensures that institutions are better equipped to handle complex challenges and drive long-term success.

Leading with Courage: Confronting Equity and Change

Courageous leadership is essential for navigating institutional change and confronting systemic inequities. Recent political attacks on DEI efforts illustrate the urgent need for leaders to demonstrate bravery by standing up for their institutions’ values. These challenges, particularly those involving diversity, equity, and inclusion (DEI), highlight the importance of maintaining a principled stance even when faced with external pressures. In “How College Leaders Can Stand Up for DEI Workers and Programs” (McClure & Gannon, 2024), the authors emphasize the challenges DEI professionals encounter, particularly in states where legislation has directly targeted and sought to dismantle DEI initiatives.

Courageous leadership means more than supporting DEI programs privately; it requires public advocacy and action that align with the institution’s mission and values. Leaders must resist the temptation to sideline these initiatives when they become politically charged, as doing so can undermine institutional integrity and alienate marginalized groups. By standing up for DEI programs, leaders set a powerful example for their colleagues, students, and the broader community, signaling that inclusivity and fairness are non-negotiable values.

However, it is also important to acknowledge the reality that standing up for DEI and other equity-driven initiatives can come with significant personal and professional risks. In politically charged environments, leaders who take strong, principled stands may face backlash that could lead to their early departure from leadership positions. This reality makes it more challenging for leaders to make necessary but unpopular decisions, as the fear of losing their position or facing public scrutiny can be a deterrent. Yet, courageous decisions often distinguish transformative leaders from those who merely maintain the status quo (Pillar, 2024b). The willingness to confront these risks is a hallmark of true leadership—leaders who stand firm in their values, despite the potential consequences, ensure that their institutions remain committed to inclusivity, justice, and integrity.

This courage also extends beyond DEI. Institutions face numerous politically sensitive issues, from funding debates to academic freedom challenges, and leaders must be prepared to make decisions that may not always be well-received. Ultimately, courageous leaders create a legacy of resilience and integrity, ensuring that their institutions can navigate turbulent times with their core values intact.

Data Acumen: Leveraging Human Context in Leadership

The ability to gather and use relevant data to inform decisions is critical across all leadership levels. In a data-driven world, leaders must not only rely on numbers but also interpret them with insight and empathy. As McClure noted, “You don’t need to be a numbers person to be a data person, but you must understand how to leverage your team’s skills to support data-driven decision-making” (Academic Search, 2024). Data can provide a roadmap for institutional success, but only when leaders understand how to balance quantitative insights with the complexities of human experiences. In “Data-Informed Leadership in Higher Education,” I emphasized the importance of robust data governance and decision-making processes that integrate both empirical evidence and the lived experiences of students, faculty, and staff (Pillar, 2024c).

Humanizing Data with Trauma-Informed Leadership

Trauma-informed leadership offers a powerful framework for interpreting and using data effectively. Leaders who understand how emotional and psychological stress impacts performance and retention can use this knowledge to interpret data with greater nuance. As Lynch (2022) pointed out, stress, trauma, and mental health challenges significantly affect outcomes in higher education. Retention rates, student performance metrics, and even faculty engagement numbers can be influenced by factors that raw data alone may not capture. By contextualizing data within the human experience, trauma-informed leaders ensure that their decision-making processes reflect a holistic understanding of the institution’s ecosystem.

For example, enrollment and retention data can provide insight into academic trends, but without considering the personal, emotional, or economic stressors impacting students, leaders may miss key opportunities for intervention and support. This is where campus surveys as well as the Student Satisfaction Inventory (SSI) and National Survey of Student Engagement (NSSE) can provide very important context for noted trends and observations in retention, persistence, and graduation rates. However, significant delays or inaction to this data will only provide further negative impacts on clearly manageable challenges.

Leaders who embrace this approach model a compassionate, informed style of decision-making that encourages their teams to do the same. By prioritizing the human context behind the data, they foster a culture of empathy and accountability that drives more effective and sustainable outcomes. This approach not only leads to better decisions but also builds trust within the institution, as students, faculty, and staff feel seen and supported in their experiences.

Incorporating trauma-informed practices into data-driven leadership ensures that numbers are not just analyzed in isolation but are used as a tool for enhancing the overall well-being and success of the institution. Leaders who contextualize data with empathy lead with compassion, making decisions that are not only informed by statistics but also aligned with the lived realities of their institutional community.

Practical Steps for Implementing Trauma-Informed Leadership and Cultivating Key Leadership Competencies

Implementing trauma-informed leadership and cultivating key leadership competencies across all levels requires intentional, structured approaches. Leaders must recognize that creating an environment where individuals can thrive involves more than addressing academic needs—it also demands attention to emotional well-being, psychological safety, and inclusivity. Below are practical steps that can help institutions integrate trauma-informed practices into leadership and foster the necessary competencies for sustained success.

1. Foster Emotional Safety:

Creating a culture of emotional safety is essential for fostering trust and collaboration. This involves regularly assessing the emotional well-being of staff and students through check-ins, surveys, and feedback loops. Leaders should ensure that individuals feel comfortable sharing concerns without fear of retribution. Beyond simply listening, leaders must act on the feedback they receive, demonstrating a commitment to addressing the concerns of their community.

Example: A university president could introduce regular “well-being town halls” where students and staff discuss mental health resources and stress management. This allows leaders to assess the emotional climate and adapt policies to create a more supportive environment.

2. Offer Training and Resources:

Providing ongoing trauma-informed leadership training is critical to help faculty, staff, and administrators recognize signs of stress, trauma, and burnout in others. This training equips leaders with strategies for addressing these issues compassionately and effectively. Training should also be extended to all levels of leadership, not just senior administrators, ensuring that trauma-informed practices permeate the entire organization.

Example: Organize workshops on recognizing burnout in both faculty and students, led by mental health professionals. These workshops can be supplemented with online resources, such as self-assessment tools or guides on fostering resilience in students and teams. Additionally, offering training on how to manage crisis situations with empathy ensures that leaders are prepared to handle sensitive circumstances appropriately.

3. Promote Self-Care and Reflection:

Normalizing self-care and reflection within teams is vital to maintaining resilience in the face of challenges. Leaders should encourage team members to take mental health days, schedule regular breaks, and engage in reflective practices that allow them to process their emotions. By modeling these behaviors themselves, leaders signal that self-care is not just permissible but expected.

Example: A dean could implement “wellness breaks” within department meetings, where team members pause to engage in brief mindfulness exercises or discuss stress-management techniques. Additionally, offering faculty and staff access to workshops on mindfulness, yoga, or meditation can provide practical tools for self-care. Leaders can also foster reflection by incorporating debrief sessions after major projects or stressful periods, allowing teams to evaluate what went well and where improvements can be made.

4. Create Cross-Departmental Collaboration:

Trauma-informed leadership thrives when there is collaboration across various departments, particularly those that offer emotional, psychological, or academic support. Counseling services, academic departments, and diversity offices should work together to address the holistic needs of students and staff. Cross-departmental collaboration ensures that support services are well-integrated, enabling a seamless experience for individuals seeking help.

Example: An institution could create a task force composed of representatives from counseling services, the office of diversity and inclusion, and academic advisors. This group would meet regularly to discuss trends in student well-being and strategize on how to provide integrated support. Collaboration between student services and academic advisors can also ensure that students dealing with trauma or stress have flexible options when it comes to course loads and deadlines, thus promoting a healthier academic experience.

5. Model the Competencies:

Leaders play a pivotal role in modeling trauma-informed practices and key leadership competencies, including trust-building, resilience, effective communication, and emotional intelligence. When leaders actively demonstrate these behaviors, they set an example for mid-level leaders and staff to follow. This ripple effect can dramatically shape campus culture, either for better or worse, depending on the behaviors being modeled.

Example: A provost might host an open forum for faculty and staff where difficult topics, such as mental health challenges or institutional stressors, are openly discussed. By leading these conversations with empathy and transparency, the provost demonstrates trust-building and effective communication. When leaders acknowledge their own struggles or mistakes and share how they’ve overcome challenges, they model resilience and encourage similar behaviors throughout the institution.

6. Monitor and Adjust Strategies:

Monitoring the effectiveness of trauma-informed strategies is critical to ensuring they remain relevant and impactful. Using tools like workplace climate surveys, retention data, and performance metrics can provide insight into whether the implemented practices are yielding positive outcomes. Leaders must be willing to make adjustments based on this data, refining their strategies to meet the evolving needs of their institution.

Example: An institution could conduct an annual climate survey focused on emotional safety, inclusivity, and leadership effectiveness. The results of this survey would guide adjustments in leadership training, resource allocation, or policy changes. Additionally, tracking student retention rates in relation to mental health support initiatives can provide data on the impact of trauma-informed practices.

Additional Considerations:

Leaders should ensure that trauma-informed practices and leadership competencies are integrated into recruitment and onboarding processes. New hires should be introduced to these practices early on, setting expectations for a culture of support and collaboration.
Institutions can create mentorship programs where experienced trauma-informed leaders coach newer leaders in adopting and practicing these competencies. This builds leadership capacity across all levels of the institution.
Recognizing and celebrating team members who embody trauma-informed practices reinforces the importance of these behaviors. Public recognition or awards for individuals who exemplify leadership competencies can motivate others to follow suit.

By taking these concrete steps, institutions can foster an environment where trauma-informed leadership and key leadership competencies are not only embraced but become foundational to the institution’s culture. Leaders who prioritize emotional safety, model compassion, and encourage collaboration are well-positioned to cultivate resilient, engaged teams capable of navigating the complexities of higher education.

Conclusion

The competencies identified in the study—trust-building, resilience, communication, team-building, emotional intelligence, courage, and data acumen—are essential for leaders across all levels in higher education. Integrating trauma-informed leadership into these competencies enhances their effectiveness and relevance in today’s educational environment.

Leaders at all levels play a pivotal role in embodying these competencies. Their behaviors can positively or negatively impact campus culture and climate, influencing how others lead and interact within the institution. While taking courageous stands and making difficult decisions may carry personal risks, including the possibility of early departure, such actions are often necessary for the long-term well-being and integrity of the institution.

By developing and modeling these skills, we can create more resilient, compassionate, and effective institutions. The ripple effect of leadership’s actions underscores the importance of intentional, trauma-informed practices that not only address immediate challenges but also build a stronger, more cohesive organizational culture.

References

Academic Search. (2024). Competencies for the college presidency webinar.
Burmicky, J., McClure, K. R., & Ryu, W. (2024). Competencies for the college presidency: A national study of effective leadership in higher education. Academic Search.
Godrei, S. (2023). When empathy becomes condescending. Medium. Retrieved from https://medium.com/@sagegodrei/when-empathy-becomes-condescending-889e0c2cdcaa
Lynch, J. (2022). Trauma-informed colleges begin with trauma-informed leaders. Higher Education Today.
McClure, K., & Gannon, K. (2024). How college leaders can stand up for DEI workers and programs. The Chronicle of Higher Education.
Pillar, G. D. (2024a). Leading from the heart of higher education: Empowering mid-level leaders to drive transformation and student success. EdUp Experience.
Pillar, G. D. (2024b). Tradition to transformation: The need and urgency in navigating change in higher education institutions. [https://gregpillar.com]
Pillar, G. D. (2024c). Data-informed leadership in higher education: Challenges, solutions, and key data sources. [https://gregpillar.com]
Pillar, G., Rutstein-Riley, A., Meriwether, J., Lawler-Sagarin, K., Ayabe, J., Nimmo, S., Fallon, A. M., Hoover, C., & Boules, R. (2023). Trauma-informed leadership: From awareness to action. AALI Senior Leadership Academy Closing Seminar.
Sandler, M. (2024, February 29). Why it’s arguably the toughest time ever to be a university president. Forbes. https://www.forbes.com/sites/michaelsandler/2024/02/29/why-its-arguably-the-toughest-time-ever-to-be-a-university-president/

Breaking Free from Procrastination – The Power of Doing

gregpillar on September 18, 2024

In a world filled with endless resources, it’s easy to get trapped in a cycle of consuming information without ever taking action. Adam Grant’s post recently resonated with me, alongside an image by Janis Ozolins that I’m including here as a visual reminder of this important lesson:

“The 8th habit of highly effective people: They don’t spend all their time reading about the 7 habits of highly effective people. Extended reflection without action is a form of procrastination. Doing is a catalyst for thinking and learning.”

This simple but powerful message is a reminder that action is the key to growth. While we can spend countless hours reading, reflecting, and learning, it’s the doing that truly leads to progress.

The Trap of Over-Preparation

Many people, myself included, have fallen into the trap of over-preparation. It’s easy to tell ourselves we need just one more article, one more book, or one more podcast before we’re ready to act. I’ve been there. For a long time, I wanted to write more about the topics I care about in higher education. I felt passionate about contributing to conversations on student success, academic innovation, and leadership, but I found myself stuck in a loop of consuming information.

I read articles, books, and listened to podcasts, thinking that once I had enough knowledge, I could start writing. But here’s the thing: the “perfect” moment to start never came. It wasn’t until I realized that all the learning in the world wouldn’t matter if I didn’t take action that I made a shift.

Just Start: My Journey (back) into Writing and Publishing

Even though I’ve learned the valuable lesson in the past that you just have to start somewhere, it’s fascinating how easy it is to still fall into that trap. For a while, I found myself stuck again—focused on absorbing content rather than creating it. But about a month and a half ago, I decided to stop waiting and started writing. I launched my website with a blog to share my thoughts and experiences in the higher education space.

In that short time, I published an article from my blog in a well-known higher ed space and landed my first podcast appearance on the EdUp Experience. These accomplishments didn’t happen because I was sitting back, reading more. They happened because I took action. And in doing so, I realized once again: you don’t need to have all the answers before you start. You learn as you go. Each step builds confidence, and each action brings you closer to your goals.

The Paralyzing Effect of Procrastination

It’s easy to mistake procrastination for preparation. We tell ourselves that we’re being productive by learning more, but in reality, it can be a way of avoiding risk. There’s a certain comfort in reflection—learning feels safe. But the problem is, without action, we never move forward. We get stuck in our thoughts, waiting for the perfect time or enough knowledge to take the next step.

Procrastination is often linked to deeper emotional barriers, such as perfectionism, fear of failure, or anxiety. One common perspective that resonates with me is the idea that procrastination feeds off overthinking, preventing us from stepping out of our comfort zones. It is common to feel that everything must be perfect before starting, but the truth is, confidence grows through action.

Changing how we frame failure is another strategy that can help break free from this cycle. For instance, “Why not try?” as one person shared, is a powerful mantra. When we reframe failure as part of the learning process rather than something to avoid, we open ourselves to growth. You might fail, but even if the new approach doesn’t work, you will still learn something valuable.

Learning by Doing: The Best Teacher

The fear of failure or discomfort with risk can stop us from moving forward, but taking action—especially when the outcome is uncertain—is what leads to growth. There’s no better way to learn than by doing. As many have pointed out in discussions about Grant’s post, getting stuck in the idea phase can prevent progress. One person mentioned how they’ve seen people “over-prepare” for things, leading to analysis paralysis, while another noted that moving from idea to action is one of the hardest steps for most people.

In my own experience, I’ve realized that the best teacher has been the act of simply doing the action itself. Every article I’ve written and every opportunity I’ve pursued has taught me something new. Each experience has shaped my understanding and helped me improve. If I had waited until I felt “ready,” I would still be waiting.

Another great insight that emerged from the discussion is that confidence doesn’t come first—it builds through action. Taking small steps forward, even imperfect ones, can help you gain the clarity and momentum you need to keep moving. As someone pointed out, “you’re not paid to think forever—you’re paid to do the work.” The act of doing itself brings about deeper thinking and learning, something I’ve found to be true in my own writing journey.

Lessons for Higher Education: Overcoming Barriers to Change

In higher education, we often find ourselves caught in similar cycles of over-reflection and under-action when it comes to institutional change. As I’ve written in my previous article, Tradition to Transformation: The Need and Urgency in Navigating Change in Higher Education Institutions, many institutions are overbuilt for stability rather than adaptability, making them resistant to change despite the pressures of shifting demographics, technological advancements, and financial constraints.

Institutions, much like individuals, must break free from the cycle of over-preparation and embrace action. Action is the catalyst for progress, both on a personal level and within institutions that are slow to adapt. As I discussed in my article, overcoming these structural and cultural barriers requires leadership that fosters a mindset of adaptability and experimentation

Just as individuals need to take action to move past procrastination, so too do institutions need to embrace a bias toward action to overcome barriers. Higher education institutions can benefit from adopting the principle of learning by doing—trying new approaches, gathering feedback, and making adjustments as needed. Instead of waiting for the perfect solution, we need to start experimenting with ideas and learn from what works and what doesn’t.

Action Breeds Confidence

The act of doing is not just about achieving success; it’s about building confidence through experience. Every small step forward teaches us something new, and that knowledge helps us refine our approach. The more we act, the more confident we become in our abilities, and that confidence propels us to take on even greater challenges.

In higher education, just as in life, we can get caught in the cycle of over-preparation and under-action. But the most effective leaders, innovators, and change-makers understand that it’s the doing—taking risks, trying new things, and learning from those experiences—that drives true progress.

As highlighted in my previous article, effective change hinges on fostering a culture of adaptive leadership—one that encourages experimentation, learns from failures, and remains open to feedback. This lesson is just as critical for personal growth as it is for institutions facing structural barriers to change.

Final Thoughts

If you’re stuck in a cycle of learning without action, I encourage you to start. Don’t wait until you feel ready, because the truth is, that moment may never come. Start now, with whatever you have, and trust that the process of doing will teach you what you need to know.

The most valuable insight from these discussions is that action is what turns knowledge into growth. As one commenter mentioned, “Progress doesn’t start until you take action.” This aligns with my own experience—confidence grows when you move beyond contemplation and start doing.

In higher education, this lesson is critical. As we work to overcome the structural and cultural barriers to change, we need to take action, learn from our experiences, and build the confidence needed to drive lasting progress.

So, what’s your next step? Stop overthinking and start doing. The clarity, confidence, and success you’re looking for are on the other side of action.

Beyond the Surface: Insights and Lessons from Misquoted Wisdom for Higher Education Professionals

gregpillar on September 10, 2024

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.

Leading Change in Higher Education: A Case Study on Unity Environmental University’s Bold Approach to Modern Learning

gregpillar on September 6, 2024

Author’s Note
In recent months, I have found myself increasingly captivated by the unique trajectory of Unity Environmental University under the leadership of Dr. Melik Peter Khoury. Through listening to podcasts and reading posts on LinkedIn, I have come to appreciate the innovative approach Dr. Khoury has taken to transform Unity, a small institution in Maine, into a model for flexibility, sustainability, and student-centric education. Unity’s success is truly an outlier in the vast landscape of higher education institutions, where meaningful transformation often encounters significant structural and cultural resistance.

Unity serves as an excellent case study that demonstrates many of the points I have discussed in my article, “Tradition to Transformation: The Need and Urgency in Navigating Change in Higher Education Institutions“. In that article, I argued that while change is inevitable in higher education, it is often profoundly challenging due to the deeply entrenched nature of institutions and the structural, emotional and cultural barriers to innovation. Dr. Khoury’s work at Unity exemplifies both the positive outcomes of a bold, forward-thinking leadership style and the difficulties faced in navigating resistance to change. Unity’s experiences show that even a small institution, often perceived as less agile, can successfully pivot and thrive by embracing adaptive leadership, strategic patience, and a willingness to experiment with new ideas.

While the path Unity has taken is unique to its circumstances, there are valuable lessons here for other institutions. By studying Unity’s journey, we can identify strategies and insights that may help facilitate similar dramatic transformations elsewhere. From fostering a culture that values adaptability and student-centric innovation to understanding the critical role of data-driven decision-making, Unity’s story offers a roadmap that can inspire and guide other institutions aiming to break free from the constraints of tradition and navigate toward a more dynamic and resilient future.

In today’s rapidly evolving higher education landscape, few leaders have been as innovative and slightly controversial as Dr. Melik Peter Khoury, President of Unity Environmental University. Under his leadership, Unity, a small private institution in Maine known for its focus on environmental science, has undergone a significant transformation. These changes, while unique and sometimes contentious, have proven effective, evidenced by a substantial increase in enrollment and a revitalized institutional vision. Dr. Khoury’s approach challenges the entrenched norms of higher education, providing valuable lessons for institutions grappling with the need for innovation in an era of declining enrollments and shifting student preferences.

Innovative Changes and Their Outcomes

Dr. Khoury’s leadership at Unity Environmental University has been marked by bold and strategic decisions that have redefined the institution’s mission and operational model. Among the most significant changes has been the shift from a traditional residential model to a more flexible hybrid and distance education format. This transition, which many deemed risky, has not only stabilized Unity but also led to a significant increase in enrollment—from 800 to over 7,000 students by embracing flexible learning modalities, a growth that has been sustained over the past several years (Khoury, 2023; “Unity Environmental University: A Message from the President,” 2024).

The cornerstone of this transformation is Unity’s enterprise model, which segments the university into different Sustainable Educational Business Units (SEBUs). Each SEBU caters to distinct student demographics—ranging from traditional undergraduates to adult learners seeking specific credentials—allowing Unity to tailor its educational offerings, pricing, and support services to meet the diverse needs of its students (“Innovating the Higher Ed Business Model,” 2024). This differentiated approach avoids the “one-size-fits-all” compromise that often plagues traditional universities and enables Unity to serve various learner profiles more effectively.

Unity’s success in this shift, especially given its focus on environmental sciences—a field traditionally viewed as requiring hands-on, in-person learning—demonstrates the viability of distance education in disciplines previously thought to be incompatible with remote delivery. Through investments in technology and instructional design, Unity has been able to maintain high-quality outcomes, with an impressive 90% of its graduates securing careers upon graduation, and a diverse student body with 50% being first-generation college students and 25% multicultural, a substantial increase from the historical average of 8% (“Unity Environmental University: A Message from the President,” 2024).

The Modern Learner: A New Paradigm

A key component of Unity’s strategy has been its focus on the “modern learner.” This term, coined by Education Dynamics and embraced by Unity, shifts the focus from traditional labels like “adult learner” or “traditional student” to one that captures a wide range of behaviors, preferences, and engagement methods among today’s students. As explained in a recent episode of the EdUp Experience podcast by Joe Sallustio, Vice President of Industry Engagement with Ellucian and Greg Clayton, President of Education Dynamics, “The modern learner is not defined by age but by their engagement preferences and behaviors”. (“Adapting Higher Education to Meet the Diverse Needs of Modern Learners,” 2024). The term encompasses a diverse group of students, including working adults, parents, veterans, and younger high school graduates, all of whom juggle multiple responsibilities while pursuing their education.

Dr. Khoury emphasizes that understanding and addressing the needs of the modern learner was critical to Unity’s evolution: “We found out all of our students, regardless of age, liked the one-course-at-a-time model. When students were able to take a few courses online and a few in person, it was more preferable to the all-or-nothing approach” (“Adapting Higher Education to Meet the Diverse Needs of Modern Learners,” 2024). This insight has allowed Unity to offer differentiated calendars, pedagogy, and tuition based on learner needs, providing flexibility and accessibility that are hallmarks of its modern approach.

Pushback, Resistance, and Controversy: Navigating the Challenges of Substantive Change

Dr. Khoury’s tenure at Unity Environmental University has not been without significant challenges and controversy. The bold transition to a hybrid and distance learning model drew criticism from various stakeholders, with many arguing that it led to the loss of the “soul” of Unity. This sentiment was echoed by alumni and faculty who felt that the school had strayed from its roots as a close-knit, residential college (Curtis, 2020a). The decision to shutter the original 225-acre campus in rural Maine and consolidate operations to a smaller facility in Southern Maine further fueled criticism and concern, particularly among those who believed that the college was abandoning its commitment to a traditional in-person experience (Donahue, B, 2021).

These concerns underscore the structural and cultural walls within higher education institutions that often make it difficult to implement meaningful change. Resistance to Dr. Khoury’s vision is not unique to Unity; it reflects a broader challenge across higher education, where innovation is frequently stymied by deeply ingrained traditions and a reluctance to disrupt the status quo (“Adapting Higher Education to Meet the Diverse Needs of Modern Learners,” 2024). As Dr. Khoury pointed out, “Higher ed has always been the great white shark. We have never had to evolve… The idea that we just needed better recruiters, better marketers, and more majors, and this probably would go away, was another myth that we had to overcome” (“Transformation and Growth Strategies at Unity Environmental University,” 2024).

Further intensifying the pushback, a letter signed by 61 alumni and students called for President Khoury to resign, arguing that the changes represented a departure from Unity’s core values (Curtis, 2020b). Critics feared that moving away from an in-person learning model would erode the institution’s distinctive identity as “America’s Environmental College,” known for its hands-on, experiential learning. The rapid pace of these changes, including the sudden layoffs of over 50 faculty and staff members—nearly 30% of the workforce—was viewed by some as prioritizing financial concerns over educational quality (Curtis, 2020b).

Dr. Khoury’s leadership style also drew criticism from some faculty members who felt that the restructuring and swift implementation of new policies were at odds with Unity’s traditions of shared governance and community-based decision-making. As reported in Down East Magazine, many former faculty members criticized the reduction of voting privileges for faculty and alumni, perceiving it as a move to consolidate decision-making power within the administration while sidelining other stakeholders (Donahue, 2021). The article noted that Khoury’s approach to faculty concerns further fueled the perception of a top-down management style that contradicted the college’s previous culture of openness and collaboration (Donahue, 2021).

Despite these challenges, Dr. Khoury remains steadfast in his vision for Unity’s future. He acknowledges that such resistance is a natural part of managing substantive change in higher education, especially when it deviates significantly from long-established norms. As he noted, “Change management always involves chaos in the middle. It’s about navigating from the current state to the desired state, and resistance is an inherent part of that process” (Donahue, 2021).

By recognizing that pushback is inevitable—particularly when initiating significant transformations—other institutions can learn from Unity’s experience. Dr. Khoury’s approach demonstrates that clear communication, a strong commitment to mission, and a willingness to confront both internal and external resistance are essential components of leading successful change in higher education.

Accreditation: A Path to Innovation

Accreditation has played a crucial role in Unity Environmental University’s transformation. Dr. Khoury notes that while accrediting bodies traditionally serve to ensure institutions deliver on their promises to students, they can also be instrumental in fostering innovation (“Courageous Innovation with Accreditor Support,” 2024). At Unity, maintaining a transparent and proactive relationship with accreditors has been key to implementing significant changes. “Our accreditors wanted to know what our promise to the students was, how we were achieving those promises, and whether we had the appropriate resources in the right areas,” Dr. Khoury explained (“Courageous Innovation with Accreditor Support,” 2024).

Unity worked closely with its accrediting body, engaging in informal conversations and ensuring that every proposed change met the necessary standards. Dr. Khoury emphasized the importance of this relationship: “The only thing our accreditors asked us is don’t surprise us” (“Courageous Innovation with Accreditor Support,” 2024). By keeping accreditors informed and involved at every step, Unity was able to gain their support and confidence, which helped counter any internal opposition to the changes.

Despite the benefits, Dr. Khoury acknowledges that variations between regional and institutional accreditors can pose challenges for innovation. He suggests that accrediting bodies could play a more active role in encouraging and promoting innovation by being more flexible in their standards and allowing for greater differentiation among institutions. “We need accrediting bodies to support rather than hinder innovative approaches that meet modern educational needs,” he argues. “They should provide guidance that allows for flexibility and adaptation while ensuring quality and accountability” (“Courageous Innovation with Accreditor Support,” 2024).

A path forward, based on Unity’s experience, would involve accreditors maintaining a balance between oversight and support, enabling institutions to adapt and innovate without compromising standards. By fostering open dialogue, providing objective feedback, and aligning their requirements with the realities of contemporary higher education, accrediting bodies can become valuable allies in driving institutional transformation.

A Closer Look at Data-Driven Decision Making at Unity

A key aspect of Unity’s transformation has been its commitment to data-driven decision-making. Dr. Khoury has emphasized that clear benchmarks and data are essential for evaluating the effectiveness of new initiatives. “We wanted a heuristic of what percentage of every dollar went to equipment, instruction, advising, and the like,” Dr. Khoury explained (“An Uncommon Success Story,” 2023). This approach includes setting specific targets, such as maintaining an advisor-to-student ratio of one dedicated advisor per 200 students and achieving a persistence rate between 78% and 85%. By establishing these data-driven benchmarks, Unity can assess the impact of its strategies and make necessary adjustments to ensure continued success.

Unity’s use of data is not limited to internal metrics; it also involves analyzing external trends and behaviors. For example, Dr. Khoury and his team regularly review what prospective students are searching for on the university’s website. “It’s amazing what you can find if you know what people are looking for using secondary data,” he noted (“An Uncommon Success Story,” 2023). This information allows Unity to refine its marketing and program offerings to better align with student interests and market demand.

Exploring Unity's Scalable Educational Model

Unity’s commitment to scalability is another crucial element of its transformation. The university has embraced a model that allows it to expand and contract based on changing interests and demands. “We don’t actually have to put the deficiencies home. We know that we need about 3,000 to 4,000 students for our four financial big scholars to stay solvent,” Dr. Khoury explained. “But apart from that, we need to work on a scalable model. Our current project, our investment, and our resource mapping is to get us to 10,000 students” (“Innovative Leadership and Transformation at Unity Environmental University,” 2023).

Unity’s approach to scalability includes maintaining a flexible infrastructure that can support growth without compromising educational quality. The university’s enterprise model allows each SEBU to operate independently with its own calendar, tuition structure, and educational philosophy, creating a system that can easily adapt to market changes and student needs.

Insights into the Financial Strategies Behind Unity’s Success

Unity’s financial strategies have also been central to its success. The decision to eliminate discounting and reduce tuition fees has made the institution more accessible to a broader range of students. “We no longer do discounting; we no longer have to meet these requirements,” Dr. Khoury stated. “What we found is that there’s a real passion for the environmental degree. A lot of young adults and adults want this education but cannot put a pause on their life to get it” (“An Uncommon Success Story,” 2023).

By making these strategic financial shifts, Unity has managed to attract a more diverse student body while maintaining financial stability. The elimination of discounting has simplified financial planning and reduced administrative burdens, allowing Unity to focus on its core mission of providing high-quality, accessible education (“Unity Environmental University: A Message from the President,” 2024).

Profiles of Successful Graduates and Their Impact

Unity Environmental University’s innovative approaches have directly benefited its students, many of whom have gone on to achieve significant success in green careers and other fields. For example, the podcast “Transformation and Growth Strategies at Unity Environmental University” highlights several graduates who have leveraged Unity’s flexible, environmentally-focused curriculum to secure positions in organizations committed to sustainability and environmental advocacy (Get Down to College Business Podcast, 2024). These success stories demonstrate the real-world impact of Unity’s educational model and its relevance in today’s job market.

Unity’s emphasis on preparing students for “green careers” aligns with its mission to provide a well-rounded education in environmental sciences. Dr. Khoury notes that the institution’s focus is on “creating environmental superheroes—myth managers, volunteers, and leaders who understand that community” (“An Uncommon Success Story,” 2023). This approach ensures that Unity graduates are equipped with the knowledge and skills needed to thrive in the evolving green economy.

A common theme among Unity graduates is the value they place on the flexibility and accessibility of the college’s programs, which allow them to balance work, family, and education. Ashley Gamache, who graduated with a Bachelor of Science in Environmental Geospatial Technologies, noted, “An affordable and flexible online BS in Environmental Geospatial Technologies brought me to Unity College. As a DE student, the most significant benefit of the Unity College structure was flexible scheduling—I have three jobs; I can take classes and pursue classes for my drone license on top of everyday life” (Unity Environmental University, 2024). Her experience underscores Unity’s commitment to offering programs that accommodate the complex lives of today’s students.

Similarly, Lauren Grampp, a Bachelor of Science in Marine Biology & Sustainable Aquaculture graduate, appreciated the program’s flexibility, which allowed her to be a mother and pursue her dream career simultaneously. “Discovering that Unity offered a Marine Biology degree was a dream come true for me in the dark days of the pandemic and homeschooling my kids,” Grampp shared (Unity Environmental University, 2024). This demonstrates how Unity’s flexible online learning model can provide a lifeline for non-traditional students looking to achieve their professional goals.

For students like Nicole Larkin, who earned a Master’s in Marine Science, Unity offered a pathway to transition careers amid challenging circumstances. “I chose Unity for my Master’s degree because it offered the flexibility and affordability I needed as a working mom of two amid a career change,” Larkin explained. She was able to complete her degree in about a year, acquiring essential skills in research, data analysis, and professional writing, which she plans to use in future conservation roles (Unity Environmental University, 2024).

Devon Austin, a Bachelor of Science in Wildlife Conservation graduate, echoed the importance of Unity’s supportive environment for distance learners. “The classes move fast, but the work is still doable, and you will be so proud of what you’ve accomplished by the end,” he advised, emphasizing the need for self-discipline and effective time management (Unity Environmental University, 2024).

Graduates such as Lauren Connor and Kristen Royse, both of whom pursued advanced degrees in Environmental Geographic Information Science, highlighted the personalized support and community feel at Unity. “Unity College is built for YOU, no matter your circumstances,” Royse emphasized. She praised the flexibility of course completion timelines and the value of one-on-one communication with professors in an online setting (Unity Environmental University, 2024).

These examples reflect common themes among Unity’s graduates: the institution’s flexible learning options, commitment to accommodating diverse needs, and focus on practical, real-world applications. By providing a range of modalities and robust support systems, Unity enables students from all walks of life to advance their careers in environmental fields while balancing other responsibilities.

Deeper Analysis of Unity’s Environmental Mission and Green Career Focus

At the heart of Unity’s mission is a commitment to environmental education and sustainability. Unity was the first institution in the nation to divest its endowment portfolio of fossil fuels, reflecting its dedication to climate change education and advocacy (“Innovating the Higher Ed Business Model,” 2024). Unity offers specialized programs that promote green careers, integrating hands-on learning opportunities with coursework that emphasizes the importance of interacting with the environment.

Dr. Khoury describes Unity’s mission as “providing a change in the client’s eye that there is such a thing as a green career…most industries need to interact with the environment in some way” (“Innovative Leadership and Transformation at Unity Environmental University,” 2023). The institution’s unique position in the higher education landscape as a leader in green education allows it to prepare students for careers that will be increasingly important in the future.

Conclusion: Beyond Tradition to True Innovation

Dr. Khoury’s leadership at Unity Environmental University provides a compelling case study of what is possible when higher education leaders are willing to push boundaries and challenge conventional wisdom. By embracing change, leveraging technology, and maintaining a steadfast focus on student outcomes, Unity has managed not only to survive but thrive in a challenging market environment. While other institutions could replicate parts of Unity’s blueprint, the reality is that without an open and adaptable campus culture, similar efforts might not yield the same success.

Unity’s story serves as a powerful reminder that higher education institutions must be willing to break free from outdated models and practices if they hope to remain relevant and sustainable in the 21st century. As Dr. Khoury has demonstrated, the path forward may not be easy, but it is certainly necessary.

References

Adapting Higher Education to Meet the Diverse Needs of Modern Learners. (2024, August 20). The EdUp Experience Podcast.

An Uncommon Success Story: Unity Environmental University, President and CEO, Dr. Melik Khoury. (2023, September 26). InGenioUs Podcast. Retrieved from YouTube.

Courageous Innovation with Accreditor Support. (2024, March 10). EdUp: Accreditation Insights Podcast.

Curtis, A. (2020a, August 9). As Unity College Retools, Some Fear the School Has ‘Lost Its Way’. Bangor Daily News.

Curtis, A. (2020b, August 27). As enrollment at Unity College grows, so do calls for president to resign. Bangor Daily News.

Donahue, B. (2021, August). Can the Soul of America’s Environmental College Survive Digital Disruption? Down East Magazine.

Innovating the Higher Ed Business Model. (2024, February 20). Changing Higher Ed Podcast.

Transformation and Growth Strategies at Unity Environmental University. (2024, March 12).Get Down to College Business Podcast.

Unity College’s Innovations and Adaptations Amid COVID-19. (2020, October 1). The EdUp Experience Podcast.

Unity Environmental University. (2024). Testimonials: Graduates and Alumni Working in the Field. Retrieved from Unity Environmental University website.

Unity Environmental University. (2024). Testimonials: Graduates & Alumni Working in the Field. Retrieved from Unity Environmental University website.

Unity Environmental University: A Message from the President. (2024). Retrieved from Unity Environmental University website.

Unlocking Success: Financial Literacy and Navigating Post-High School Options (Follow-Up)

gregpillar on September 4, 2024

Financial literacy has gained increasing importance in high schools as educators recognize the value of equipping students with the knowledge needed to make informed economic decisions. When it comes to choosing post-high school pathways, students often lack the financial acumen to fully understand the implications of their choices. Given the rising costs of education, the variability in return on investment (ROI), and the long-term consequences of student debt, it is crucial that students study these financial aspects—perhaps in a dedicated financial literacy course—before committing to any post-secondary option. This article is a follow-up to an previous article, Rethinking the Path: Alternatives to College for High School Graduates and is intended to dive a little deeper into some themes previously highlighted.

The Cost Factor: More Than Just Tuition

The financial burden associated with higher education goes far beyond tuition fees. According to a report by Cengage Group, nearly half of students cite the overall cost, including tuition, course materials, and living expenses, as the biggest barrier to continuing their education (Cengage Group, 2021). This highlights the importance of understanding the total cost of attendance, which often includes hidden expenses like transportation, housing, and additional fees. Furthermore, nearly 20% of current students have no clear plan on how to finance their next semester, which underscores a lack of financial planning and awareness among students (Cengage Group, 2021). By incorporating financial literacy courses that focus on understanding these costs, students can better prepare themselves to make sound decisions.

Evaluating ROI: Is College Always Worth It?

One of the primary reasons to study the financial implications of post-high school options is to evaluate the return on investment (ROI) of different educational paths. While higher education often correlates with increased earnings over a lifetime, the costs associated with obtaining a degree have skyrocketed. According to Chris Muller (2024), the average tuition for a four-year public university has significantly increased, with private universities charging even higher rates. The average total student debt reached $1.6 trillion in the United States as of early 2024, and this debt significantly affects graduates’ ability to make key financial moves, such as buying a home or saving for retirement (Muller, 2024).

Despite these costs, multiple studies continue to affirm that a college degree is generally a worthwhile investment. A recent report in Forbes highlights data from the Economic Policy Institute, which shows that young college graduates have experienced a rapid economic recovery from the COVID-19 pandemic. The employment rate for young graduates has remained consistently above pre-pandemic levels, and wage growth for this group has outpaced inflation (Newton, 2024). Additionally, the New York Federal Reserve found that the average ROI on a bachelor’s degree is approximately 14%, which exceeds many traditional investments (Muller, 2024). However, the value of a college degree is not uniform; it varies depending on factors like field of study, institution type, and geographic location. This underscores the importance of understanding both the costs and potential benefits of higher education.

Understanding the Economics of Higher Education: A Global Perspective

The financial implications of higher education choices extend beyond U.S. borders. A recent article from The Times emphasized that understanding the economics of higher education is crucial for all prospective college-goers (Dunne, 2024). In cities like Dublin, the average monthly living costs for students can exceed €1,600, even when tuition is affordable (Dunne, 2024). This illustrates the need for students to be aware of the broader financial implications of their choices, including not only tuition but also living expenses, transportation, and other costs that can quickly add up.

Why Financial Literacy Should Be a Core Part of High School Education

Given these complexities, it is essential that all students receive instruction on understanding the economics of post-high school decisions before completing high school. This education could help them make more informed decisions and plan appropriately for their futures. A dedicated financial literacy course would teach students how to compare different educational paths, understand the total cost of attendance, calculate potential ROI, and make informed decisions about financing their education. It would also help students understand the long-term consequences of taking on student debt and explore alternative educational routes, such as community colleges, vocational schools, or apprenticeships.

Leveraging Tools for Financial Planning: The College Viability App

To further assist in making informed decisions, parents and students can use tools like Gary Stocker’s College Viability App, available at https://collegeviability.com/. This app helps users assess the financial health and sustainability of colleges and universities by providing insights into key financial indicators like enrollment trends, revenue sources, and debt levels. It offers valuable data that can guide families in selecting institutions that are both financially stable and aligned with their educational goals. In addition to the College Viability App, there is a wealth of data (another plug for an earlier article – Data-Informed Leadership in Higher Education: Challenges, Solutions, and Key Data Sources) out there that educate students and parents about the cost and value of their post-high school options. Although they may be difficult to navigate, there are people out there (and apps like College Viability) who can help navigate the sea of information and data.

Exploring Alternatives: The Role of Free Community College and Dual Enrollment

Dual enrollment, where high school students take college courses for credit, has become a popular and cost-effective way to begin post-secondary education. According to the National Student Clearinghouse Research Center, high school students now account for nearly one out of every five community college students in the U.S. (Barshay, 2023). These courses can provide a head start by earning college credits before graduating from high school, thereby reducing overall college costs and time to completion. Programs like free community college further provide less expensive routes to higher education, allowing students to minimize debt while earning a degree or certification (Benavides-Colón, 2024). However, students need to understand both the benefits and limitations of these programs, such as potential transfer challenges and differences in course quality.

A Plea for Colleges and Universities: Modernize Policies to Support All Students

Please excuse me while I get on my academic administrator soap box. Given the growing number of students entering college with dual enrollment, AP, or IB credits, as well as adult learners returning to complete unfinished degrees (more than 40,000,0000 and counting), it is crucial for colleges and universities to review and update their policies and curricula to better accommodate these diverse student populations. Many existing policies create unnecessary barriers that prevent these students from thriving. Now is the time for institutions to modernize their transfer credit policies, streamline student support structures, and develop flexible curriculum paths that recognize and accommodate the unique experiences and needs of these students.

One significant barrier that many students face is the limited acceptance and use of transfer credits. Too often, credits earned through dual enrollment, AP, IB, or previous college coursework are not fully utilized, with many being classified as “elective credits” that do not count toward a student’s major or degree requirements. This practice forces students to retake similar courses, wasting time and financial resources. To better serve these students, institutions should aim to maximize the acceptance of transfer credits, applying them directly toward degree requirements whenever possible, and minimizing or eliminating the number of credits that are relegated to electives without a clear path to fulfilling graduation requirements.

Additionally, universities need to offer more flexible student support services that are accessible to working students, such as those provided in the evenings or online. Many adult learners and non-traditional students balance work, family responsibilities, and education, making it essential to provide services like academic advising, tutoring, career counseling, and mental health support outside of the traditional 9-to-5 schedule. Without these accommodations, many students struggle to access the resources they need to succeed.

Another barrier for adult and non-traditional students is the lack of programs that incorporate competency-based education (CBE) and credit for prior learning. Competency-based education allows students to progress at their own pace by demonstrating mastery of a subject, rather than adhering to a rigid course schedule. Similarly, offering credit for prior learning acknowledges the knowledge and skills that students have gained through work experience, military service, or other non-traditional pathways. By embracing these approaches, institutions can help students accelerate their time to degree completion and reduce overall costs.

Specific policies that are particularly unfriendly to adult learners include rigid residency requirements, which often mandate that students complete a certain number of credits on campus, regardless of how many credits they have already earned elsewhere. These requirements can be especially burdensome for students who have already completed significant coursework at other institutions or have obtained substantial professional experience that could qualify for credit. Similarly, policies that do not recognize or give credit for prior learning or work experience fail to account for the diverse backgrounds and competencies that adult students bring to the table.

To better serve the growing and diverse student body, institutions should adopt more flexible transfer credit policies, offer evening and online support services, and integrate competency-based education and credit for prior learning into their curricula. By breaking down these barriers, colleges and universities can create a more inclusive and supportive environment that enables all students to achieve their educational goals.

Timing and Usage: Critical Factors in Maximizing the Value of a Degree

While a college degree generally offers strong financial returns, the timing of when a student chooses to pursue that degree can be crucial. Starting college immediately after high school may not always be the best financial or personal decision for every student. Many students could benefit from taking a gap year (or even multiple years), jumping into the workforce, or exploring other educational opportunities, such as vocational training or certification programs. This time can provide valuable life experience, help students clarify their goals, and potentially allow them to save money for future education expenses.

By delaying college, students may also have the opportunity to explore career paths, gain work experience, and make more informed decisions about their field of study or educational institution. This approach can lead to more deliberate and financially sound choices, ultimately increasing the likelihood that their investment in a degree will yield a positive return. Understanding that college is just one of many pathways—and that there is no “one-size-fits-all” timeline—can empower students to choose the right moment to invest in their education.

Encouraging students to consider the timing of their educational pursuits, rather than feeling pressured to enroll in college immediately after high school, can help them make smarter financial decisions that better align with their personal and career aspirations.

Conclusion: Financial Literacy as a Critical Skill for the Future

Given the significant financial implications of post-high school decisions, it is clear that financial literacy should play a critical role in preparing students for their futures. By understanding the costs, potential ROI, and alternative educational pathways, students can make more informed decisions that align with their financial realities and career aspirations. Incorporating financial literacy into high school curricula, along with tools like the College Viability App, can empower students to navigate the complex landscape of post-secondary education and ensure their investments in education pay off in the long run.

References

Barshay, J. (2023). PROOF POINTS: High schoolers account for nearly 1 out of every 5 community college students. The Hechinger Report.

Benavides-Colón, A. (2024). Free community college just keeps growing. Will it pay off? The Chronicle of Higher Education.

Cengage Group. (2021). Cost is the biggest barrier to post-secondary education; ‘Free college’ would have the biggest impact on students completing/returning to school, according to Cengage Group report.

Dunne, E. (2024). All college-goers should study the economics of higher education. The Times.

Henry, B. (2024). The Rising Costs Of College. National Society of High School Scholars.

Muller, C. (2024). The evolving value of higher education: Costs, debt, and career paths. Forbes.

Newton, D. (2024). There’s even more evidence that a college degree is worth it. Forbes.

Tradition to Transformation: The Need and Urgency in Navigating Change in Higher Education Institutions

gregpillar on August 31, 2024

Change in higher education is inevitable yet profoundly challenging. As a higher education administrator with over two decades of experience, I’ve witnessed firsthand the resistance that institutions often display toward significant transformations. Despite the urgency for change, rooted in shifting student demographics, technological advancements, and financial pressures, higher education institutions frequently find themselves anchored in traditions and structures that resist adaptation. Many campuses are not just unwilling but structurally unable to change due to being “over-built” for stability rather than adaptability, lacking the flexibility necessary to pivot effectively in response to new challenges (Alex, 2024). This article explores practical strategies for facilitating change within higher education, incorporating insights from various sources, including the recent six-part EdUp podcast mini-series on the Currency of Change, concepts from Whatever it is, I’m Against It by Brian Rosenberg, Provost by Larry Nielson, and additional insights from Matt Alex at Beyond Academics.

Understanding the Resistance to Change

One of the most significant barriers to change in higher education is the deeply entrenched nature of its institutions. As Robert J. Sternberg (2012) notes, universities often struggle with change due to their rigid structures, historical traditions, and the fear of disrupting established norms. Sternberg identifies five critical elements necessary for meaningful organizational change: the ability to change, belief in the ability to change, desire to change, desire to appear to change, and the courage to translate ideas into action. Without these elements, institutions remain static, making it difficult to implement any substantial changes (Sternberg, 2012).

Additionally, resistance to change is often compounded by emotional responses from stakeholders who fear losing their roles, status, or influence. As highlighted by Ellucian (2024), resistance is not solely about logistical or policy concerns; it is deeply rooted in the emotional and psychological reactions of those involved. Understanding these emotional barriers is crucial, as they can often be the most significant obstacle to change efforts. Furthermore, Kathy Johnson Bowles (2024) emphasizes that resistance is often tied to a reluctance to question long-standing practices that no longer serve the institution effectively. Institutions may cling to outdated traditions or norms, creating further barriers to meaningful change.

Brian Rosenberg, in his book Whatever it is, I’m Against It (2023), echoes this sentiment, arguing that higher education institutions are often their own worst enemies when it comes to change. He suggests that the resistance is not merely structural but also cultural, deeply rooted in the fear of the unknown and the comfort of the familiar. Rosenberg emphasizes that for real change to occur, institutions must first confront these cultural barriers and be willing to embrace uncertainty (Rosenberg, 2023).

The Role of Leadership in Driving Change

Effective leadership is crucial in navigating these challenges. As discussed in the Ellucian report on institutional change leadership, change leadership involves more than just managing the status quo; it requires a proactive, growth-oriented mindset that empowers individuals and institutions to tackle changes and create opportunities from them (Ellucian, 2024). Leaders must adopt a mindset that anticipates change, recognizing that while it may be disruptive, it also offers opportunities for growth and innovation.

A key component of this is fostering a culture of “adaptive leadership,” as highlighted in the EdUp podcast mini-series, The Currency of Change. Adaptive leadership goes beyond traditional management by cultivating an environment where adaptation is a continual process. Leaders should encourage experimentation, learn from failures, and remain open to feedback, creating a dynamic and responsive organizational culture (Bennis & Brownlee-Turgeon, 2024). This approach positions leaders not just as managers of change but as catalysts for ongoing transformation.

Effective change in higher education hinges on both “strategic patience” and “deliberate urgency.” Leaders must be patient, understanding that cultural shifts take time, but they must also create a sense of urgency to maintain momentum. This balance involves managing day-to-day operations while simultaneously advancing long-term strategic goals that may demand significant cultural shifts (Nielson, 2021).

Adopting a start-up mentality can also drive transformational change within institutions. This mindset involves piloting and testing new ideas, taking calculated risks, and embracing creative disruption. Such an approach requires moving away from traditional methods and toward more innovative practices, such as integrating AI into learning management systems to tailor education more effectively to student needs (Rosenberg, 2024).

Change Across Different Divisions on Campus

Change is not monolithic; it looks different across various divisions on a college campus. Each division—enrollment, academics, student life, and operations and administration—faces unique challenges and opportunities when it comes to implementing change. Understanding these differences is crucial for successful institutional transformation and facilitating change across divisions.

Enrollment: The enrollment division is often at the frontline of change, especially in response to external pressures like demographic shifts and economic downturns. Episode 4 of the EdUp mini-series, The Currency of Change, highlights the importance of collaboration between marketing and enrollment departments. Effective communication and trust between these teams are crucial for navigating enrollment challenges. For instance, data-driven strategies can help remove bias and foster logical decision-making, leading to more effective recruitment and retention efforts. This collaborative approach helps address common dysfunctions that often arise from misunderstandings and differing priorities between enrollment and marketing (Bennis & Brownlee-Turgeon, 2024, Episode 4).

Academics: In the academic division, change often centers around curriculum development, pedagogical innovation, and faculty engagement. Episode 5 of the series discusses the critical role of collaboration between enrollment and academic departments in fostering innovation. Faculty members need clear systems and guidance to engage effectively in the recruitment process and to align academic offerings with student and market needs. Additionally, translating formal academic language into terms that resonate with prospective students and their families is essential for effective communication. This ensures that academic goals align with institutional priorities and that faculty are actively engaged in broader strategic initiatives (Bennis & Brownlee-Turgeon, 2024, Episode 5).

Student Life: For the student life division, change may involve enhancing student engagement, improving campus services, or fostering a more inclusive campus culture. Episode 3 of the series emphasizes the need for a student-centered approach, where institutions genuinely focus on learning and education rather than just offering resources and activities. This requires understanding the student journey, from enrollment through to alumni status, and continuously improving the student experience. Collaboration across departments, such as between student life and academics, is essential to ensure that co-curricular activities support learning outcomes and contribute to overall student success (Bennis & Brownlee-Turgeon, 2024, Episode 3).

Operations and Administration: Operational challenges, including personnel, administrative, and financial issues, can often prevent higher education institutions from focusing on higher-level strategic planning. Episode 2 suggests that addressing these operational challenges requires flexibility, innovative thinking, and a willingness to reassess traditional methods and structures. For example, administrative divisions may need to adopt new technologies or streamline processes to become more agile. Building a culture of collaboration and flexibility across administrative functions is essential for overcoming these challenges and enabling strategic change (Bennis & Brownlee-Turgeon, 2024, Episode 2).

Understanding how change looks different within each division is essential to facilitate change across divisions. As Nielson (2021) points out, “academic time”—the rhythm and pace at which decisions and changes are made within academic departments—can differ significantly from time in finance or other administrative units. Failing to account for these differences can add yet another barrier to effective change management, creating friction between divisions and slowing down overall progress.

To facilitate change across divisions, leaders must recognize and accommodate these unique characteristics while promoting a collaborative culture. This means understanding the nuances and unique needs of each division while keeping an eye on the need for unity and collaboration. By recognizing these differences, institutions can foster an environment that supports cross-divisional collaboration, ultimately driving meaningful institutional change.

Practical Strategies for Facilitating Change

Pilot and Test New Ideas: As Rosenberg (2024) emphasizes, transformational change requires an environment that encourages experimentation. Institutions should create “ambidextrous organizations,” where new, exploratory units are separated from traditional, exploitative ones, almost as a “Research and Development” division. These divisions may include separate staff or, more likely, existing staff with dedicated reassigned time to focus on innovation and experimentation. This model is similar to how some schools, like Lindenwood University, allocate dedicated resources to facilitate mergers and partnerships—another area not commonly found in traditional higher education structures. Such separation allows for the development of innovative ideas without being stifled by established practices and offers a structured way to pilot new approaches while maintaining core operations (Rosenberg, 2024).

Build Psychological Safety: Change management is not just about strategy but also about creating an environment where individuals feel safe to express concerns and take risks. The EdUp podcast mini-series on the Currency of Change highlights the importance of psychological safety in managing change. Leaders must ensure that team members can voice their concerns without fear of retribution, fostering an environment conducive to innovation and collaboration (Bennis & Brownlee-Turgeon, 2024). Dr. Frank Rojas provides a practical example by suggesting leaders ask, “What are we not talking about that we need to be talking about?” at the end of meetings. This question, posed consistently over time, helps uncover hidden issues and build trust, demonstrating that leadership genuinely values transparency and open dialogue (Rojas, 2024). However, the effectiveness of this strategy depends on how supervisors and senior leadership respond to the answers to that question as a poor response can deteriorate psychological safety quickly.

Utilize Data-Driven Decision-Making: Data plays a crucial role in facilitating change. The EdUp podcast series also emphasizes the importance of data in decision-making processes. By establishing common data definitions and regularly reviewing data across departments, institutions can make informed decisions that align with their strategic goals (Bennis & Brownlee-Turgeon, 2024). Moreover, data can help identify areas where change is most needed and monitor the effectiveness of implemented changes. For a deeper dive into data-driven decision-making and data-informed leadership please see my recent article: Data-Informed Leadership in Higher Education: Challenges, Solutions, and Key Data Sources.

Foster Collaboration Across Departments and Divisions: Effective collaboration between different departments or divisions is essential for successful change in higher education. This involves breaking down silos and fostering open communication between academic and enrollment teams, as well as between faculty and administration. The EdUp podcast series emphasizes that initiating conversations across functional areas can help address institutional dysfunction and cultivate a culture of collaboration and innovation (Bennis & Brownlee-Turgeon, 2024).

As discussed in the previous section on change across different divisions, each division—such as enrollment, academics, student life, and operations—faces unique challenges and opportunities when it comes to implementing change. Understanding the nuances of how change works differently within each division is critical for facilitating effective cross-departmental collaboration. For example, change efforts in academics might center around curriculum innovation and faculty engagement which require a uniquely different and often lengthy time frame, while in enrollment, a focus on strategic recruitment adjustments based on data analysis may allow for rapid implementation of changes. Recognizing these distinct needs and contexts enables more targeted and respectful collaboration, ensuring that strategies are aligned with the specific priorities and operational rhythms of each division. By acknowledging and integrating these differences, institutions can build a more cohesive and unified approach to institutional change.

Empower Change Agents: Change often begins with a few motivated and respected individuals who are willing to challenge the status quo. As discussed in the Beyond Academics BHive webinar series, empowering these changemakers and providing them with the resources and support they need can lead to significant institutional transformation (Sattel, 2024). Greg Satell emphasizes that institutions must create environments where individuals feel safe to act as change agents, providing them with opportunities to take risks and innovate. Satell points out that effective change requires not just a few high-profile leaders but a broad coalition of influencers across various levels of the institution. He argues that these change agents must be empowered with “air cover” from senior leadership, meaning support and protection to act without fear of negative repercussions. Institutions should actively identify and nurture these individuals, ensuring they have the resources, autonomy, and institutional backing necessary to lead change initiatives effectively (Sattel, 2024). Nielson (2021) similarly argues that change agents within the institution, including faculty and mid-level administrators, are crucial in driving bottom-up change that can complement top-down initiatives.

Address Cultural Resistance: Cultural resistance is often one of the most challenging barriers to change. Bowles (2024) argues that institutions must critically examine their existing cultures, including rituals, norms, and values, to create a climate that values innovation over tradition. This may involve reevaluating long-standing practices, such as tenure and shared governance, to ensure they support rather than hinder progress. Rosenberg (2023) adds that changing institutional culture requires patience and persistence, as well as a willingness to confront uncomfortable truths about the institution’s current practices and values.

Adopt Term Limits for Leadership Roles: Matt Alex (2024) suggests that one way to combat stagnation in higher education is to implement “term limits” on key leadership roles. This approach encourages continuous infusions of new perspectives and ideas, preventing individuals from becoming too entrenched in their positions or resistant to necessary changes. By setting clear expectations and term limits, institutions can foster a culture of continuous improvement and adaptability (Alex, 2024).

Communicate the Vision Clearly: Finally, effective communication is essential in any change management strategy. Leaders must clearly articulate the vision for change and ensure that all stakeholders understand their role in achieving it. This involves not only top-down communication but also engaging with faculty, staff, and students to gather input and build consensus around the change initiative (Ellucian, 2024). Nielson (2021) stresses that communication must be ongoing and transparent, with leaders consistently reinforcing the importance of the change and how it aligns with the institution’s broader goals.

The Path Forward

Facilitating change in higher education is a complex and challenging process, but it is not impossible. As we enter a period marked by significant disruptions—including the likely closure of many smaller, private institutions—the ability to make meaningful pivots within narrow timeframes will become essential for survival. However, the odds are stacked against many institutions successfully navigating this gauntlet due to the significant cultural and structural resistance to change that pervades higher education. These entrenched barriers often delay necessary decisions, making it even more challenging for schools to adapt quickly to new realities.

The viability of institutions in the coming years will depend heavily on their capacity to initiate change swiftly and effectively. The degree and extent of change required will vary, but the critical factor will be the timing of the decision to act and the urgency imposed by financial constraints. Institutions that recognize the severity of their situation and make bold, decisive moves will have a better chance of surviving. Even then, the implementation of change must be efficient, well-managed, and aligned with strategic goals.

Those institutions that can overcome cultural inertia, engage in bold decision-making, and foster a culture open to rapid adaptation will be the ones most likely to emerge stronger on the other side of this storm. This will require a proactive mindset, data-driven decision-making, collaboration across divisions, and empowering change agents to lead transformative efforts. Innovative solutions, such as implementing term limits for leadership roles to infuse new perspectives, may also play a crucial role in fostering a more adaptable environment.

While change is undoubtedly difficult, and the structural and cultural barriers are substantial, the schools that act decisively, manage change efficiently, and remain adaptable will be best positioned to survive and thrive in the evolving higher education landscape. The path forward may be fraught with challenges, but for those institutions that can navigate it, there is the promise of a more resilient and dynamic future.

References

Alex, M. (2024). 5 Reasons Campuses are Unwilling to Change. BeyondAcademics. https://beyondacademics.com/5-reasons-campuses-are-unwilling-to-change/

Bennis, A., & Brownlee-Turgeon, J. (2024). The Currency of Change [Six-part mini-series]. The EdUp Experience. www.edupexperience.com

Bowles, K. J. (2024). Why can’t higher education change? Inside Higher Ed.

Ellucian. (2024). Importance of Institutional Change Leadership in Higher Education. Ellucian Blog.

Nielson, L. (2021). Provost: Experiences, reflections, and advice from a former provost. Johns Hopkins University Press.

Rojas, F. (2024). The Efficiency of Change: Overcoming Challenges and Implementing Effective Change Management [Podcast episode]. In A. Bennis & J. Brownlee-Turgeon (Hosts), The Currency of Change (Episode 3). The EdUp Experience. www.edupexperience.com

Rosenberg, B. (2023). Whatever it is, I’m against it: Reflections on the future of higher education. Harvard University Press.

Rosenberg, B. (2024). Change in higher education is hard, but not impossible. THE Campus Learn, Share, Connect.

Sattel, G. (2024, August 28). SME Suite: Why higher ed struggles to change [Webinar]. In BHive, sponsored by Beyond Academics. YouTube. https://www.youtube.com/watch?v=2MazOYWRFlo

Sternberg, R. J. (2012, April 3). Failure to change, Inside Higher Ed. https://www.insidehighered.com/views/2012/04/03/essay-why-some-colleges-cant-change

Data-Informed Leadership in Higher Education: Challenges, Solutions, and Key Data Sources

gregpillar on August 27, 2024

In today’s rapidly evolving higher education landscape, data has become a critical tool for driving strategic decisions. Institutions that effectively leverage data have the advantage of making informed choices that directly impact student success, institutional growth, and operational efficiency. However, while data is undeniably important, it’s crucial to remember that data alone isn’t everything. A truly forward-thinking institution knows how to blend data-driven decisions with calculated risks and innovative thinking.

The Importance of Accurate and Accessible Data

In higher education, real-time access to accurate data is essential for making decisions that affect marketing, recruiting, enrollment, and advancement. For example, having up-to-date information on students in the enrollment pipeline allows institutions to tailor communication strategies, minimizing melt and ensuring smooth transitions for incoming students (Anft, 2023). Data, including market analysis, is also invaluable when determining whether to sunset or add new programs. Without reliable data, these decisions would be far more challenging and risk-laden.

However, the effectiveness of data relies heavily on its accessibility and quality. Challenges such as outdated data systems, poorly defined data protocols, and limited staff in institutional research offices can significantly hinder decision-making processes (Hampton, 2023). Additionally, messy datasets, “ghost” data points, and the absence of well-established data glossaries can lead to confusion and misinterpretation. Higher education leaders must address these issues by investing in updated platforms, training staff, and creating standardized data practices (EAB, 2022).

The Role of ERP and SIS Systems

To further enhance data accessibility and accuracy, institutions must ensure that their Enterprise Resource Planning (ERP) and Student Information Systems (SIS) are user-friendly and well-integrated. These systems (and CRM, SIS, LMS, HRMS, IAM, etc) are crucial for collecting, managing, and analyzing data across various functions of the institution. When these platforms are intuitive and easy to navigate, they empower faculty and staff to engage with data more effectively, leading to better-informed decisions.

Moreover, adequate training and resources are essential for maximizing the potential of ERP and SIS systems. Institutions should prioritize continuous professional development and support for faculty and staff to ensure they can fully utilize these systems. This includes offering regular training sessions, providing access to help desks or technical support teams, and fostering a culture of data literacy across the campus. By doing so, institutions can not only improve data collection and management but also enhance the overall effectiveness of their data-driven strategies.

The rise of data-driven cultures in academia highlights the shift toward using data analytics to enhance decision-making across multiple areas, from identifying at-risk students to optimizing resource allocation. Institutions increasingly leverage predictive analytics to pinpoint academic areas needing attention and implement timely interventions (NCES, 2023). Despite this progress, institutions often struggle with ensuring that data is consistent, high-quality, and accessible to decision-makers across all levels (EAB, 2022; Hampton, 2023).

The Roadblocks: Lack of Access and Unreliable Data

While the potential of data to transform decision-making in higher education is widely recognized, the reality is that many institutions face significant roadblocks due to a lack of easy access to key data and the prevalence of unreliable or poor-quality data. These challenges are particularly acute in smaller institutions and those with limited resources, where outdated data systems and insufficient staffing in key roles like Institutional Research (IR) and Information Technology (IT) exacerbate the problem (Hampton, 2023).

Impact on Operations, Growth, and Sustainability

A lack of reliable data access can severely disrupt the day-to-day operations of a college or university. Decisions on resource allocation, program development, and student support services often require timely and accurate data. When this data is not easily accessible or is of questionable quality, decision-making becomes delayed or misinformed, leading to suboptimal outcomes that can hinder institutional effectiveness and student success (Anft, 2023).

Moreover, the absence of reliable data can have long-term implications for institutional growth and sustainability. For instance, institutions that cannot accurately assess their financial health, student retention rates, or market positioning are at a higher risk of making strategic errors that could lead to financial instability or even closure. This is particularly concerning given the ongoing challenges in higher education, including declining enrollment in many regions and increased competition for students (EAB, 2022).

As highlighted in a recent EAB report, nearly 97% of college leaders agree that better data use is essential for making strategic decisions, yet only a fraction of institutions have fully centralized their data sources (EAB, 2022). This fragmentation not only limits the ability to make informed decisions but also hampers efforts to foster cross-departmental collaboration, which is critical for comprehensive institutional planning and growth.

In the current climate, where the higher education sector is facing unprecedented challenges, the ability to access and utilize high-quality data is not just a competitive advantage—it is a necessity for survival. Institutions that fail to address these data challenges risk falling behind, as they are less equipped to adapt to changing conditions, identify opportunities for innovation, or mitigate risks (NCEE, 2023).

Key Insights from Leadership Perspectives on Data Strategy

A recent survey of higher education leaders provided valuable insights into the challenges and opportunities surrounding data strategy (EAB, 2022). Here are some key findings:

Data’s Role in Enrollment and Retention: Leaders overwhelmingly view data as crucial for improving enrollment, retention, resource allocation, and student success. In fact, 99% of respondents indicated that retention is a top priority, followed closely by enrollment at 97%. These findings emphasize the critical nature of data analytics in sustaining key institutional functions.
Staffing Shortages and Training Gaps: The report highlights that 77% of institutions cite insufficient staffing as the biggest roadblock to effective data usage. Staffing issues are particularly acute in technical roles like Institutional Research (IR) and Information Technology (IT), where turnover and lack of training hinder progress. 32% of respondents said that institutional knowledge loss as a result of staff turnover is their most concerning data issue.
Access Disparities: Although executive leadership generally has reliable access to data, nearly half of respondents noted that faculty and staff face significant barriers in accessing reliable data. Smaller institutions are particularly challenged, with only 38% of faculty and 35% of staff at institutions with fewer than 5,000 students having easy access to reliable data. Based on data from IPEDS, in the Fall of 2022, there were 5,978 post-secondary institutions in the US, and of those, 5,006 had total student enrollment with 5,000 or fewer, representing 84% of the institutions. Thus, easy access to reliable institutional data is a major barrier and no doubt will be a contributing factor to the predicted ongoing school closure crisis.
Centralizing Data for Strategic Use: Only 9% of institutions have fully centralized their data in a warehouse, with the majority reporting that some systems remain siloed. This lack of integration limits comprehensive decision-making and hinders cross-departmental collaboration.
The Importance of Data Warehousing: While many institutions are actively building data warehouses, 25% of respondents have yet to fully integrate all campus data sources into a single repository. Institutions often underestimate the time and resources required to maintain a fully functional warehouse, resulting in incomplete data integration.
Investing in Technology: Investments in technology and software are a priority for many institutions, with 35% planning to increase their spending in this area over the next year. Upgrades are focused on student success platforms, learning management systems, and data warehouses.
The Impact of Failed Technology Implementations: One in three institutions reported that a recent technology implementation failed to impact key metrics, largely due to poor implementation or inadequate staff training. Leaders emphasized the importance of choosing the right vendors and ensuring sufficient buy-in across departments.
The Need for Data Governance: Nearly two-thirds of institutions indicated that improving data governance and access protocols is a high priority. Establishing clear data definitions and governance practices is seen as critical for enabling more effective data usage and decision-making.
Engaging Institutional Research: Despite the critical role of Institutional Research (IR), many institutions approach IR and Institutional Effectiveness (IE) departments transactionally, primarily for compliance reporting. Only 31% of leaders see IR as integral to strategic decision-making, missing an opportunity for deeper engagement with data professionals.
Choosing the Right Partners: Selecting the right vendor is crucial for successful technology implementation. Institutions benefit most when working with partners who understand the unique challenges of higher education. This includes prioritizing vendors with a track record of successful deployments in similar institutions.

Balancing Data with Entrepreneurial Risk-Taking

While data provides a strong foundation, it isn’t always sufficient when exploring new opportunities or differentiating your institution from others. Sometimes, especially in uncharted territory, direct data might be limited or nonexistent. In these cases, institutions may need to rely on indirect data or informed intuition to make bold, strategic moves. For example, when launching a unique program that hasn’t been tested in your market, the absence of direct supporting data doesn’t automatically mean the decision isn’t worth pursuing. Instead, entrepreneurial leaders use calculated risks, guided by whatever relevant data is available, to drive innovation (Anft, 2023).

As institutions strive to strike a balance between data-driven decisions and visionary leadership, it’s important to recognize that while data can reduce risk, it cannot entirely eliminate it. Data is a powerful tool for addressing persistent issues and driving digital transformation, but leaders must also consider the potential for innovation that lies beyond the numbers (Hampton, 2023). Collaborations with experts like AWS and institutions such as the University of Maryland–Baltimore County and Illinois Institute of Technology demonstrate how data can be harnessed to manage challenges across an institution’s lifecycle—from collection and analysis to strategic planning (EAB, 2022).

Making Sense of the Mess: Leveraging Trusted Data Sources

While data is powerful, the landscape of higher education is messy and constantly changing. The ability to sift through this complexity requires access to robust data sources that can offer clarity, even if momentarily. Below is a list of reliable data sources that can help provide insights into the current landscape and aid in navigating the challenges higher education institutions face. These sources range from government databases like NCES and IPEDS to specialized tools like the College Viability App and Higher Ed Data Stories. This data can only take staff, faculty, and administrators so far as the Achilles heel in all of this is clean, reliable, and accessible institutional data.

References

Anft, M. (2023). Becoming a data-driven institution: College leaders assess the value and challenges of using data to make strategic decisions. The Chronicle of Higher Education. https://aws.amazon.com/education/higher-ed/

EAB. (2022). Leadership perspectives on higher education data strategy: Survey report. https://www.eab.com

Hampton, M. C. (2023). Data-driven decision-making in higher education: How REL work makes a difference. National Center for Education Statistics. https://nces.ed.gov

National Center for Education Statistics. (2023). Data-driven strategies in higher education. https://nces.ed.gov

Leading from the Heart of Higher Education: Empowering Mid-Level Leaders to Drive Transformation and Student Success

gregpillar on August 25, 2024

The following article was also published on the EdUp Experience blog on August 25, 2024.

In higher education, leadership is often associated with those in the highest ranks—presidents, vice presidents, provosts, and chancellors. However, much of the critical work occurs in the “middle”—positions held by associate provosts, assistant provosts, vice provosts, deans, associate deans, directors, and other mid-level administrators. These leaders play an essential role in the success of institutions, serving as the bridge between strategic vision and practical execution. In today’s rapidly evolving higher education landscape, leading from the middle has never been more vital yet challenging.

The Critical Role of Middle Leadership

Middle leaders occupy a unique space where they translate institutional strategies into actionable plans while navigating the complexities of day-to-day operations. Research underscores that these roles are crucial because they are the “interpreters and implementers of strategy,” ensuring alignment between senior leadership’s objectives and the needs of their teams (Stuart & Klinke, 2024). Middle leaders are often the steady force behind the continuity of institutional progress, ensuring the stability needed during times of change (Eddy, Mitchell, & Amey, 2016).

Middle leaders also hold significant responsibility in fostering institutional culture. Their influence extends across teams, making them vital in shaping a positive work environment. This is particularly important in the current higher education landscape, which is marked by significant challenges such as demographic shifts, declining enrollment, political pressures, and financial constraints (Stuart & Klinke, 2024). However, this role in fostering institutional culture can be increasingly more difficult depending on the culture and climate set, and projected by, senior leadership.

The "Middle Manager Paradox" in Higher Education

Middle leaders face a paradox: they bear substantial responsibility but often lack the authority of senior leaders. Their peer support group is often small and they must advocate for their teams while ensuring alignment with institutional priorities. This balancing act requires middle leaders to be both strategic and empathetic, capable of managing up, down, and across their organizations (Mautz, 2020). For example, they frequently lead efforts such as curriculum development, accreditation, and student success initiatives—tasks that require a nuanced understanding of both institutional goals and on-the-ground realities (Stone & Coussons-Read, 2011).

The leadership role of middle managers is often underappreciated despite their critical contribution to institutional success. As highlighted by Hargreaves (2024), these leaders are responsible for “managing change, resolving conflicts, and fostering collaboration” while being expected to maintain operational efficiency and staff morale. Additionally, in times of higher staff turnover or reductions, academic professionals in the middle often are given additional responsibilities with little acknowledgement or compensation, further adding stress and pressure.

Six Areas of Influence for Middle Leaders in Higher Education

Drawing on Mautz’s framework and other leadership studies, middle leaders in higher education can exert influence in several key areas:

Driving Vision and Purpose: Middle leaders are tasked with translating high-level strategic goals into tangible actions. At Queens University of Charlotte, for instance, when senior leadership provided resources to strategically enhance our Career Center so that it could better support university initiatives within our strategic framework, at the middle manager/leadership level decisions were made to restructure career services around fields or industries rather than majors. This allows career coaches to help students explore a broader range of opportunities across all majors, aligning their academic and co-curricular experiences with diverse career paths.
Managing Up, Across, and Down: Effective middle leaders must build strong relationships not only with their teams but also with senior leaders and peers across the institution. This requires strong communication skills and the ability to foster collaboration across departmental silos (Stone & Coussons-Read, 2011).
Navigating Uncertainty: Higher education is constantly changing due to external factors such as demographic shifts, political challenges, staff turnovers, and financial pressures. Middle leaders must be adaptable and resilient, guiding their teams through these shifts with clarity, resilience, and confidence (Sunderman & Orsini, 2023).
Cultivating High-Performing Teams: Building and maintaining a motivated and collaborative team is a core responsibility for middle leaders. They are often the ones who set the tone for the work environment, encouraging a culture of innovation, trust, and shared values. Remember, leadership isn’t about you. Leading (specially form the middle) requires checking your ego and self-ambition at the door and focusing on lifting up others. (Eddy, Mitchell, & Amey, 2016).
Communicating with Clarity: As the link between senior leadership and frontline staff, middle leaders are responsible for ensuring that institutional strategies are communicated clearly and effectively. This includes breaking down complex initiatives into actionable steps that are understandable and relevant to their teams (Stuart & Klinke, 2024).
Advancing Personal Leadership: Continuous professional development is essential for effective middle leadership. Leaders must remain committed to their own growth while mentoring others. Engaging in cross-institutional networks and leveraging external training programs can be valuable for enhancing leadership skills and broadening perspectives (Hargreaves, 2024).

Leading from the Middle in a Volatile Landscape

Today’s higher education environment is marked by unprecedented volatility. Institutions are navigating demographic shifts, declining enrollments, and increasing political scrutiny, all while facing financial pressures that lead to program closures, staff turnover and reductions, and even institutional mergers. In this context, middle leadership is more critical than ever.

Hargreaves (2024) and Stuart and Klinke (2024) emphasizes that middle leaders are uniquely positioned to guide institutions through these turbulent times. Their ability to connect the strategic with the operational makes them key players in ensuring institutional stability and adaptability. Furthermore, as Eddy, Mitchell and Arney (2016) along with Hargreaves (2024) argue, middle leaders must be equipped to manage conflict, make ethical decisions, and take calculated risks that align with the institution’s mission and values. However, institutions should leverage resources to support and prioritize mental health and holistic well-being due to the increased pressures and strain that result on all staff and faculty during these turbulent and challenging times.

Rethinking Support Structures for Middle Leaders

Despite the significant demands placed on middle leaders, there is often a lack of targeted support and professional development tailored to their unique needs. Research indicates that while some in-house programs exist, there is a scarcity of external leadership development opportunities specifically designed for those leading from the middle in higher education (Stone & Coussons-Read, 2011). Addressing this gap is crucial for ensuring that these leaders are well-prepared to meet the complex challenges they face.

One important step universities can take is to ensure that faculty development centers, even if primarily focused on teaching and learning, incorporate leadership training and programming. This is especially vital at smaller institutions where leaders often need to take on multiple roles, such as department chairs, program directors, or leads for various initiatives. Offering leadership development through these centers builds internal capacity and prepares faculty to step into leadership roles when needed. Additionally, the office of human resources is usually responsible for providing staff development and resources should be devoted to staff professional development opportunities on par with that of faculty. Although some of the dynamics and functions are different, key skill development in durable skills are common across both groups.

Additionally, universities should invest in utilizing external sources like the AALI Senior Leadership Academy, the CIC Workshop for Department and Division Chairs, or the ASHE Academic Leaders Workshop. These programs provide targeted training that is invaluable across disciplines and backgrounds, equipping future leaders with the skills and knowledge necessary for higher education administration.

Looking back on my own career, the professional development I received as a faculty member, department chair, director of an academic program (Honors), faculty fellow in our faculty development center, and faculty liaison to our advising office were instrumental in preparing me for leadership roles as an assistant and associate provost. These experiences provided practical leadership skills that could be applied across various contexts and roles, underscoring the importance of structured development opportunities for those leading from the middle. Looking to provide project based or time-based leadership opportunities for faculty and staff can significantly increase institutional leadership capabilities and capacity.

In summary, universities must be intentional in supporting the leadership development of their middle managers. By integrating leadership training into faculty development centers and staff professional development as well as investing in external professional development programs, institutions can create a stronger pipeline of leaders ready to take on complex challenges and drive success at all levels.

Leadership in Action: Guiding Strategy and Student Success from the Middle

Leading from the middle is about more than managing operations—it’s about creating lasting impact. Middle leaders in higher education are the linchpin that connects strategy with execution, ensuring that institutional goals are not just aspirational but achievable. As institutions continue to navigate an uncertain future, the role of middle leadership will be pivotal in driving innovation and sustaining organizational resilience.

However, what must never be forgotten in all the work that university leaders, middle managers, staff, and faculty do is the central purpose of higher education: serving students. At the heart of every strategic initiative and operational decision should be the goal of ensuring student success, retention, and ultimately graduation. Middle leaders play a critical role in creating environments that support students academically and personally, putting them on a trajectory toward fulfilling and meaningful lives. Whether through innovative curriculum design, student support services, or cross-departmental collaboration, the work of middle leaders directly impacts the student experience and their long-term success.

Leading from the middle is not just about balancing institutional priorities; it’s about ensuring that those priorities remain focused on students and their future. By keeping students at the center of their leadership, middle managers can ensure that every action taken ultimately contributes to helping students achieve their academic goals and prepare for rewarding careers and lives beyond graduation

References

Eddy, P. L., Mitchell, R. G., & Amey, M. J. (2016). Leading from the middle. The Chronicle of Higher Education. https://www.chronicle.com/article/leading-from-the-middle/

Hargreaves, A. (2024). Leadership from the middle: The beating heart of educational transformation. Teachers College Press.

Mautz, S. (2020). Leading from the middle: A playbook for managers who lead from the middle. Wiley.

Stone, T., & Coussons-Read, M. (2011). Leading from the middle: A case-study approach to academic leadership for associate and assistant deans. American Council on Education.

Stuart, M., & Klinke, C. (2024). Leading from the middle: The importance of emerging leaders in higher education. Leading from the Middle Report., Minerva

Sunderman, H. M., & Orsini. J. (2023). Introduction to leading from the middle in higher education: Mentoring. Journal of Leadership Studies, 17(3), 40-43. https://doi.org/10.1002/jls.21869

The Role of Higher Education in Economic Mobility: A Focus on Community and Intergenerational Opportunity

gregpillar on August 24, 2024

Economic mobility, particularly intergenerational mobility, is a crucial component in addressing disparities in opportunity and improving the well-being of communities. Higher education institutions are often positioned as key vehicles for upward mobility, providing individuals with the skills and credentials needed to move up the economic ladder. However, recent research and local insights suggest that higher education’s role in supporting mobility goes beyond individual academic achievement; it also requires a commitment to fostering thriving communities where children can grow, learn, and develop the social capital necessary for long-term success.

About 10 years ago Charlotte found itself in an undesirable position due to a 2014 study that highlighted its ranking as one of the worst cities in the U.S. for economic mobility (50/50). According to that study, children born into poverty in Charlotte had only a 4-5% chance of climbing to the top income bracket, sparking concern among community leaders, educators, and policymakers. This sobering statistic led to a range of initiatives aimed at addressing systemic barriers to upward mobility. Now, a recent follow-up study led by the same researcher, Dr. Raj Chetty, provides updated data showing that Charlotte’s growth and various targeted efforts may be starting to pay off. In this post, I’ll explore the new findings that were presented by co-author Dr. Benjamin Goldman in their research, analyze what’s changed in Charlotte, and discuss the critical factors contributing to this improved outlook. While progress is being made, there are still challenges ahead that must be carefully navigated and a definite role for institutions of higher education in this work.

Understanding Intergenerational Mobility and Community Impact

Panel discussion following Dr. Benjamin Goldman’s presentation: “Changing Opportunity: Understanding The Data Behind The Latest Economic Mobility Study” hosted by UNC-Charlotte, Leading on Opportunity, and the Gambrel Foundation (Photo by Ashley Mahoney – Axios)

Research from Opportunity Insights shows that economic mobility in the U.S. is highly dependent on the environment in which children grow up. Stable neighborhoods, access to quality education, and strong community networks are significant predictors of whether children can surpass their parents’ economic status. Recent studies have shown mixed progress in this area: while racial gaps in economic mobility have narrowed by 27%, class gaps within racial groups—especially among White children—have widened significantly, reflecting growing income disparities. This underscores the importance of addressing systemic inequalities at both the individual and community levels.

At a recent forum hosted by the University of North Carolina at Charlotte and Leading on Opportunity, Benjamin Goldwater of Opportunity Insights highlighted the influence of community conditions on economic outcomes. According to Goldwater and the panel of experts, communities that invest in social infrastructure, such as strong schools, job opportunities, and health resources, create environments where children have a better chance of achieving upward mobility. Conversely, communities plagued by joblessness, segregation, and inadequate social services often trap families in cycles of poverty, even when education is accessible.

Dr. Goldman’s presentation and the related report noted the following key findings:

Reduction in Racial Gaps: The study found that the Black-white gap in upward economic mobility has shrunk by 27% since 2007. This reduction is driven mainly by improved outcomes for Black children born into low-income families, particularly in regions historically disadvantaged for Black Americans.
Growing Class Gaps Among White Americans: While racial gaps have narrowed, class gaps among white Americans have grown by 28%. White children from low-income families born in 1992 have worse economic outcomes compared to those born in 1978, while outcomes for white children from high-income families have improved.
Shifts in the Geography of Opportunity: Traditional regions of upward mobility, such as coastal cities, have seen a decline in economic opportunity for low-income white children, while improvements have been noted in areas like the Southeast and Midwest for Black children. For instance, Charlotte saw significant gains in mobility for Black children, reaching near national averages, while similar cities like Atlanta showed little change.
Role of Social Environments: The study emphasizes that the changes in economic mobility are closely tied to the communities where children grow up. Employment rates of parents in these communities, especially those of the same race and class, are strongly correlated with children’s outcomes.
Social Interactions as a Key Driver: The research highlights that social interactions and networks within communities play a crucial role in shaping economic mobility. For instance, children’s outcomes are most influenced by the employment status of parents within their immediate peer group.
Policy Implications: The findings suggest several strategies to improve economic opportunity, including focusing on youth development programs, targeting interventions at community levels rather than just neighborhoods, and investing in social capital alongside financial and human capital.

The report underscores the dynamic nature of economic opportunity, demonstrating that while some barriers can be overcome in a relatively short time, the persistence of challenges—especially those tied to class—calls for targeted and scalable policy solutions.

Higher Education’s Role in Supporting Community-Level Change

Given the importance of community in determining economic outcomes, higher education institutions must rethink their role in society. Universities can contribute to economic mobility not only by educating students but also by actively engaging with and supporting the communities around them. This involves several key strategies:

Embedding Community Engagement into Academic Programs: Universities can integrate service learning, community-based research, and internships that directly address local needs. These programs not only enrich the educational experience but also strengthen the social fabric of surrounding neighborhoods by building connections between students and local residents.
Providing Holistic Support for Students and Families: Economic mobility is closely tied to social support systems. Universities should offer resources like mentoring, mental health services, and career counseling that extend beyond academic guidance. By fostering a sense of community and belonging, institutions can help students from low-income backgrounds navigate challenges that might otherwise hinder their success.
Collaborating with Local Government and Nonprofits: Effective interventions require collaboration across sectors. Higher education institutions should partner with local governments, nonprofits, and businesses to address systemic barriers like transportation, housing, and healthcare. For instance, public transit initiatives in Charlotte have been highlighted as critical for connecting residents in underserved areas to job and educational opportunities.

What This Means for Charlotte.

Charlotte’s progress in economic mobility is a promising sign, moving from being ranked 50th to 38th in recent studies. However, much work remains to be done to ensure that all residents, especially those in historically marginalized communities, have the opportunity to thrive. My institution, Queens University of Charlotte, can play (and has played) a pivotal role by continuing to engage with local challenges and integrating/threading community impact into its academic mission.

Supporting Place-Based Initiatives: By expanding programs that address food insecurity and access to resources in underserved neighborhoods, Queens can contribute to reducing disparities in opportunity. Collaborating with local organizations to provide educational resources, health services, and social support in high-need areas can create more equitable conditions for all residents.
Building Bridges Between Students and the Community: Expanding initiatives like the “State of the Plate” report and food redistribution projects can deepen the university’s impact while providing students with hands-on learning experiences that cultivate civic responsibility and leadership.

A couple of examples of community based work that I was fortunate to have been involved with includes a partnership with the Charlotte-Mecklenburg Food Policy Council.

“State of the Plate” Report and Food Insecurity Mapping: Students and faculty from Queens University of Charlotte played a crucial role in the Charlotte-Mecklenburg Food Policy Council’s “2015 State of the Plate” report, which focused on addressing food insecurity and food deserts in the region. Queens students and faculty contributed by assisting with GIS mapping to identify areas with limited access to fresh food. Their involvement helped uncover disparities in food availability and laid the groundwork for targeted interventions to improve food access in underserved communities.
Honors Capstone Project on Food Redistribution: In an Honors capstone course, Queens students tackled the challenge of connecting surplus food from local farmers’ markets to people experiencing food insecurity. The project aimed to create a sustainable system where excess food could be redistributed while also providing compensation to farmers. By engaging students in real-world problem-solving, the university not only contributes to addressing local issues but also provides valuable experiential learning opportunities that enhance students’ understanding of community needs.

A Path Forward

Economic mobility is not solely about individual effort; it is deeply influenced by the collective conditions of communities. For higher education to be a true catalyst for intergenerational mobility, institutions must embrace a holistic approach that considers the broader social, economic, and infrastructural contexts. By investing in both their students and the communities they inhabit, universities like Queens University can make meaningful contributions toward closing gaps in opportunity and fostering lasting change within their community and beyond.

Citations

Charlotte-Mecklenburg Food Policy Council 2015 State of the Plate Report. [https://drive.google.com/file/d/1EqoS4tEAKJDbhD4EN54LICkSjsZqzoiB/view].
Chetty, R., et. al. Is the United States Still a Land of Opportunity? Recent Trends in Intergenerational Mobility, Working Paper 19844, January 2014. [https://opportunityinsights.org/wp-content/uploads/2018/04/mobility_trends.pdf ]
Chetty, R., et al. Changing Opportunity: How Changes in Children’s Social Environments Have Increased Class Gaps and Reduced Racial Gaps in Economic Mobility. Opportunity Insights, July 2024. [https://opportunityinsights.org/wp-content/uploads/2024/07/ChangingOpportunity_Nontech.pdf]
Goldwater, B. (2024). Presentation at “Changing Opportunity: Understanding the Data Behind the Latest Economic Mobility Study” Forum. Hosted by UNC Charlotte and Leading on Opportunity, August 2024. Personal copy in possession of the author.
[https://opportunityinsights.org/wp-content/uploads/2024/07/ChangingOpportunity_Slides.pdf]
Mahoney, A. “Transportation Investment Key to Improving Economic Mobility in Charlotte, UNC Charlotte professor says.” Axios Charlotte, August 23, 2024. [https://www.axios.com/local/charlotte/2024/08/23/transportation-investment-improving-economic-mobility-charlotte].
Robins, K. “Charlotte is making progress on economic mobility, Harvard-based research group finds” The Charlotte Observer, July 26, 2024. [https://www.charlotteobserver.com/news/local/article290424434.html].
Sands., A. “Exclusive: Charlotte no longer 50th out of 50 for economic mobility, new Chetty study shows.” Axios Charlotte, July 25, 2024 [https://www.axios.com/local/charlotte/2024/07/25/charlotte-economic-mobility-ranking-chetty]

10 Strategic Goals for Faculty Success in the New Academic Year (and 3 Bonus Tips to Mitigate Burnout!)

gregpillar on August 15, 2024

10 Strategic Goals for Faculty Success in the
24-25 New Academic Year

Enhance Student Engagement
Integrate Technology Effectively
Promote Diversity and Inclusion
Focus on Student Well-Being
Incorporate Experiential Learning Opportunities
Strengthen Research, Scholarship and/or Creative Works (not just disciplinary, but SoTL!)
Cultivate Professional Development
Foster Collaboration and Interdisciplinary Work
Support Student Career Readiness
Engage in Community and Institutional Service

Bonus Tips to Mitigate Burnout!

Prioritize Time Management
Cultivate Mindfulness and Stress-Relief Practices
Build a Supportive Network

As the 2024-2025 academic year approaches, faculty across the country are feeling the pressure from an evolving higher education landscape. Challenges such as declining enrollment, financial constraints, and the increasing need to support student success are just a few of the intensifying demands placed on educators. In this environment, it’s easy to feel overwhelmed by the political, social, and economic noise surrounding higher education. However, it’s important to remember that small, consistent steps can make a significant difference.

The tips that follow are designed to help you prepare to welcome students and set up your classes for the new academic year. By focusing on these strategies, you can better navigate the challenges ahead while also maintaining your own well-being and supporting the success of your students.

Enhance Student Engagement

Why It Matters:

Engaged students are more likely to succeed academically and retain information. In today’s blended learning environments, fostering engagement through interactive activities, discussions, and collaborative projects is essential for maintaining student interest and promoting deeper learning. The key to successfully improving student engagement through any strategy should start with the instructor fostering a welcoming attitude within themselves and their classroom

Strategies:

Incorporate Intentional Techniques to Foster a Welcoming Classroom Environment

Incorporate Active Learning Techniques

How to Implement:

To demonstrate to students at you are approachable be mindful of micro expressions (smiling, frowning, blank looks, etc) and consider being a little more open and vulnerable. This doesn’t have to mean sharing private details or information. Small talk before class about weather, a funny observation, or interesting fact can ease tension and apprehension that may build up in students.

Use techniques like think-pair-share, group discussions, or problem-based learning in your classroom. These activities encourage students to actively participate in the learning process, making the material more engaging and helping students to better retain information.

Additional reading: Faculty Approachability Project Promotes Empathy and Connection

Integrate Technology Effectively

Why It Matters:

With the rise of digital learning tools and platforms, integrating technology in a meaningful way can improve accessibility, remove barriers to learning, personalize learning experiences, and make course materials more dynamic and interactive.

Strategy:

Utilize Learning Management Systems (LMS) to Their Full Potential

How to Implement:

Use your institution’s LMS to create interactive assignments, quizzes, and discussion forums. You can also incorporate multimedia resources, such as videos and podcasts, to cater to different learning styles and make course materials more accessible. Your institution’s LMS administrator and/or instructional designers are unsung heroes in the academic world. Tap into their expertise. Even if you are quite familiar with your LMS, there is always something you can learn. Make it a goal to learn one new technique, feature, trick every month or every semester.

Additional Reading: How to Improve Accessibility in Online Learning

Top 10 Tips for Teachers: Lessons Learned from Using an LMS for Over a Decade

Promote Diversity and Inclusion

Why It Matters:

In the wake of the attack on DEI in higher education, it is more important now more than ever for faculty to foster an inclusive learning environment and welcome diversity. Students come from increasingly diverse backgrounds, and students deserve to feel welcome and valued. This goal involves incorporating diverse materials, perspectives, and teaching methods that reflect the varied experiences of your students.

Strategy:

Diversify Course Content and Perspectives

How to Implement:

Review your syllabus and reading lists to ensure they include a range of voices and perspectives, especially from underrepresented groups. Include case studies, examples, and guest speakers that reflect the diversity of your student body.

Additional Reading: How to Promote Inclusion in the Classroom

Five Ways to Promote a More Inclusive Classroom (may be behind a paywall)

Focus on Student Well-Being

Why It Matters:

The mental health of students has become a significant concern in higher education. Faculty can play a key role in supporting student well-being by being aware of the signs of stress, offering flexible deadlines when appropriate, and guiding students to available resources.

Strategy:

Implement Flexible Deadlines and Open Communication

How to Implement:

Offer flexible deadlines (where appropriate) or allow students to choose between different assignment formats to reduce stress. Maintain open communication channels, such as regular office hours or virtual drop-in sessions, where students can discuss their concerns. Faculty shouldn’t feel like they need to become therapists or psychologists. Understanding your institution’s resources to direct and support students as well as a little empathy and flexibility can go a long way.

Additional Reading: Student psychological well-being in higher education: The role of internal team environment, institutional, friends and family support and academic engagement.

Fostering College Student Mental Health and Resilience

Incorporate Experiential Learning Opportunities

Why It Matters:

Experiential learning allows students to apply theoretical knowledge in real-world contexts, which enhances their understanding and retention. It also prepares them for professional challenges by providing hands-on experience in their field of study.

Strategy:

Integrate Internships, Practicums, or Fieldwork into Courses

How to Implement:

Collaborate with industry partners to create opportunities for students to engage in internships, practicums, or fieldwork as part of their coursework. This can be done by designing assignments that require students to apply what they’ve learned in a real-world setting. Most institutions have Career Centers and may even have staff focused on employer relationships. Utilize and leverage their expertise and knowledge on workforce skills and needs into your courses.

Additional Reading: The 10 Commandments of Experiential Learning

Strengthen Research, Scholarship and/or Creative Works
(not just disciplinary, but SoTL!)

Why It Matters:

Engaging in research and scholarship not only advances knowledge in your field but also enhances your teaching by bringing the latest findings and perspectives into the classroom. It also strengthens your professional reputation and contributes to your institution’s academic standing. Better yet, if you include students, it can be a fantastic learning opportunity, especially for undergraduates. Finally, depending on your institution and the expectations for your position (tenure track, non-tenure track, R1, etc) don’t pass on opportunities in the scholarship of teaching and learning (SoTL). Going to try something new in your class? Curious if a new approach is scalable? Collaborate with colleagues and turn it into a study! If your institution values SoTL, it may (and really should) hold the same value as disciplinary research, scholarship and creative works for promotion and tenure.

Strategy:

Integrate Research Projects into Your Teaching

How to Implement:

Design course assignments that align with your research interests. Encourage students to undertake small-scale research projects, which can contribute to your ongoing research while giving students valuable experience in academic inquiry. The course where I had the strongest student feedback (and evidence of student learning) was my analytical chemistry course where I embedded a multi-semester study examining BPA and BPS in thermal receipt paper and its fate in the environment.

Additional Reading: Grand Challenges for SoTL

Cultivate Professional Development

Why It Matters:

Lifelong learning is essential for educators. By attending workshops, conferences, and training sessions, faculty can stay current with the latest trends in education, pedagogy, and their respective disciplines, thereby improving their effectiveness in the classroom and in their research.

Strategy:

Attend and Participate in Faculty Development Workshops

How to Implement:

Make a commitment to attend workshops or seminars offered by your institution’s teaching and learning or faculty development center. These sessions often cover the latest teaching techniques, technology tools, and classroom management strategies as well as assistance in grant prep, research and work-life balance strategies. Also reach out to the Director or professional leading the center as they can provide additional guidance and consultation and provide other opportunities for professional development.

Additional Resource: Your institution Faculty Development or Teaching and Learning Center. Seriously, visit them or pull up their internal website. Easily one of the more underutilized resources by faculty on a college campus.

Foster Collaboration and Interdisciplinary Work

Why It Matters:

Interdisciplinary collaboration can lead to innovative teaching approaches, research projects, and solutions to complex problems. By working with colleagues from different fields, you can enrich your own teaching and research and provide students with a broader, more integrated educational experience.

Strategy:

Develop Interdisciplinary Projects or Courses

How to Implement:

Partner with a colleague from a different department to co-teach a course or develop a collaborative project that brings together students from multiple disciplines. This not only broadens the educational experience but also encourages collaboration among students. I co-taught a general education course looking at issues in our global food system where we had faculty from multiple departments contributing to provide different perspectives and approaches to big questions and challenges.

Additional Readings (a refreshing scholarly journal article!): Interdisciplinary College Curriculum and its Labor Market Implications

The World Needs Students With Interdisciplinary Education

Support Student Career Readiness

Why It Matters:

Students are increasingly concerned with how their education will translate into career opportunities. By integrating practical skills, industry insights, and career-focused content into your courses, you can help students bridge the gap between academic learning and professional success. As mentioned earlier, most schools have centers and resources devoted to career readiness and internship experiences. Work with professionals in these areas to strengthen the inclusion of key skills in your course (regardless of discipline).

Strategy:

Incorporate Real-World Assignments and Guest Speakers

How to Implement:

Design assignments that mimic real-world challenges relevant to your field, such as case studies or project-based tasks. Invite industry professionals to speak in your class, offering students insights into how their learning applies to their future careers. It can also help develop critical skills needed in the workplace.

Additional Reading: Using Case Studies to Teach

Engage in Community and Institutional Service

Why It Matters:

Faculty service is a critical component of the academic role, contributing to the governance and mission of the institution. Engaging in community service can also enhance the institution’s reputation and provide valuable learning experiences for students.

Strategy:

Lead or Participate in Service-Learning Projects

How to Implement:

Integrate service learning into your courses by involving students in community-based projects that are connected to course objectives. This not only benefits the community but also helps students apply their learning in real-world settings. An example was a general education capstone course where we worked with a local food policy council to tackle the challenge of improving access to excess food from local farmer’s markets to people in need (while also providing some compensation to the farmer) in a timely manner.

Additional Reading: How to improve student success with community-based learning.

Tips for Handling Burnout and Promoting Holistic Wellness

In addition to the strategic goals outlined above, it’s equally important to focus on your own well-being as you navigate the demands of the new academic year. Here are three bonus tips to help you avoid burnout and promote holistic wellness:

Bonus Tip 1: Prioritize Time Management

Why It Matters:

Effective time management is crucial for maintaining a balanced workload and avoiding burnout. By organizing your time efficiently, you can reduce stress, increase productivity, and ensure that you have time for both professional responsibilities and personal well-being.

Strategy:

Adopt Time-Blocking Techniques

How to Implement:

Set aside specific blocks of time in your daily or weekly schedule for different tasks, such as grading, research, meetings, and self-care. Use tools like calendars or time management apps to allocate these blocks and stick to them. Ensure you include breaks and personal time in your schedule to recharge and maintain a healthy work-life balance.

Bonus Tip 2: Cultivate Mindfulness and Stress-Relief Practices

Why It Matters:

In the fast-paced environment of academia, it’s easy to become overwhelmed by deadlines and responsibilities. Mindfulness and stress-relief practices help in managing anxiety, enhancing focus, and improving overall mental health, which are critical for sustaining long-term productivity and job satisfaction.

Strategy:

Incorporate Mindfulness Exercises into Your Daily Routine

How to Implement:

Dedicate 5-10 minutes each day to mindfulness exercises such as deep breathing, meditation, or yoga. You can also introduce short mindfulness sessions at the beginning or end of your classes to

benefit both yourself and your students. Regular practice will help you stay grounded, reduce stress, and approach your work with a clear mind.

Bonus Tip 3: Build a Supportive Network

Why It Matters:

Having a strong support network is essential for managing the emotional and professional challenges of academic life. A supportive community can provide encouragement, advice, and a sense of belonging, all of which are important for preventing burnout and promoting holistic wellness.

Strategy:

Engage in Peer Support Groups and Professional Networks

How to Implement:

Join or create peer support groups within your institution where faculty can share experiences, challenges, and strategies for maintaining wellness. Attend networking events, both in-person and virtual, to connect with colleagues who share similar interests or face similar challenges. Regularly interacting with a supportive network can help you feel less isolated and more empowered to tackle the demands of your role. Need a place to start, feel free to connect with me! (www.linkedin.com/in/gregdpillar).

By focusing on these strategic goals and wellness practices, you can navigate the challenges of the upcoming academic year with resilience and purpose, ensuring that both you and your students thrive. Remember, it’s about taking small, consistent steps and doing the best you can, without being overwhelmed by external pressures. What tips do you have for the upcoming year? What have I missed? I would love to hear your thoughts in the comments below!.

Overview of Core Leadership Competencies in Higher Education

Connecting Trauma-Informed Leadership to Core Competencies

The Intersection of Trauma-Informed Leadership with Key Competencies

Trust-Building in Challenging Situations

Resilience: Leading Through Challenges and Change

Effective Communication: Tailoring Messages with Empathy

Diverse Leadership Styles Based on Identity

Crafting and Leading a Competent, Collaborative Team

Leading with Courage: Confronting Equity and Change

Data Acumen: Leveraging Human Context in Leadership

Practical Steps for Implementing Trauma-Informed Leadership and Cultivating Key Leadership Competencies

References

The Trap of Over-Preparation

Just Start: My Journey (back) into Writing and Publishing

The Paralyzing Effect of Procrastination

Learning by Doing: The Best Teacher

Lessons for Higher Education: Overcoming Barriers to Change

Action Breeds Confidence

Final Thoughts

Context Matters in Policy and Practice

Value of a Holistic Skill Set

Strategic Decision Making in Leadership

Engaging in Original Thought

Carpe Diem: Seize the Day with Intention

Embracing Active Citizenship in Education

Embracing Learning and Adaptation

Final Thoughts

References

Innovative Changes and Their Outcomes

The Modern Learner: A New Paradigm

Pushback, Resistance, and Controversy: Navigating the Challenges of Substantive Change

Accreditation: A Path to Innovation

A Closer Look at Data-Driven Decision Making at Unity

Exploring Unity's Scalable Educational Model

Insights into the Financial Strategies Behind Unity’s Success

Profiles of Successful Graduates and Their Impact

Deeper Analysis of Unity’s Environmental Mission and Green Career Focus

Conclusion: Beyond Tradition to True Innovation

References

The Cost Factor: More Than Just Tuition

Evaluating ROI: Is College Always Worth It?

Understanding the Economics of Higher Education: A Global Perspective

Why Financial Literacy Should Be a Core Part of High School Education

Leveraging Tools for Financial Planning: The College Viability App

Exploring Alternatives: The Role of Free Community College and Dual Enrollment

A Plea for Colleges and Universities: Modernize Policies to Support All Students

Timing and Usage: Critical Factors in Maximizing the Value of a Degree

Conclusion: Financial Literacy as a Critical Skill for the Future

References

Understanding the Resistance to Change

The Role of Leadership in Driving Change

Change Across Different Divisions on Campus

Practical Strategies for Facilitating Change

The Path Forward

References

The Importance of Accurate and Accessible Data

The Roadblocks: Lack of Access and Unreliable Data

Key Insights from Leadership Perspectives on Data Strategy

Balancing Data with Entrepreneurial Risk-Taking

Making Sense of the Mess: Leveraging Trusted Data Sources

References

The Critical Role of Middle Leadership

The "Middle Manager Paradox" in Higher Education

Six Areas of Influence for Middle Leaders in Higher Education

Leading from the Middle in a Volatile Landscape

Rethinking Support Structures for Middle Leaders

Leadership in Action: Guiding Strategy and Student Success from the Middle

References

Understanding Intergenerational Mobility and Community Impact

Higher Education’s Role in Supporting Community-Level Change

What This Means for Charlotte.

A Path Forward

Citations

10 Strategic Goals for Faculty Success in the 24-25 New Academic Year

Bonus Tips to Mitigate Burnout!

Enhance Student Engagement

Integrate Technology Effectively

Promote Diversity and Inclusion

Focus on Student Well-Being

Incorporate Experiential Learning Opportunities

10 Strategic Goals for Faculty Success in the
24-25 New Academic Year

Strengthen Research, Scholarship and/or Creative Works
(not just disciplinary, but SoTL!)