Celebrating Resilience in Scholarship at Smaller Institutions

gregpillar on January 9, 2025

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After nearly two decades in higher education and in day 4 of my first career change in 18 ½ years, I find myself reflecting this week on the unique challenges and extraordinary rewards of working in this field. My journey has taken me from the classroom as a faculty member to various administrative roles, providing a broad perspective on the dynamics of teaching, research, and institutional support. My career is rooted in my discipline and is fundamental to my identity, which is environmental chemistry, but I’ve had the privilege of teaching across geology, environmental science, and chemistry, often integrating research into undergraduate courses and mentoring students through meaningful scholarly projects.

For example, I embedded a project where students measured levels of BPA and BPS from thermal paper used in cash register receipts in an analytical chemistry course. In another project in the same course, we measured levels of metals from the surfaces of toy cars, and in one other project in an environmental science course, we developed a method to analyze soil in the highway median for common car pollutants/contaminants. This dual focus on teaching and research, particularly in settings with limited resources, has offered invaluable insights into the resilience and creativity required to meet scholarship expectations in the sciences. By sciences, I am including the natural, physical, health, and social sciences and specifically referring to smaller institutions. Additionally, I am focusing on institutions that, although they may have some graduate programs—even doctoral programs—they are limited, and thus most faculty have to either rely on conducting independent research or research with undergraduate students. This isn’t easy as undergraduate students are less experienced, require more guidance, and thus are more likely to make more mistakes, costing more resources, time, and money to complete the work necessary to produce publishable results. However, just because results may not be “publish quality” doesn’t mean that learning hasn’t occurred or that learning outcomes haven’t been met. Thus, these challenges provide a unique opportunity to help students address academic gaps or deficiencies, equipping them with the skills needed for future success.

Innovation Through Scarcity: The Strength of Smaller Institutions

One of the defining characteristics of smaller institutions is the ability to thrive despite resource constraints. Faculty members often carry heavy teaching loads, making it challenging to dedicate significant time to conduct research. These pressures are compounded when institutions expect faculty to produce scholarly work for tenure, promotion, or annual performance reviews. Unlike larger universities with graduate students who bring advanced skills to research projects and can perform much of the “leg work,” faculty at smaller institutions frequently mentor undergraduates who are just beginning to explore scholarly work. Thus, it requires more work to mentor them or the faculty have to do a lot of it themselves. Yet, these challenges cultivate a unique environment where innovation flourishes.

In my experience, faculty at smaller institutions excel at integrating research into their courses and creating opportunities for summer research programs. These efforts provide students with hands-on experience that goes beyond the traditional classroom setting. The research posters that line the hallways of science buildings at these institutions tell stories of ambitious and high-quality projects that rival those at larger research universities. They reflect not only the dedication of the faculty but also the determination and potential of the students. In many cases, the students have much more ownership of the work than students at larger institutions who may have simply done smaller portions of the work.

It should be noted that often, faculty can score SoTL publications. SoTL, or Scholarship of Teaching and Learning, is scholarship focused not necessarily in their discipline but in or on teaching. Often (though not always), smaller schools will accept SoTL scholarship towards tenure and promotion, and faculty should jump on those opportunities. However, institutions should understand that faculty should still be afforded time to complete some disciplinary scholarship. Just because the institution accepts SoTL work doesn’t mean their tenure portfolio should only consist of it. I think faculty should have a healthy balance of disciplinary scholarship and SoTL scholarship. Although SoTL scholarship may not require the time or financial resources as the disciplinary scholarship requires, institutions should still work to try to provide or support the faculty in obtaining the financial resources (and time) to support the disciplinary scholarship.

Addressing Learning Gaps Through Research Opportunities

Lately, there has been growing concern that high school students are entering college less prepared than in previous years. Only 21% of the class of 2023—a group that started high school during the first year of the pandemic—was ready to succeed in core college-level courses, according to ACT data (Manno, 2024). This decline in college readiness is compounded by years of high school instruction that emphasizes standardized test performance over critical thinking, communication, and problem-solving skills (Manno, 2024). Additionally, the rise of remedial coursework in college highlights the disconnect between high school preparation and postsecondary success, with over six in ten first-year college undergraduates taking remedial courses in math or reading (Newton, 2024).

Smaller institutions, with their focus on personalized education and mentorship, are uniquely positioned to address these gaps. Faculty can use research opportunities—whether embedded in courses, part of summer programs, or featured in capstone experiences—to help students develop critical skills that bridge these deficiencies. Through these hands-on experiences, students are not only exposed to content knowledge but also encouraged to think critically, communicate effectively, and solve real-world problems. As Busteed (2024) notes, integrating real-world work into the academic curriculum can make education more engaging and relevant for students, fostering both academic growth and career readiness.

These opportunities also build soft skills, such as professionalism, organization, and resilience, which many employers find lacking in recent graduates (Greene, 2024). For students who lack initiative or motivation, tailored interventions and additional support can help them develop these traits over time. The transformative power of these experiences is undeniable, equipping students with the problem-solving and critical thinking skills necessary to thrive in their post-graduate endeavors.

The Transformative Power of Undergraduate Research

Undergraduate research is a transformative experience for students, offering them a glimpse into the world of inquiry and discovery. It can really ignite a passion for curiosity and life-long learning.  Even when the outcomes of a research project do not result in publishable data, the process itself is invaluable. Engaging in research teaches students how to approach problems methodically, analyze results critically, and adapt when experiments do not go as planned. These lessons are foundational and mirror the realities of professional work, where not every effort leads to immediate success, but every effort contributes to growth.

For many students, the skills developed through research are far more significant than the final outcome. These include technical abilities like data analysis, lab techniques, or fieldwork methodologies, as well as transferable skills such as resilience, time management, and collaborative teamwork. Even when projects fail to yield publishable results, the learning outcomes often surpass those achieved in traditional classroom settings.

Additionally, such experiences help students develop grit and problem-solving abilities. They learn how to troubleshoot setbacks, iterate on ideas, and persevere in the face of challenges—qualities that are highly sought after in graduate school and the workforce. Research also provides opportunities for students to engage in meaningful mentorships with faculty, building relationships that enhance their confidence and professional development.

The tough part is that when the outcome does not result in publishable results, the faculty member may still need something to use for the purpose of tenure and/or promotion. This is where turning the work into a SoTL project can be helpful and/or into an artifact that the institution may accept, such as a peer-reviewed presentation or other publication in a trade journal or a methods article. This can be a fine line between what meets and doesn’t meet scholarship/creativity standards.

In fact, one of the most significant benefits of undergraduate research is the opportunity it gives students to reflect on and refine their goals. The process helps students discover what excites them about their field, as well as areas they may want to avoid. This self-awareness is invaluable as they make decisions about their careers or graduate studies. Therefore, even in the absence of publishable outcomes, the experience of engaging in research provides substantial, long-lasting benefits that prepare students for future success.

Expanding the Conversation: Institutional Challenges and Opportunities

While the achievements of students and faculty are worth celebrating, it’s important to acknowledge the structural challenges that many institutions face. Limited financial resources, aging facilities, and a lack of adequate staffing are common hurdles, even for institutions with a strong commitment to academic excellence. These challenges often force faculty to work under immense pressure, balancing heavy teaching loads, research expectations, and service commitments. However, these same challenges can also serve as catalysts for innovation, collaboration, and advocacy when approached strategically.

Financial Strategies

Institutions can explore creative solutions to overcome financial barriers. For example:

  • Building Cross-Institutional Collaborations: Partnering with nearby colleges, universities, or research centers to share facilities and expertise can expand research capabilities without requiring significant capital investment.
  • Engaging Alumni Networks and Private Donors: Leveraging alumni relationships to fundraise for specific programs or facilities can bring targeted resources to underfunded areas.
  • Pursuing Grant Opportunities: Developing dedicated grant-writing offices or training faculty in grant writing can help institutions secure external funding for research, facilities, and academic programming.

Modernizing Infrastructure

Aging facilities not only hinder research and teaching but can also impact the recruitment of both students and faculty. Institutions should prioritize:

  • Flexible Learning Spaces: Investing in multi-use spaces that accommodate research, teaching, and community engagement activities.
  • Sustainable Upgrades: Partnering with environmental organizations to modernize facilities in ways that improve energy efficiency and reduce costs.
  • Digital Infrastructure: Enhancing IT systems and providing cutting-edge software tools to support research and virtual collaborations.

Advocating for Faculty and Student Support

Advocacy is critical for creating policies that address institutional challenges:

  • Workload Equity: Faculty workload policies should better reflect the demands of balancing teaching, research, and service. Institutions should explore course release programs or time allocations for faculty engaged in research.  This can be really challenging and both faculty and administrators need to understand the give and take that needs to come with this work.  Additionally, faculty need to understand that there may be some disciplinary differences that make true equity across the entire faculty difficult.  The key goal is transparency and providing, to the degree possible, time and financial support to faculty for scholarship and creative work.  Emphasis should be placed on scholarship and creative work that includes undergraduate students and achieves specific student learning outcomes.
  • Research Mentorship Programs: Pairing early-career faculty with successful faculty who have balanced SoTL with disciplinary scholarship and course-embedded scholarship can accelerate their success.
  • Student-Centered Funding: Allocating funds for student stipends, travel grants, and project supplies can enhance access to research opportunities, particularly for students from underrepresented backgrounds.

Transparency in Research Opportunities

Students and families are often unaware of the rich research opportunities available at smaller institutions. To attract students who value hands-on mentorship, institutions should:

  • Showcase Success Stories: Publicize examples of undergraduate research projects, graduate school acceptances, and post-graduation employment outcomes.
  • Streamline Access to Research: Develop centralized databases or platforms where students can easily find available research opportunities, faculty mentors, and funding options.
  • Engage the Community: Host research symposiums, open houses, or public exhibitions to celebrate faculty and student achievements.

Leveraging Institutional Strengths

Smaller institutions can position themselves as leaders in areas such as personalized education, interdisciplinary research, and community engagement. By doubling down on these strengths, institutions can not only overcome challenges but also distinguish themselves in the competitive landscape of higher education.

Lessons Learned in Higher Education

Reflecting on my time in higher education, I am struck by the resilience and adaptability of the communities I’ve been a part of. Faculty members find creative ways to balance teaching, research, and service, often going above and beyond to support their students. Students, in turn, rise to the challenge, demonstrating grit and determination as they pursue their goals. This reciprocal relationship between faculty and students is a cornerstone of the success seen in smaller institutions.

Celebrating Success in Unique Ways

These experiences have also highlighted the importance of celebrating success in ways that resonate with smaller institutions’ missions and values. While larger, better-resourced universities may garner national recognition, smaller institutions excel at creating environments where individual accomplishments are recognized and deeply felt. For example:

  • Showcasing Individual Contributions: Institutions can regularly spotlight the achievements of students and faculty through their websites, social media, newsletters, awards, or dedicated events.
  • Institutional Traditions: Building traditions that celebrate research and teaching excellence can instill a sense of pride and continuity within the campus community.
  • Alumni Engagement: Sharing the post-graduate success stories of alumni can serve as a source of inspiration for current students and reinforce the impact of the institution’s mission.

The Value of Intentional Mentorship

One of the most critical lessons learned is the power of intentional mentorship. At smaller institutions, where relationships between faculty and students often flourish, personalized guidance has consistently helped students overcome challenges, refine their goals, and develop confidence. This mentorship often extends beyond academics, helping students navigate personal challenges, develop professional networks, and identify long-term career aspirations. For faculty, this kind of mentorship also strengthens their sense of purpose and reinforces the value of their work.

Institutions that foster a culture of mentorship can see significant outcomes, such as:

  • Improved Retention and Graduation Rates: Students who feel supported are more likely to persist through challenges and complete their degrees.
  • Career-Readiness: Students who work closely with mentors are better prepared to enter the workforce or pursue graduate studies, often with a clearer sense of direction.
  • Expanded Research Opportunities: Faculty mentors who involve students in their research not only advance their own scholarship but also provide students with transformative, hands-on learning experiences.

Fostering Resilience in Students

A unique strength of smaller institutions is their ability to help students cultivate resilience. Many students arrive with academic gaps or personal obstacles, but through intentional support systems, they leave equipped to handle the complexities of the professional world. Institutions that emphasize adaptability and problem-solving in their teaching and mentorship help students:

  • Build Confidence: Overcoming initial setbacks in research or coursework builds perseverance and self-efficacy.
  • Navigate Uncertainty: Students develop the ability to manage ambiguity and tackle open-ended challenges—skills highly valued in today’s workforce.
  • Engage Holistically: By integrating personal, academic, and professional development, students leave with a well-rounded sense of achievement.

Opportunities for Faculty Growth

While mentorship benefits students, it also enriches the experiences of faculty. Through their mentoring relationships, faculty develop their ability to communicate complex ideas, refine their teaching practices, and gain personal fulfillment from helping students succeed. Institutions that support faculty mentorship with professional development opportunities, workload accommodations, or recognition programs create a virtuous cycle that benefits the entire campus.

Lessons on Equity and Inclusion

Smaller institutions also offer unique opportunities to address equity and inclusion. By creating programs that prioritize access to research opportunities, institutions can ensure that historically underrepresented students gain the skills and confidence needed to excel. Lessons learned here include:

  • Proactive Outreach: Intentional efforts to engage underrepresented students in mentorship and research create a more equitable academic environment.
  • Cultural Competency Training: Supporting faculty in understanding the diverse experiences of their students enhances the quality of mentorship and teaching.
  • Inclusive Pedagogy: Incorporating diverse perspectives into research and curriculum ensures that all students see themselves reflected in their academic journey.

Building a Legacy of Impact

Smaller institutions may not have the financial resources or scale of larger universities, but they excel at fostering individual growth, building meaningful relationships, and producing graduates who go on to make a difference in the world. This legacy of impact is something to be celebrated and continuously built upon. By reflecting on these lessons, institutions can refine their approaches to teaching, mentorship, and community engagement, ensuring that their contributions remain significant and far-reaching.

Looking Ahead

As I continue my journey in higher education, I am more committed than ever to advocating for the recognition and support of institutions that foster resilience and innovation. The challenges they face are real, but so are the opportunities. By celebrating their successes and addressing their needs, we can ensure that they continue to play a vital role in shaping the future of education.

Looking ahead, institutions must focus on several critical areas to remain relevant and impactful in a rapidly changing educational landscape. Among these are aligning student outcomes with workforce needs, providing equitable access to high-impact educational practices, and building sustainable models for growth. Smaller institutions, in particular, have the potential to excel in these areas by leveraging their intimate campus environments, close-knit communities, and ability to innovate in teaching and research.

Aligning Education with Workforce Needs

The landscape of higher education and employment is shifting rapidly, with employers increasingly seeking graduates who possess not only technical skills but also critical thinking, adaptability, and emotional intelligence. Smaller institutions are well-positioned to meet this demand by:

  • Embedding Experiential Learning in Curricula: Expanding opportunities for internships, co-op programs, and research projects that connect academic theory with real-world applications.
  • Building Stronger Industry Partnerships: Collaborating with local and regional businesses to ensure that students gain hands-on experience and develop skills directly aligned with workforce needs.
  • Fostering Lifelong Learning: Creating pathways for alumni to return for upskilling and reskilling programs as industries evolve.

Equitable Access to High-Impact Practices

Equity in education must remain a priority as institutions look to the future. High-impact practices such as undergraduate research, study abroad programs, and community-based learning must be made accessible to all students, regardless of their financial or social backgrounds. Institutions can:

  • Expand Financial Support for Research: Offering stipends and grants to ensure that students from underrepresented backgrounds can participate in research opportunities without financial hardship.
  • Promote Inclusive Pedagogies: Encouraging faculty to incorporate diverse perspectives and inclusive practices into their teaching and mentoring.
  • Prioritize First-Generation and Nontraditional Students: Developing targeted programs that address the unique challenges these students face and ensure their success.

Building Sustainable Models for Growth

The future of higher education depends on creating sustainable models that balance growth with institutional stability. Smaller institutions, often operating with limited resources, must focus on:

  • Investing in Technology: Adopting tools that streamline administrative processes, enhance teaching, and expand access to online and hybrid learning opportunities.
  • Strengthening Alumni Engagement: Leveraging alumni networks not only for fundraising but also as mentors, internship providers, and advocates for the institution.
  • Diversifying Revenue Streams: Pursuing new revenue opportunities such as certificate programs, executive education, and community partnerships to reduce dependency on tuition.

Leading Through Interdisciplinary Approaches

The growing need for interdisciplinary approaches presents a unique opportunity for smaller institutions to lead. By fostering collaboration across departments and breaking down traditional academic silos, they can prepare students to tackle complex, real-world problems with creativity and innovation. For example:

  • Interdisciplinary Research Centers: Creating hubs where faculty and students from diverse disciplines can collaborate on pressing societal issues, such as climate change or public health.
  • Problem-Based Learning Models: Structuring curricula around real-world challenges that require students to integrate knowledge from multiple fields.
  • Encouraging Cross-Departmental Teaching: Facilitating team-taught courses that bring together faculty from different disciplines to provide students with a broader perspective.

Leveraging Institutional Strengths

Smaller institutions have inherent strengths, such as close faculty-student relationships, flexible academic structures, and strong ties to their communities. Looking ahead, these strengths can be leveraged to:

  • Develop Regional Partnerships: Working with local governments, nonprofits, and businesses to address regional challenges while providing students with experiential learning opportunities.
  • Enhance Community Impact: Strengthening the institution’s role as a cultural and intellectual hub through events, workshops, and outreach initiatives.
  • Amplify Storytelling: Sharing compelling narratives about student success, faculty achievements, and community engagement to build a strong institutional identity.

Adapting to the Future of Work

The rise of automation, artificial intelligence, and a rapidly evolving global economy underscores the importance of preparing students for an unpredictable future. Smaller institutions can adapt by:

  • Focusing on Human Skills: Developing curricula that emphasize creativity, emotional intelligence, and collaboration—skills less likely to be automated.
  • Incorporating Emerging Technologies: Offering courses and research opportunities in areas such as AI, data science, and cybersecurity to prepare students for high-demand fields.
  • Teaching Adaptability: Encouraging students to embrace lifelong learning and view education as a continuous process.

Higher education is not a monolith; it’s a tapestry of diverse institutions, each with its own strengths and challenges. The resilience and creativity I’ve witnessed throughout my career remind me of the transformative power of education and the importance of investing in its future. By focusing on these key areas and embracing a culture of innovation and inclusivity, smaller institutions can not only survive but thrive in the evolving landscape of higher education.

Final Thoughts

Smaller institutions hold a unique and vital place in the landscape of higher education, serving as hubs of resilience, creativity, and transformative learning. These institutions thrive on their ability to nurture close-knit communities, foster personalized mentorship, and provide opportunities for both students and faculty to achieve meaningful success. However, the path is not without its challenges—for students or faculty.

Faculty at smaller institutions often face a delicate balancing act. Heavy teaching loads, research expectations, and service commitments create a demanding environment, further compounded by the expectations of tenure and promotion. Unlike larger institutions with graduate students who contribute advanced skills to research, faculty at smaller institutions must guide undergraduate students who are just beginning their scholarly journeys. Research projects may not always result in publishable outcomes, yet they represent significant learning experiences for students and require considerable effort and ingenuity from faculty. Institutions must recognize this and embrace a more expansive view of scholarship. Peer-reviewed presentations, methods articles, trade publications, and SoTL work are critical contributions that deserve to be valued in tenure and promotion processes.

For students, these challenges translate into unparalleled opportunities. Undergraduate research at smaller institutions is transformative, teaching students how to navigate complexities, overcome setbacks, and refine their problem-solving skills. These experiences demand grit, resilience, and a commitment to excellence, often pushing students beyond what they thought possible. The mentorship they receive from faculty—who themselves are navigating significant professional challenges—further equips them with the confidence, adaptability, and technical expertise they need to excel in graduate school, professional programs, or the workforce.

This reciprocal relationship between faculty and students lies at the heart of smaller institutions’ success. Faculty invest in students’ growth through intensive mentorship and innovative teaching, even as they work to meet their own professional goals. In return, students rise to the challenge, demonstrating that rigorous academic and research experiences at smaller institutions can rival those found at larger, better-resourced universities. Together, they create a culture of resilience and achievement that is both inspiring and impactful.

Ultimately, the legacy of smaller institutions is built on this dual commitment to faculty and students. By addressing the structural challenges that faculty face, celebrating diverse forms of scholarship, and continuing to provide students with rigorous, transformative research opportunities, these institutions ensure their continued relevance and impact. They may not always dominate national headlines, but their influence is profound, shaping lives, advancing knowledge, and preparing students and faculty alike to thrive in an ever-changing world. It is this quiet but enduring legacy that makes smaller institutions a cornerstone of higher education’s future.

 

References

Busteed, B. (2024, February 21). The growing discontent with American education. Forbes. Retrieved from https://www.forbes.com/sites/brandonbusteed/2024/02/21/the-growing-discontent-with-american-education/

Greene, P. (2024, October 2). Neither college nor career ready. Forbes. Retrieved from https://www.forbes.com/sites/petergreene/2024/10/02/neither-college-nor-career-ready/

Manno, B. V. (2024, May 28). Are high school graduates ready for college? Forbes. Retrieved from https://www.forbes.com/sites/brunomanno/2024/05/28/are-high-school-graduates-ready-for-college/

Newton, D. (2024, December 29). Five education predictions for 2025. Forbes. Retrieved from https://www.forbes.com/sites/dereknewton/2024/12/29/five-education-predictions-for-2025/

Beyond the Critique: A Nuanced Approach to Higher Education Reform for the Modern Learner

gregpillar on October 19, 2024

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After reading F. Andrew Wolf Jr’s article, “Universities Are Doing Education Badly,” it’s clear that although some of the criticisms he raises hit the mark, there are others I do not fully agree with—whether it’s the foundation of the criticism itself or what specifically needs to be fixed. However, I do believe the solutions to all of them are far more nuanced than what is laid out in his article or what many may think. Having worked in higher education for over two decades, with more than 10 years in various administrative roles, I’ve seen firsthand the complexities universities face. While I agree with his call for better faculty preparation and the need for a curriculum revamp, there are key areas where my perspective diverges. This piece offers a more balanced take, focusing on the need to improve faculty training, emphasize lifelong learning, and make higher education more accessible to everyone.

Faculty Development and Training: Beyond Disciplinary Expertise

“College undergraduates spend time and money taking “general-education courses” under the guise that these will make their education, and therefore them, more “well-rounded.” Yet these courses offer only a superficial treatment of subjects that should have been mastered in high school. Given the testing results and dismal college-completion rate cited above, the only things that truly get “well-rounded” are the coffers into which student tuition money flows, amount to thousands of dollars’ worth of wasted time and effort” — Wolf (2024)

There is no doubt that teaching requires a distinct skill set that goes beyond disciplinary expertise. While universities often place a higher value on research, this leaves many faculty members unprepared to meet the diverse needs of their modern learners. The assumption that deep subject knowledge automatically translates to effective teaching is flawed (Berrett, 2012). Research and teaching demand different skill sets, and expertise in one doesn’t guarantee success in the other.

Recent data reveals that only one in five high school graduates is ready for college-level work (Manno, 2024). This underscores the critical need for faculty to be equipped with tools that support diverse modern learners with varying levels of academic readiness. Faculty need to adapt to the range of skills and preparedness that modern learners bring into the classroom, particularly as they face unique challenges.

Doctoral and master’s programs should focus on equipping future faculty with both research and teaching skills. Yet a study in agricultural disciplines found that 45% of graduate instructors had no formal teaching training, and only 23% received any training before they started teaching (Pillar, Karnok, & Thien, 2008). Faculty need structured pathways to develop these skills, but institutions must also provide ongoing professional development. It’s not enough to expect faculty to figure out how to teach while managing their research and service responsibilities.

The complexity of teaching is heightened by the increasing mental health challenges faced by today’s modern learners. Professors, particularly those on the tenure track, report feeling overwhelmed by the pressure to balance teaching, research, and service (Berrett, 2012). Universities must provide resources to support faculty in navigating these pressures. Addressing these needs means offering training in trauma-informed teaching and making mental health services for modern learners more accessible. Without better support for both faculty and modern learners, burnout and dropout rates will continue to rise.

Furthermore, Centers for Teaching and Learning (CTLs) offer valuable resources for improving pedagogy but are often underutilized. These programs should be mandatory, tied to measurable outcomes like modern learner success and retention, and linked to faculty evaluations (Pillar et al., 2008). This shift would not only improve teaching but also reduce faculty burnout, creating a better learning environment for modern learners.

Re-envisioning the Curriculum: Lifelong Learning and Cultivating Curiosity as the New Educational Paradigm

“College is where students should start to specialize in a course of study, having already acquired general knowledge in K-12… General course requirements that essentially reiterate high-school learning.” — Wolf (2024)

While the call to reduce general education requirements might appeal to some, it oversimplifies the true value of general education. General education isn’t just about rehashing high school content. This point made by Wolf is one where I completely disagree. Although there may be some overlap, the depth of exploration and critical thinking required in college-level general education is far greater. More importantly, general education is about developing durable skills—problem-solving, collaboration, and adaptability—that are essential for lifelong learning.

The modern learner is likely to change jobs—and even careers—multiple times. Higher education should not only produce experts in a discipline but also foster intellectual curiosity and the capacity for continuous learning. General education builds the flexibility and problem-solving skills necessary to navigate a rapidly changing workforce. The current job market demands more than just expertise in a single field; it requires individuals who can adapt to various roles and challenges. This is why it’s concerning that so many students enter college without the necessary workplace skills such as communication, organization, and professionalism. This gap in preparation, largely a result of an education system too focused on standardized testing and theory, only adds to the need for universities to address these deficits in their curriculum (Greene, 2024).

Job tenures have shortened, with fewer people staying in the same role for decades. In fact, individuals are now more likely to switch jobs frequently, further emphasizing the need for higher education to cultivate agility and transferable skills (Fox, 2022). A well-rounded education that focuses on both specialization and broad, interdisciplinary knowledge is critical to preparing modern learners for these shifts.

Moreover, while some modern learners may see general education as redundant, it offers opportunities to deepen critical thinking and engage with new ideas beyond their chosen field. General education provides room for modern learners to explore subjects that may lead to interdisciplinary connections or even career shifts. This broader intellectual foundation is crucial in a world that demands versatility. However, it’s important to recognize that many students arrive at college underprepared for this level of academic engagement. The deficiencies in K-12 education, exacerbated by an overreliance on standardized testing, leave many students lacking the critical thinking and autonomy needed for higher education success. Addressing these gaps requires universities to be intentional in how they design and deliver general education (Greene, 2024).

However, as general education models evolve—focusing more on interdisciplinary learning, experiential learning, and using learning communities—transferability becomes a challenge. Many modern learners transfer between institutions or take breaks from their education, and when general education requirements aren’t aligned, it complicates their journey. This is why creating opportunities for credit for prior learning and competency-based education is essential. Flexible pathways that allow modern learners to earn micro-credentials, certificates, or badges as they progress toward a degree can help them stay engaged and prevent them from stopping out altogether.

The current system still heavily favors those who enter college straight from high school. While improvements have been made for non-traditional learners, the 40 million-plus individuals in the U.S. who have some college education but no degree remain at a significant disadvantage. If universities want to serve the modern learner, they must adapt by creating more flexible, learner-centered systems.

In considering the influence of education reformers like John Dewey, it’s worth reflecting on how progressive education movements have shaped general education. Dewey’s focus on experiential learning and the holistic development of modern learners has had a lasting impact on how we approach curriculum design (Lynd, 1953). This remains relevant today as we seek to create learning experiences that go beyond rote memorization and foster critical thinking and curiosity in the modern learner.

The Heart and Head of Education: A Holistic Approach

“When a society associates education almost solely with fact-based knowledge, methods, standards, grades, diplomas, and degrees, it runs the risk of producing what C.S. Lewis called ‘men without chests.’ Without a belief in, and the teaching of, universal moral laws, we fail to educate the heart and are left with ‘educated’ (not enlightened) people who behave instinctually in their own self-interest.” — Wolf (2024)

While it’s true that higher education shouldn’t focus only on data and facts, it’s a stretch to say that intellectual development and emotional growth can’t or don’t coexist. The idea that universities are producing well-informed but emotionally detached individuals doesn’t reflect the evolving reality of today’s campuses. In fact, many institutions are making concerted efforts to blend both intellectual and emotional education, aiming to develop well-rounded modern learners who not only think critically but also lead with empathy.

For example, universities are increasingly integrating emotional intelligence, leadership, and ethical reasoning into their curriculums. These initiatives address the reality that modern learners need more than just academic knowledge to succeed in a world where empathy and emotional intelligence are essential skills. Leadership development programs, conflict resolution courses, and mentorship initiatives are becoming more common, offering structured opportunities for students to develop these “soft skills.”

Experiential learning and co-curricular programs play a big role in ensuring that modern learners grow both intellectually and emotionally. Programs like internships, community service, and study abroad offer learners the chance to apply their academic knowledge to real-world scenarios, encouraging them to think critically about their values and ethical choices. These experiences cultivate a deeper sense of social responsibility and empathy, qualities that are increasingly valued in both personal and professional contexts (Berrett, 2012).

In addition to these initiatives, trauma-informed leadership and trauma-informed pedagogies are becoming vital in supporting modern learners. These practices ensure that education addresses not only intellectual development but also the emotional and psychological well-being of students. Trauma-informed leadership acknowledges the prevalence of trauma and stress in academic environments and fosters a culture where students feel safe, supported, and empowered to succeed. By emphasizing empathy, emotional safety, and resilience, these leadership practices directly contribute to the emotional development of modern learners, complementing their academic growth (Pillar et al., 2023).

Trauma can have lasting impacts on the modern learner’s ability to engage with their learning environments. Trauma-informed practices are essential for creating supportive educational experiences that recognize and mitigate these impacts. When leaders and educators are equipped with these practices, they help cultivate resilient, emotionally intelligent individuals who are better prepared to thrive both in and out of the classroom (Pillar, 2024).

Research backs up this shift. Studies show that students who participate in programs aimed at developing emotional intelligence—such as peer mentoring or service-learning projects—not only feel more satisfied with their college experience but also perform better academically. Emotional intelligence has been shown to improve resilience, relationships, and academic success. For example, emotional intelligence is strongly linked to self-efficacy, motivation, and resilience, which mediate the positive effects on both psychological well-being and academic performance (Shengyao et al., 2024). This suggests that by supporting both the intellectual and emotional sides of education, universities are actually preparing students for a more successful life after graduation.

Instead of seeing intellectual and emotional education as opposing forces, the goal should be to create a balanced approach that fosters both. By combining rigorous academic learning with emotional and ethical growth, we can ensure that modern learners graduate not only well-educated but also equipped with the empathy and ethical grounding to lead meaningful lives. This holistic model of education is critical for preparing students to thrive in today’s complex and interconnected world.

Improving Accessibility and Affordability: More than Just Financial Aid

“Given the testing results and dismal college-completion rate cited above, the only things that truly get ‘well-rounded’ are the coffers into which student tuition money flows, amounting to thousands of dollars’ worth of wasted time and effort.” — Wolf (2024)

Affordability remains one of the most significant barriers to higher education, especially for low-income modern learners. Pell Grant recipients, a proxy for low-income modern learners, often face graduation rates below 40% at many institutions, underscoring the inadequacy of support systems designed to help these modern learners persist and graduate (Kotlikoff, 2022). As Gary Stocker, host of the College Viability podcast and creator of the College Viability app pointedly described, institutions with graduation rates below 50% often function more like “tuition collection agencies” than true educational institutions, emphasizing the systemic failure to support modern learner success (Costa, 2022).

True accessibility, however, involves more than just lowering tuition costs—it means creating more flexible pathways that accommodate the needs of modern learners. Online education, which has often been viewed as inferior to in-person learning, can offer the flexibility that many modern learners—especially those balancing work, family obligations, or financial constraints—need. But simply offering online courses is not enough. Universities must ensure their online programs are rigorous, engaging, and designed to prepare modern learners for success in both academic and professional environments. This is crucial because when done poorly, online education can reinforce existing disparities rather than mitigate them (Wolf, 2024).

Additionally, universities must better prepare modern learners for the realities of online learning, offering training in time management, self-discipline, and digital literacy. For low-income and underrepresented modern learners, who may already face numerous barriers, online education can serve as a lifeline—providing access to education that may not otherwise be feasible. However, this option is only viable if institutions invest in ensuring the quality and accessibility of these programs. The Colleges Where Low-Income Students Get the Highest ROI report also stresses that while some private nonprofit institutions, such as Georgetown and Stanford, offer a high return on investment (ROI) for low-income modern learners, these institutions enroll relatively few Pell Grant recipients, limiting access for the broader low-income population (Carnevale, Cheah, & Van Der Werf, 2022). It is surprising the number of institutions whose student body are comprised of 20, 30 or even 40% Pell-Grant eligible students and their graduation rates are below 40%.  This disparity highlights that the institutions most capable of providing significant economic mobility are often the least accessible to the populations that could benefit most.

Furthermore, the decline in educational outcomes in K-12 systems, as evidenced by the historic lows in national math and reading scores, raises significant concerns about how prepared modern learners are for college (Sparks, 2022). These failures in K-12 education call for stronger interventions in higher education, particularly regarding accessibility and modern learner support for those already at a disadvantage when entering college. Higher education institutions must play an active role in bridging these gaps, offering stronger pathways for college readiness through dual enrollment, bridge programs, and intentional collaborations with K-12 systems.

Strengthening Student Support Systems: Preventing Costly Failures

“The United States has a daunting 39-percent college dropout rate. Under-preparedness is surely to blame in large part.” — Wolf (2024)

To address the high dropout rates in higher education, strengthening support systems for modern learners must be a top priority. While modern learners may not always be academically unprepared, they often lack the financial or personal resources to persist. For example, a recent survey found that 58% of stopped-out modern learners cited financial struggles as their primary reason for not returning to school, even though 90% felt confident in their academic skills, such as math and critical thinking (Spitalniak, 2024). This statistic demonstrates that financial challenges, rather than just academic unpreparedness, are a significant barrier to modern learner persistence and success.

Beyond addressing financial challenges, universities need to recognize that a key factor in improving retention is fostering a strong sense of belonging for modern learners. Research shows that modern learners who feel a genuine sense of belonging on campus are more likely to persist and complete their degrees. As Doyle (2023) highlights, providing non-academic support—such as a modern learner’s sense of belonging, feeling that at least one faculty or staff member cares about them, and a representation of their culture or identity on campus—significantly enhances retention. When these factors are taken into account, predictive models for modern learner retention improve, highlighting the importance of the social and emotional dimensions of modern learner success. Therefore, retention strategies must go beyond academic interventions to include efforts to build connections and a supportive campus culture for modern learners.

Universities must also offer wraparound services that address not only academic needs but also financial, personal, and mental health challenges. Comprehensive modern learner support systems—including academic coaching, career advising, mental health services, and peer mentoring—are critical in helping modern learners navigate the complexities of higher education. These services ensure that modern learners can manage the multitude of challenges they face, increasing their chances of staying enrolled and graduating.

Creating more flexible pathways for modern learners who may not succeed immediately is a powerful strategy to address high dropout and stop-out rates. By making it easier for modern learners to re-engage with their education, institutions can help foster a lifelong appreciation for learning. Providing opportunities for modern learners to earn micro-credentials, stackable credits, or pursue competency-based education that contributes directly to their degree offers them tangible milestones. These smaller achievements can keep modern learners motivated, even if they face challenges along the way.

For low-income modern learners, who are disproportionately affected by financial pressures and more likely to stop out, these flexible pathways are especially crucial. Rather than viewing their education as an all-or-nothing proposition, modern learners can build their progress incrementally. This approach helps maintain momentum, empowering them to continue working toward their degree while managing personal, financial, or academic hurdles.

Additionally, by offering re-entry programs without penalizing modern learners for past academic difficulties, institutions can eliminate the stigma often associated with returning to college after stopping out or even not going straight into college out of high school. This welcoming and normalized approach creates a more inclusive educational environment, encouraging modern learners to see their educational journey as flexible and adaptive, rather than rigid and unforgiving. In doing so, universities can promote a culture of lifelong learning, where modern learners are supported in returning to their studies, regardless of how long they’ve been away (or how long they delayed starting).

By fostering an environment where modern learners are met where they are—both academically and personally —universities can better serve modern learners, particularly those from marginalized or underrepresented backgrounds. Faculty must also adapt to this changing landscape, using teaching methods and course designs that acknowledge the diversity of experiences and academic readiness that modern learners bring to the classroom. In doing so, institutions will not only improve graduation rates but also ensure that modern learners leave with the skills and knowledge necessary to succeed in an increasingly competitive and unpredictable world.

Final Thoughts: A Call for a Balanced Reform

The challenges facing higher education today are significant and demand thoughtful, well-rounded solutions. While many of Wolf’s critiques hold weight, the issue(s) at hand and solutions require a more nuanced, multifaceted, and comprehensive understanding and approach. This certainly doesn’t mean that potential solutions have to be complex and in fact, I would argue they need to be as practical and straightforward as possible to navigate the change management needed for all involved. Universities must do a better job of preparing faculty to teach, re-envision their curricula to emphasize lifelong learning and curiosity, improve accessibility, and strengthen support systems for modern learners. These reforms are not quick fixes, but they are necessary if we are to truly serve the needs of modern learners and ensure their success in an ever-changing world.

Faculty development cannot remain solely focused on disciplinary expertise. It must also foster effective teaching skills and equip educators to meet the diverse needs of modern learners. Curricula need to evolve beyond a narrow focus on major-specific courses to emphasize the development of durable, transferable skills that promote intellectual curiosity and adaptability—traits essential for lifelong learning. Faculty at all levels of experience and expertise should make a serious commitment to developing their teaching skills throughout their careers, not just during the tenure-track period. As the needs, abilities, skills, and challenges of the modern learner evolve, so too must faculty adapt their teaching practices. Universities must put greater emphasis and resources into developing faculty teaching skills, while faculty themselves must take this responsibility seriously to ensure they are meeting the needs of the modern learner and creating more effective learning environments.

In addition to improving teaching and curriculum, universities must prioritize accessibility by creating more flexible pathways that meet modern learners where they are. Offering micro-credentials, stackable credits, and competency-based education can provide modern learners with the tools to progress at their own pace while recognizing and rewarding their achievements along the way. These strategies will be particularly impactful for low-income and non-traditional modern learners, for whom financial barriers and personal obligations often create challenges to degree completion.

Equally important is the need to strengthen modern learner support systems. A sense of belonging, as Jeff Doyle points out, is crucial for retention and modern learner success. Universities must address both academic and non-academic challenges by providing wraparound services that encompass mental health, career advising, financial counseling, and peer mentoring. Only by addressing the full spectrum of modern learner needs can we hope to reduce dropout rates and ensure that more modern learners succeed.

Ultimately, higher education must adapt to the realities of the modern world, balancing the need for academic rigor with the flexibility and support necessary to guide modern learners toward success. By implementing these reforms, universities can foster an environment where modern learners are not only prepared for their immediate futures but are equipped with the curiosity, resilience, and lifelong learning skills needed to thrive in an ever-changing global landscape.

References

Berrett, D. (2012, October 24). Today’s faculty: Stressed and focused on teaching. The Chronicle of Higher Education. https://www.chronicle.com/article/todays-faculty-stressed-focused-on-teaching-and-undeterred-by-long-odds/

Carnevale, A. P., Cheah, B., & Van Der Werf, M. (2022). The Colleges Where Low-Income Students Get the Highest ROI. Washington, DC: Georgetown University Center on Education and the Workforce. https://cew.georgetown.edu/cew-reports/lowincome/ 

Costa, N. (2022). The deadweight loss of college general education requirements. Michigan Journal of Economics. https://sites.lsa.umich.edu/mje/2022/04/19/the-deadweight-loss-of-college-general-education-requirements/ 

Doyle, J. (2023, November 28). The billion-dollar result from seeing student success in a new way. Deep Thoughts on Higher Ed. https://deepthoughtshed.com/2023/11/28/the-billion-dollar-result-from-seeing-student-success-in-a-new-way/

Fox, J. (2022, October 17). Haven’t worked at the same place for 10 years? Join the club. Bloomberg. https://www.bloomberg.com/opinion/articles/2024-10-17/haven-t-worked-at-the-same-place-for-10-years-join-the-club?srnd=phx-economics-v2 

Greene, P. (2024). Neither College Nor Career Ready. Forbes. https://www.forbes.com/sites/petergreene/2024/10/02/neither-college-nor-career-ready/

Kotlikoff, L. J. (2022). ‘Don’t borrow for college,’ warns Harvard economist. CNBC. https://www.cnbc.com/2022/01/25/dont-borrow-for-college-warns-harvard-trained-economist-why-he-says-its-a-waste-of-money.html

Ladany, N. (2024, September 24). Behind the curtain of higher education: Faculty aren’t trained. Forbes. https://www.forbes.com/sites/nicholasladany/2024/09/24/behind-the-curtain-of-higher-education-faculty-arent-trained/

Lynd, A. (1953). Who wants progressive education? The influence of John Dewey on the public schools. The Atlantic. https://www.theatlantic.com/magazine/archive/1953/04/who-wants-progressive-education-the-influence-of-john-dewey-on-the-public-schools/640458/

Magnet, P. (2022). Western education has collapsed, and no one wants to admit it. Medium. https://medium.com/illumination/western-education-has-collapsed-and-no-one-wants-to-admit-it-f192e740a8bb

Manno, B. V. (2024). Are high school graduates ready for college? Forbes. https://www.forbes.com/sites/brunomanno/2024/05/28/are-high-school-graduates-ready-for-college/

Pillar, G. D. (2024). Building Resilient Leadership in Higher Education: Merging Trauma-Informed Practices with Key Presidential Competencies. https://gregpillar.com/building-resilient-leadership-in-higher-education-merging-trauma-informed-practices-with-key-presidential-competencies/

Pillar, G. D., Karnok, K. J., & Thien, S. J. (2008). Perceptions, utilization, and training of graduate student teaching assistants in introductory soil science courses: Survey results. NACTA Journal, 52(3), 24-32.

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.

Sayers, D. L. (2024). The lost tools of learning. Association of Classical Christian Schools. https://classicalchristian.org/the-lost-tools-of-learning-dorothy-sayers/

Shengyao, Y., Xuefen, L., Jenatabadi, H. S., Samsudin, N., & Ishak, Z. (2024). Emotional intelligence impact on academic achievement and psychological well-being among university students: The mediating role of positive psychological characteristics. BMC Psychology, 12(389). https://doi.org/10.1186/s40359-024-01886-4

Sparks, S. D. (2022). Two decades of progress, nearly gone: National math, reading scores hit historic lows. Education Week. https://www.edweek.org/leadership/two-decades-of-progress-nearly-gone-national-math-reading-scores-hit-historic-lows/2022/10

Spitalniak, L. (2024, October 16). Stopped-out students are confident in their academic skills—but financial concerns remain. Higher Ed Dive. https://www.highereddive.com/news/stopped-out-students-confident-academic-skills-financial-concerns-survey/653066/

Wolf, G. (2024). Universities are doing education badly. The James G. Martin Center for Academic Renewal. https://www.jamesgmartin.center/2024/10/universities-are-doing-education-badly/

Ideas for Future Discussions and Writings

As I continue to explore the evolving landscape of higher education, several key areas deserve deeper attention. Below are a few ideas for future discussions and potential articles that build on the themes touched upon in this piece. If any of these resonate with you, or if you’d be interested in discussing or collaborating on an article, I’d love to hear from you.

  1. The Future of Faculty Development: Training Educators for a New Era This piece could delve into what a modernized faculty development program looks like in practice. How can universities better prepare educators to teach diverse, multi-generational, and often underprepared learners? What role should technology play in teacher training? The discussion could explore mandatory pedagogical development, the role of Centers for Teaching and Learning, and the importance of trauma-informed teaching practices.
  2. Beyond Major-Specific Learning: Building a Curriculum for Lifelong Adaptability Expanding on the idea of lifelong learning, this article could explore how universities can create curricula that balance deep disciplinary knowledge with broad, adaptable skills like problem-solving, communication, and digital literacy. It could examine real-world examples of institutions that have successfully integrated interdisciplinary studies and experiential learning into their programs and look at the long-term benefits for graduates.
  3. Addressing the Financial Barriers in Higher Education: Flexible Pathways and Micro-Credentials This discussion could take a deeper look into how financial barriers disproportionately affect low-income students and non-traditional learners. It would expand on the idea of creating flexible educational pathways, exploring case studies of institutions that have successfully implemented micro-credentials, competency-based education, and stackable credits to keep students engaged and help them return to education after stopping out.
  4. The Role of Belonging in Student Success: Moving Beyond Academic Metrics Building on Jeff Doyle’s insights into the importance of non-academic factors like belonging, this article could dive deeper into how universities can cultivate a sense of belonging to improve retention and graduation rates. It could explore the specific initiatives schools have implemented to enhance student engagement outside the classroom and how these contribute to measurable success outcomes.
  5. Improving Retention and Graduation Rates for Low-Income and Underrepresented Students This piece could focus on the systemic challenges that low-income and underrepresented students face in completing their degrees. It would explore the key interventions needed to address the financial, social, and academic barriers preventing these students from succeeding. Strategies like enhanced financial aid advising, mentorship programs, expanded support services, and initiatives that foster a sense of belonging could be examined in depth. The article could also highlight successful models from institutions that have significantly improved retention and graduation rates among these student populations.
  6. Reimagining the General Education Model: Preparing Modern Learners for a Dynamic Workforce This idea would explore the tension between traditional general education models and the needs of modern learners. Should general education be replaced with more career-focused, skills-based learning? How can universities maintain the value of a broad education while ensuring it’s relevant and practical for today’s rapidly changing job market? The article could provide examples of innovative general education programs that prepare students for real-world challenges.
  7. Bridging the Gap Between K-12 and Higher Education: Building Partnerships for Better College Preparedness An in-depth look at the critical role of K-12 partnerships in improving college readiness. This article could explore how dual enrollment, bridge programs, and collaborative efforts between universities and high schools can better prepare students for the academic rigor of higher education, especially for underserved and underrepresented populations. It could highlight successful programs that have made measurable impacts on college persistence and completion rates.

These topics not only build upon the current discussion but also open the door for fresh perspectives on how we can shape higher education to better meet the needs of all learners. I look forward to exploring these ideas further and encourage any collaborations that could bring these concepts to life.

The Enduring Strengths and Challenges of Centennial Institutions: Balancing Legacy, Change, and Innovation

gregpillar on October 12, 2024

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In a world that increasingly prioritizes speed and short-term results, centennial institutions—those that have sustained their missions and operations for over a hundred years—stand as rare examples of resilience and longevity. These organizations, including many universities, are often lauded for their ability to remain steadfast through generations, adapting just enough to stay relevant while preserving their core values. However, as highlighted in a recent discussion with Alex Hill on the EdUp Provost podcast (Thuswaldner, 2024) and in his book Centennials: The 12 Habits of Great Enduring Organizations (Hill, 2023), these very qualities that contribute to their endurance can also act as barriers to necessary change. Insights from Whatever It Is, I’m Against It: Resistance to Change show how deeply entrenched traditions can both sustain and inhibit institutions (Rosenberg, 2021). Similarly, perspectives from Matt Alex’s commentary on Higher Education Nostalgia illuminate the challenge of clinging to the past while trying to innovate for the future (Alex, 2024a, 2024b, 2024c). As I discussed in my own article, Tradition to Transformation (Pillar, 2024a), and Bryan Alexander’s Academia Next (2020), offers a forward-looking perspective on how these institutions can navigate the challenges of the future, highlighting the importance of adaptability in a rapidly changing educational landscape.

My motivation for writing this article came from the combination of hearing the EdUp Provost podcast episode featuring Alex Hill, author of Centennials: The 12 Habits of Great Enduring Organizations, and his insights on centennial organizations, along with Matt Alex’s recent Higher Education Nostalgia series, which questions the future role of higher education in the age of AI, and the various recent discussions (in part from podcasts) and readings that led me to write my first article on this topic From Tradition to Transformation (Pillar, 2024). This comprehensive and broader discourse around change in higher education has inspired deeper reflection on how institutions can adapt (and perhaps how I can contribute) to remain relevant. Conversations and resources around the necessity of transformation in higher ed, from books to articles and podcasts, continue to captivate and inspire me to explore these ideas more fully in my writing.

Now, I have a bit of a habit—or perhaps you could call it a quirk—of reading multiple books at once. Yes, it’s a bit chaotic, but it often leads to interesting connections between ideas. As I dove into the books noted here (no, I haven’t finished all of them yet), I couldn’t help but notice a common thread: what has allowed institutions to thrive and survive for over a hundred years is often the very thing that makes it difficult for them to adapt in time to survive another century. It’s a bit like the old boiling frog story—though there’s a twist here.

For those unfamiliar with the analogy, the boiling frog story suggests that if a frog is placed in a pot of boiling water, it will immediately jump out. However, if the frog is placed in cool water that is gradually heated, it won’t perceive the danger and will remain in the pot until it’s too late, eventually boiling to death. The metaphor is often used to describe situations where slow, incremental changes go unnoticed until they culminate in disaster.  For example, Al Gore famously used this analogy when discussing our response to Climate Change’s effects in his well-known documentary, An Inconvenient Truth in 2006.

In the case of higher education, some dangers are indeed slow and subtle, quietly wearing away at institutions over time, like changes in student demographics or financial pressures that aren’t immediately apparent. Yet, unlike the frog in the story, not all risks in higher education are imperceptible. Some are glaringly obvious, such as technological advancements or shifting market demands. Still, even when leaders recognize the need for transformation, the tank-like structures and cultures these institutions have developed can make calculated risks and swift action nearly impossible.

The Paradox of Stability and Adaptation

Centennial institutions face a fundamental paradox: the very stability that has ensured their endurance can become a barrier to adapting in a world that demands constant change. This tension between preserving a long-standing mission and adapting to new realities is not unique to higher education but is especially pronounced within it (Hill, 2023; Rosenberg, 2021). Stability provides a sense of identity and continuity, which can be reassuring to students, alumni, and donors. However, this same focus on continuity can make it challenging for institutions to pivot when new educational models, technologies, or demographic shifts demand rapid adaptation.

Matt Alex (2024a, 2024b, 2024c) emphasizes that the accessibility of knowledge has shifted dramatically in recent years, with the advent of AI-powered tools like GPTs enabling students and professionals alike to access a wide array of information without the need for a traditional university setting. In his Higher Education Nostalgia series, Alex argues that this shift forces institutions to reconsider their role—not as the gatekeepers of knowledge, but as spaces that foster critical thinking, adaptability, and meaningful learning experiences. He notes, “The question is: If knowledge can be accessed at your fingertips via the internet and new AI-powered GPTs, what role does higher education play today?” This shift aligns with the challenge many centennial institutions face, where stability and tradition can hinder their ability to evolve in the face of technological advances.

George Leef’s analysis adds another layer to this discussion. He emphasizes that reforming colleges is a struggle precisely because they are designed to maintain their status quo (Leef, 2017). Leef points out that many college leaders are preoccupied with maintaining prestige and operational stability, focusing more on fundraising and external relationships than on academic reform. This focus on external appearances often overshadows the internal need for change, resulting in a system that is resistant to adapting its academic practices and structures (Leef, 2017; Alex, 2024b). Such inertia can be particularly detrimental when rapid changes are needed to address new challenges.

As Alex Hill (2023) notes, centennial institutions often have a deeply embedded sense of purpose—a “North Star” that guides their decisions. While this clarity of mission has been a strength, it can also foster an aversion to risk, making it difficult for these institutions to experiment with new approaches. Rosenberg (2021) similarly emphasizes that resistance to change within these organizations is not merely a structural issue but a cultural one, where tradition and historical practices are closely guarded. This cultural resistance can lead to a sense of complacency, where the success of past strategies blinds institutions to the need for innovation.

The Strength of Long-Term Vision and Stability

A key characteristic of centennial institutions is their commitment to a long-term purpose, or “North Star” (Hill, 2023). This approach allows them to stay anchored in their original mission, fostering deep-rooted stability and cultivating a reputation for reliability and trustworthiness. Such stability provides direction during uncertain times, but it can also result in a culture that resists change, where even beneficial adjustments are met with skepticism because they challenge established norms (Rosenberg, 2021).

This resistance is compounded by a tendency to cling to an idealized version of the past. Many within higher education view their institutions as fundamentally different from other organizations, leading to reluctance in adopting more efficient, business-like practices. This mindset creates a disconnect between the self-perception of higher education as unique and the realities of its operational needs (Alex, 2024a). Acknowledging the need to operate more like other industries, though difficult, is crucial for maintaining relevance. The urgency for such shifts is something I have highlighted in Tradition to Transformation, where I argued that many institutions are “over-built for stability rather than adaptability,” making it challenging to pivot in response to new demands (Pillar, 2024a).

Bryan Alexander adds that higher education must develop a forward-thinking mindset, not just responding to immediate changes but also anticipating future trends in technology, demographics, and pedagogy (Alexander, 2020). Without this kind of strategic foresight, institutions risk being unprepared for the disruptive changes reshaping education today. His work serves as a reminder that centennial institutions can leverage their traditions while staying adaptable to emerging trends.

The Hidden Challenges: Resistance to Change and the "Cult" of Tradition.

Despite the examples of innovative institutions, many centennial organizations struggle to adapt quickly to external pressures. They may excel at maintaining their identity, but this often comes at the cost of flexibility (Hill, 2023). While businesses tend to embrace short-term changes, often sacrificing long-term stability, centennial institutions risk stagnation when they resist change for too long.

The challenge is not just structural but also cultural. Resistance to change is often deeply rooted in a fear of losing the qualities that have sustained institutions for generations (Rosenberg, 2021). Often, faculty are resistant to change due to how it impacts them personally. Even if the change is better for students, the college, or the institution, they will resist it—especially when tenure is involved—if it threatens their position, authority, or perceived prestige. Institutions are wary of abandoning practices that have served them well in the past, even when these practices no longer align with current needs. This resistance becomes even more problematic when traditional notions of academic rigor are treated as the ultimate measure of preparedness, despite a growing disconnect between classroom challenges and real-world skills (Alex, 2024b).

The challenges facing many small colleges are particularly acute. John Drea (2024) outlines how these institutions struggle with demographic shifts, declining enrollment, and financial constraints, making their resistance to change even more precarious. Many of these schools find themselves “stuck” in old models that no longer serve current student needs, highlighting the urgent need for a reimagined approach to leadership and strategy.

Ricardo Azziz (2024) adds to this discussion by pointing out the structural fragility of the higher education sector, particularly in the U.S. He argues that the sector’s vulnerability is tied to a combination of high operational costs, reliance on tuition revenue, and resistance to rethinking long-standing traditions. This analysis reinforces the broader theme that stability, while beneficial, can also become a burden if it prevents necessary innovation.

Alan Mallach (2024) echoes these concerns, emphasizing that higher education is at a critical inflection point where traditional models are being challenged by financial pressures and changing student expectations. He suggests that institutions must adopt a mindset similar to that of challenger brands if they hope to survive in the increasingly competitive landscape (Fuster, 2024).

In my own experiences, I have observed how rigid structures can hinder the ability to respond to external pressures such as changing student demographics and financial challenges. Many campuses are built for stability rather than agility, making even small strategic adjustments feel monumental (Pillar, 2024a). Bryan Alexander underscores this point by advocating for adaptive structures that allow institutions to remain responsive to shifts in technology and student needs, fostering a culture that welcomes innovation rather than shying away from it (Alexander, 2020).

The Role of Disruption and Incremental Innovation

While centennial institutions are often slow to change, some have found ways to balance tradition with innovation. Institutions like the Royal College of Art have embraced community-based innovation, experimenting with small-scale changes and gradually integrating successful initiatives (Hill, 2023). This method aligns with the idea of making “incremental improvements” over time, which allows institutions to manage risks without drastic overhauls (Thuswaldner, 2024a). Incremental innovation provides a safer path for change, allowing institutions to adapt without fundamentally disrupting their core operations or values.

However, when is incremental change not enough? At what point must institutions recognize that more significant, transformative action is required? While incremental improvements have their place, there are moments when deeper shifts are necessary to ensure long-term sustainability and relevance. How can institutions identify these moments, and what strategies can they employ to overcome the resistance that so often limits change to small, gradual steps?

Yet, even small changes can face resistance. The fear of making the wrong decision can lead to “perpetual deliberation,” where institutions get stuck in discussions without concrete action (Rosenberg, 2021). This hesitation is often rooted in a culture that is slow to adapt, preferring the safety of gradual adjustments over the uncertainty of more radical change. This is further compounded by a reluctance to acknowledge the similarities between higher education and other industries, such as the use of data-driven strategies to attract students and improve services (Alex, 2024a). Despite these challenges, there is significant potential for institutions to learn from the successes of more innovative counterparts, such as newer models that embrace more aggressive innovation.

Unity Environmental University, under the leadership of Dr. Melik Peter Khoury, provides a notable example of an institution willing to embrace disruption while preserving its core mission. In my article Leading Change in Higher Education (Pillar, 2024b), I highlighted how Unity transitioned from a traditional residential model to a flexible hybrid approach, integrating distance learning without sacrificing its commitment to environmental sustainability. This case underscores the importance of balancing tradition with innovation—something centennial institutions must navigate to remain competitive.

In the same vein, my co-hosted podcast interview with President Stratsi Kulinski of NewU University also explored how newer institutions can leverage their clean slate to implement bold, innovative strategies without being bogged down by legacy structures (Sallustio & Pillar, 2024). Both Unity Environmental and NewU offer models for centennial institutions to study as they seek to innovate within their own unique constraints.

However, over-relying on incremental change as the sole strategy can pose significant risks to long-term viability. Incremental adjustments may help institutions stay afloat, but they often lack the transformative impact needed to address the deeper structural issues facing higher education today. As George Leef (2017) points out, many institutions have become adept at making surface-level adjustments without tackling the fundamental problems that limit their ability to adapt. Such strategies can result in stagnation rather than real progress, offering only temporary solutions to systemic challenges like declining enrollments and outdated pedagogical models. While incremental change is more palatable to risk-averse leadership, it may not provide the agility needed for transformative growth.

One practical approach to foster more impactful innovation while mitigating resistance is the creation of a dedicated division or branch for “Research & Development” or “Innovation.” This unit acts as a “sandbox” where new projects, programs, and ideas can be explored without the constraints of traditional institutional red tape. It allows centennial institutions to test new initiatives—whether related to curriculum, student services, or technological advancements—in a more flexible environment. Successful innovations can then be scaled up with greater ease, having already proven their value in a less restrictive setting (Pillar, 2024a). By adopting this structure, institutions can cultivate a “start-up” mentality that encourages creativity, quick iterations, and adaptability, all while preserving their core mission.  In order for this approach to actually work it makes a lot of assumptions and already I can think of a number of flaws with this approach.  However, you have to start somewhere!

This approach is supported by insights from Sara Schapiro, Executive Director of the Alliance for Learning & Innovation (Ally). In a recent EdUp Experience podcast episode, Schapiro highlighted the potential benefits of a more robust R&D infrastructure in education, drawing parallels to other sectors like agriculture and defense that have long embraced R&D investments to drive innovation. Schapiro emphasized that “creating a dedicated space for research and innovation, like a National Center for the Advanced Development in Education (NCAID), could catalyze the kinds of transformative changes that higher education so desperately needs” (Sallustio, 2024). This national-level vision mirrors what individual institutions could achieve by investing in their own R&D or innovation units, allowing them to pilot initiatives without the traditional barriers that often slow down progress.

By providing such a space, centennial institutions can better navigate the complexities of change, blending their historical strengths with a forward-thinking approach. This model ensures that innovation is not stifled by the weight of tradition, offering a pathway to meaningful transformation that respects the institution’s core values.

Bryan Alexander explores how institutions can leverage emerging technologies like artificial intelligence to create new models of education. This forward-thinking approach encourages higher education to use new tools not just for operational efficiency but as opportunities to reimagine how learning occurs (Alexander, 2020). True transformation requires a willingness to pilot bold ideas that may initially seem risky but have the potential to redefine the learning experience. As I’ve argued in Tradition to Transformation, adopting a “startup mentality” can be crucial for piloting new ideas and remaining relevant in a rapidly changing world (Pillar, 2024a).

While incremental improvements are valuable for maintaining stability and ensuring gradual progress, they must be balanced with opportunities for larger-scale innovation. Institutions that fail to push beyond incrementalism risk being left behind in a competitive landscape. By creating environments where both small-scale experiments and transformative projects can coexist, centennial institutions can better navigate the complexities of change, ensuring that they are not only sustainable but also positioned for meaningful growth and impact (Alex, 2024b). Alexander’s emphasis on strategic foresight serves as a reminder that preparing for changes before they become crises is essential for longevity in the higher education sector (Alexander, 2020).

Final Thoughts: The Path Forward for Centennial (and All) Institutions

Centennial institutions possess the qualities of resilience, tradition, and a deep-rooted mission that can serve as powerful anchors in times of change. However, as the higher education landscape evolves, these institutions must recognize that the very qualities that have sustained them through decades may now be slowing their progress. While the past century has been marked by stability, the next century demands adaptability and a willingness to experiment.

It’s clear that both centennial and newer institutions must address similar challenges: adapting to technological advancements, meeting the evolving needs of students, and sustaining financial viability. While newer institutions like NewU University have the advantage of starting from a clean slate—able to innovate without the weight of historical precedent—centennial institutions must find ways to integrate innovation without losing sight of their core values. As Bryan Alexander (2020) suggests, the future of higher education will require a proactive embrace of technological and pedagogical trends, with institutions needing to anticipate changes rather than simply react to them.

Practical Steps for the Path Forward

  • Create Dedicated Innovation Units: Establish separate units or divisions focused on innovation and research & development (R&D). These “sandbox” environments allow for experimentation with new ideas, whether they involve curriculum design, student services, or cutting-edge technology. By freeing these units from traditional bureaucratic processes, institutions can pilot programs more rapidly and with less risk. These innovation units should regularly collaborate with departments across the university, ensuring that the most successful initiatives are shared and scaled campus-wide. Such efforts mirror successful models in other sectors like tech or defense, where R&D departments drive continuous improvement (Sallustio & Schapiro, 2024).
  • Foster a Culture of Psychological Safety: Encourage open dialogue where faculty, staff, and students can voice ideas, concerns, and critiques without fear of retribution or judgment. Creating a culture of psychological safety is essential for fostering innovation, as people are more likely to propose bold or unconventional ideas in an environment where they feel supported. Leaders must actively solicit feedback and model transparency, providing avenues for experimentation, even when failure is a possibility. This culture will not only nurture innovation but also help retain and engage talent that seeks a dynamic, responsive work and learning environment.
  • Leverage Data-Driven Decision-Making: Utilize data analytics to inform every aspect of decision-making, from student recruitment and retention strategies to curriculum development and operational efficiencies. Data can highlight patterns and opportunities that might not be immediately visible, enabling institutions to make more informed choices about resource allocation, program growth, or downsizing. However, the use of data must go beyond simply tracking metrics; it should involve actionable insights that directly impact institutional strategy. By embedding data into the decision-making process, colleges and universities can stay agile and responsive to both internal and external pressures.
  • Implement Incremental Changes: Focus on small, manageable improvements that can be scaled over time, reducing resistance to change while building a track record of success. Incremental changes, such as revising curricula to reflect emerging trends or adopting new technologies in stages, can serve as proof-of-concept for larger transformations. This approach can help leadership and stakeholders build confidence in the change process, making it easier to implement more ambitious reforms down the line. For instance, rather than overhauling a degree program all at once, institutions could pilot new courses or modules and gradually expand successful initiatives.
  • Engage in Cross-Institutional Partnerships: Collaborate with both challenger brands and established institutions to share best practices, pool resources, and explore innovative models of education. Cross-institutional partnerships offer an opportunity to experiment with new ideas while benefiting from shared expertise and reduced costs. Such collaborations can also extend to international institutions, bringing in diverse perspectives and broadening the scope of innovation. In an era where the landscape of higher education is changing rapidly, these partnerships can be crucial for institutions looking to remain competitive and forward-thinking (Fuster, 2024).
  • Empower Change Agents: Identify and support individuals within the institution who are willing to champion new ideas and lead change efforts. These change agents should be given the authority and resources necessary to effect meaningful reform, acting as liaisons between departments and the leadership team. By fostering a network of empowered change agents, institutions can create a groundswell of support for transformation, ensuring that innovative ideas come from all levels of the organization. Leadership should recognize and reward these individuals, creating a ripple effect that inspires others to step forward as drivers of change.
  • Adopt a Flexible Strategic Framework: Develop strategic plans that allow for adaptability, revisiting and revising them regularly to ensure they remain relevant in a constantly shifting landscape. Flexibility in strategic planning is key to staying responsive to changing technologies, student needs, and market forces. Institutions should create mechanisms for periodically reviewing and adjusting their long-term goals, incorporating feedback from internal and external stakeholders. This practice not only keeps institutions aligned with current realities but also positions them to pivot quickly in the face of unexpected challenges.

As Matt Alex (2024c) eloquently states, “The challenge for higher education now is to evolve.” Colleges and universities must transition from being mere distributors of knowledge to becoming places that foster competency, experiences, and connections that cannot be easily replicated by online resources or AI tools. His insight—that higher education should focus on mentorship, real-world debates, and the sense of community formed through shared learning—aligns closely with my own views. I fully agree that if institutions remain nostalgic about what they were, they will miss the opportunity to reimagine what they could become.

Institutions must acknowledge that while knowledge is now a widely shared resource, the unique value of higher education lies in its ability to help students apply that knowledge, think critically, and engage in transformative experiences. The mentorship from experienced faculty, the debates in classrooms, and the late-night study sessions that build a sense of community are irreplaceable aspects of the college experience. As we move forward, it is crucial for colleges and universities to redefine their value in ways that go beyond merely dispensing information.

Echoing Matt Alex’s sentiments, higher education must shift its focus from guarding traditional models to fostering spaces for curiosity, adaptability, and meaningful engagement. For centennial institutions, the path ahead will require a delicate balance between preserving their core values and embracing the changes needed to remain relevant. Those that can successfully navigate this evolution will not only survive but thrive in a future where the only constant is change (Alex, 2024c; Pillar, 2024a).

Ideas for Future Discussion and Writings

While this article has explored the balance between tradition and innovation within centennial institutions, there are several related topics that, although relevant, were not fully addressed. These areas present opportunities for future exploration, either through my own work or in collaboration with others interested in diving deeper into the challenges and opportunities facing higher education. Here are a few ideas for future discussion and writing:

  1. The Role of AI and Automation in Higher Education
    This article touched on the potential of emerging technologies but did not fully explore how artificial intelligence (AI) and automation could transform various aspects of higher education, from administrative processes to curriculum design. A deeper dive could investigate how AI can be utilized in R&D units, personalizing student experiences, streamlining operations, or even developing predictive analytics for student success. Such analysis would address how centennial institutions can leverage these technologies without losing sight of their core missions.
  2. Balancing Tradition with Innovation: A ‘Heritage and Horizon’ Approach
    A key theme in this article is the tension between tradition and the need for innovation. However, a future piece could more specifically address strategies for balancing these elements—what I’d call a “heritage and horizon” model. This approach involves preserving the valuable traditions that define institutional identity while integrating forward-looking practices that respond to the needs of modern learners. Exploring case studies of institutions that have successfully navigated this balance could provide actionable insights for others.
  3. The Role of Leadership in Fostering Innovation and R&D
    Leadership plays a critical role in shaping institutional culture and facilitating change. While this article highlighted some leadership strategies, a more detailed exploration could delve into the specific ways leaders can create environments that support R&D efforts and innovation. This could include practical strategies for budget allocation, empowering change agents, and fostering a culture where risk-taking is encouraged. Examining successful leadership models from both higher education and other sectors could offer valuable lessons.
  4. Building Cross-Institutional Partnerships for Innovation
    The potential for collaboration between centennial institutions and challenger brands was briefly discussed, but the idea of building cross-institutional partnerships deserves further attention. How can established universities and newer, more agile institutions work together to tackle common challenges? Future writing could explore the benefits of such partnerships, such as sharing best practices, pooling resources for R&D projects, or co-developing programs that address emerging workforce needs. This topic could also consider international collaborations as a way to bring diverse perspectives into innovation efforts.
  5. The Policy Landscape and Its Impact on Higher Education Innovation
    Current policy and funding trends significantly shape the opportunities and limitations for institutional change. This article did not deeply explore how federal and state policies, accreditation standards, or shifts in research funding impact the ability of institutions to invest in R&D and innovate effectively. A future discussion could analyze the barriers and enablers that exist within the policy landscape and propose recommendations for policymakers, institutions, and advocacy groups to better support transformative change in higher education.
  6. A Blueprint for Establishing R&D Units in Higher Education
    While the concept of dedicated R&D units was discussed as a potential solution for fostering innovation, a more practical guide or “blueprint” could be developed in future writings. This blueprint could outline key steps such as identifying focus areas, building cross-functional teams, setting up pilot projects, and scaling successful initiatives. Including metrics for evaluating the success of R&D projects would provide institutions with a clear roadmap for how to structure these efforts and measure their impact.

These topics represent avenues for further exploration that could extend the ideas discussed here and provide new insights into how higher education can adapt to the challenges and opportunities of the future. I look forward to diving into these areas myself or collaborating with others who are passionate about driving meaningful change in higher education.

References

Alex, M. (2024a, October 7). Higher Ed Nostalgia | We are not Industry! (Part 1). LinkedIn.

Alex, M. (2024b, October 10). Higher Ed Nostalgia | Rigor! (Part 2). LinkedIn.

Alex, M. (2024c, October 12). Higher Ed Nostalgia | Knowledge (Part 3). LinkedIn.

Alexander, B. (2020). Academia Next: The Futures of Higher Education. Johns Hopkins University Press.

Azziz, R. (2024). Why is the higher education sector so fragile in the U.S.? Higher Ed Dive. [source link].

Drea, J. (2024). Many Small Colleges Are Struggling. Here’s What Leaders Need to Do. Harvard Business Publishing Education. [https://www.highereddive.com/news/merger-watch-us-fragile-higher-education/724471/].

Fuster, B. (2024, September 25). Had enough with the status quo? Heed the challenger brands. University Business. https://universitybusiness.com/had-enough-with-the-status-quo-heed-the-challenger-brands/

Hill, A. (2023). Centennials: The 12 habits of great enduring organizations. Penguin Press.

Leef, G. (2017, October 25). Why is it such a struggle to reform our colleges? The James G. Martin Center for Academic Renewal. https://www.jamesgmartin.center/2017/10/struggle-reform-colleges/

Mallach, A. (2024). Higher Education on the Edge. U.S. News Opinion. [https://www.usnews.com/opinion/articles/2024-02-29/higher-education-on-the-edge].

Pillar, G. (2024a). Tradition to Transformation: The Need and Urgency in Navigating Change in Higher Education Institutions. Retrieved from https://gregpillar.com/tradition-to-transformation-the-need-and-urgency-in-navigating-change-in-higher-education-institutions/

Pillar, G. (2024b). Leading Change in Higher Education: A Case Study on Unity Environmental University’s Bold Approach to Modern Learning. [https://gregpillar.com/leading-change-in-higher-education-a-case-study-on-unity-environmental-universitys-bold-approach-to-modern-learning/].

Rosenberg, B. (2021). Whatever it is, I’m against it: Resistance to change. Princeton University Press.

Sallustio, J. (Host). (2024, September 17). Conversation with Sara Schapiro, Executive Director, Alliance for Learning & Innovation [Audio podcast]. EdUp Experience. Available at https://www.edupexperience.com

Sallustio, J., & Pillar, G. (Hosts). (2024, October 1). Conversation with Stratsi Kulinski, President, NewU University [Audio podcast]. EdUp Experience. Available at https://www.edupexperience.com

Thuswaldner, G. (Host). (2024, October 1). Habits of Centennial Organizations: A Conversation with Alex Hill [Audio podcast]. EdUp Experience. Available at https://www.edupexperience.com/p/edupprovost/.

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

Breaking Through the Middle Manager Paradox: Practical Approaches to Middle Leadership in Higher Education

gregpillar on October 5, 2024

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Middle leadership in higher education presents a unique blend of responsibility and constraint. Throughout my career—from faculty roles to positions as assistant and associate provost—I have witnessed firsthand the intricacies of leading from the middle. Middle leaders are often tasked with bridging the gap between strategic vision and practical execution, operating with significant responsibility but limited formal authority.

This delicate balancing act raises a critical question: How can middle leaders effectively drive transformation and student success when they often lack the formal power to make key decisions? In my article, Leading from the Heart of Higher Education: Empowering Mid-Level Leaders to Drive Transformation and Student Success, (published on The EdUp Experience), I explore this conundrum (Pillar, 2024a). Building on that foundation, this article delves deeper into the specific challenges middle leaders face—particularly the paradox of being accountable without authority—and provides strategies for navigating these difficulties when institutional structures create obstacles and when values begin to misalign with senior leadership.

The Middle Manager Paradox

One of the most pressing challenges that encapsulate this dilemma is the “middle manager paradox.” In higher education, middle leaders—such as assistant provosts, deans, and directors—are often held accountable for outcomes but lack the power to make the necessary decisions to achieve those outcomes effectively. This paradox is especially pronounced when senior leadership is reluctant to distribute authority, leaving middle leaders in a position where they must deliver results without adequate control over resources or policies.

I personally encountered this challenge during our institution’s recent transition from Division II to Division I athletics. We needed to strengthen our athletic compliance and certification functions within the Registrar’s office to meet new standards. Due to challenges in workload that had been added to the Registrar’s office without my approval or consultation from other divisions, and a specific personnel issue that couldn’t be openly discussed, I was responsible for ensuring the office met the increasing demands. However, I lacked the formal authority or autonomy to shift resources or workloads to better support the office. In meetings with athletic personnel, I found myself taking responsibility for delays and challenges despite not having the key decision-making power that would have allowed us to meet these needs more effectively.

Middle leaders must “manage up, down, and sideways,” requiring an understanding of the broader institutional context while navigating the challenges of team management (Mautz, 2020, p. 35). Building strong, influential relationships becomes crucial in these contexts. Leadership is less about hierarchical power and more about fostering mutual accountability among peers and superiors to drive shared success (Ferrazzi, 2020).

Middle leaders are uniquely positioned to connect the operational with the strategic, serving as the linchpin for real, impactful transformation. Their varied experiences can enrich institutional adaptability and resilience in the face of demographic shifts, financial pressures, and political challenges (Hargreaves, 2024; Jameson, 2019).

Power vs. Authority: Navigating Influence Without Formal Control

Managing power dynamics is one of the most challenging aspects of middle leadership. There is often a stark difference between authority—the formal power to make decisions—and influence—the ability to shape decisions and outcomes without official control. Middle leaders frequently operate in environments where they have significant responsibility but minimal formal authority, which requires them to focus on alternative methods of exerting influence.

Building Trust, Communication, and Credibility

Focusing on building influence through trust, communication, and credibility is essential when lacking direct authority (Lencioni, 2012). This strategy is especially crucial for all middle leaders, particularly for those who may not fit the traditional mold of leadership within their institutions. One of the most effective ways middle leaders can build trust is through consistent, transparent communication with peers and supervisors. Engaging in active listening, providing timely feedback, and ensuring that communications are clear and authentic help establish a leader as a trusted voice.

Another key aspect of credibility-building is effective conflict management. Leaders without formal authority often find themselves mediating between their teams and senior leadership, balancing conflicting priorities or perspectives. Handling these conflicts with diplomacy and fairness is a way to earn the respect of colleagues and strengthen influence.

The Role of Emotional Intelligence

Emotional intelligence plays a significant role in navigating complex interpersonal dynamics, which is crucial for influencing without formal authority (Goleman, 1995, 2002). By leveraging emotional intelligence, middle leaders can build credibility, foster trust, and exert influence within their teams, peers, and senior leaders.

For example, self-awareness and self-regulation enable leaders to remain calm and composed under pressure, which enhances their ability to manage complex situations effectively. Empathy helps leaders connect with their teams, understanding the emotions and motivations of others, which in turn fosters stronger relationships. Social skills, such as conflict resolution and collaboration, are essential for building a cooperative team environment and aligning stakeholders.

Emotional intelligence also helps middle leaders navigate competing priorities. In situations where middle leaders must negotiate with senior leaders or advocate for their teams, emotional intelligence allows them to read the room, understand the underlying concerns, and tailor their approach to reach a resolution. This ability to manage interpersonal dynamics skillfully positions middle leaders as effective influencers, even in the absence of formal authority.

Understanding Institutional Culture and Political Savvy

Another critical component of navigating influence without formal control is a deep understanding of institutional culture. Middle leaders must be adept at reading and responding to the cultural norms of their institutions to increase their informal influence. Leaders who understand how decisions are made, who the key decision-makers are, and how power is distributed within the institution are better equipped to navigate the informal structures of power.

Political savvy, or the ability to read the “political landscape” of an organization, is also essential for middle leaders. This skill involves understanding the relationships between different stakeholders and knowing when and how to align with various power centers within the institution. Leaders with political savvy can effectively build coalitions, advocate for their teams, and influence decision-making processes without needing formal authority.

Institutional culture also plays a significant role in how influence is perceived and exerted. In some institutions, formal authority may carry more weight, while in others, informal networks of influence may be more powerful. Understanding these dynamics allows middle leaders to navigate power structures more effectively and position themselves as key contributors to institutional success.

Influence Through Mentorship and Sponsorship

One often-overlooked avenue for exerting influence without formal authority is through mentorship and sponsorship. Middle leaders can gain significant informal power by serving as mentors to colleagues and by sponsoring the success of others within the institution. By providing guidance, advice, and support to emerging leaders, middle leaders build networks of influence that extend beyond their immediate teams.

Mentorship allows middle leaders to shape the next generation of institutional leaders, which not only increases their influence but also enhances their credibility as thought leaders within their organizations. Sponsorship, or actively advocating for the promotion and success of others, can similarly build influence. When middle leaders help others succeed, they create reciprocal relationships where their influence grows as the careers of those they sponsor advance.

Sponsorship and mentorship are particularly effective strategies for building influence in academic settings, where formal hierarchies may be less rigid, but informal networks carry significant weight. By leveraging these relationships, middle leaders can extend their influence and foster a culture of mutual support and collaboration.

Co-Elevation and Collaborative Networks

Building influence through “co-elevation,” where middle leaders elevate their teams and peers by fostering mutual success, helps align stakeholders and create a network of collaborative support (Ferrazzi, 2020). By focusing on shared success rather than personal authority, middle leaders can strengthen the cohesion and alignment of their teams, even without formal decision-making power.

Through co-elevation, middle leaders can encourage cross-functional collaboration, where departments or teams work together towards common goals. This strategy helps middle leaders position themselves as key facilitators of collaboration and innovation within the institution. By understanding and embracing different perceptions of power, middle leaders can adapt their strategies to be more effective in diverse environments.

Empowering Underrepresented Middle Leaders

As a white male, I recognize that there are systemic challenges and biases facing middle leaders from underrepresented populations that I cannot truly and accurately represent from firsthand experience. I understand that these leaders encounter barriers and walls I have not faced, and I acknowledge that my perspective may be limited in fully capturing the depth of these experiences. However, in my position, I know these systemic issues exist, and I have a responsibility to work to help overcome those challenges. What I share in this section comes with the understanding that I cannot speak directly from my own experience, but from my observations and commitment to creating more equitable leadership environments.

Underrepresented middle leaders often bring unique perspectives that can enhance institutional goals, yet they may struggle to have their voices heard in environments lacking diversity. Systemic biases and discrimination can compound the middle manager paradox, making it harder for these leaders to navigate institutional dynamics (Flores Niemann et al., 2020; Bonner II et al., 2015).

Building Influence in Diverse Settings

For underrepresented middle leaders, building influence through specific strategies can help overcome systemic biases. One critical approach is building cross-functional alliances across departments, fostering networks of mutual support and collaboration. These alliances can amplify the voices of underrepresented leaders and create broader institutional impact. Additionally, mentorship and sponsorship programs specifically designed for underrepresented groups can serve as powerful tools for leadership development and career advancement. Mentorship allows emerging leaders to gain guidance from more experienced colleagues, while sponsorship—where senior leaders actively advocate for underrepresented leaders—can help these leaders gain visibility and access to new opportunities (Batista et al., 2018).

External support networks also play a significant role in empowering underrepresented middle leaders. Affinity groups and professional associations for diverse leaders provide underrepresented leaders with the opportunity to connect with peers outside their institutions, gain fresh perspectives, and engage in leadership development specific to their challenges (Longman & Madsen, 2014; Fitzgerald & White, 2013).

Navigating Intersectionality in Leadership Challenges

For underrepresented middle leaders, intersectionality—the interconnected nature of social identities like race, gender, and sexuality—often complicates the leadership journey. Leaders who identify with multiple marginalized identities, such as women of color or LGBTQ+ leaders, may experience compounded challenges. The middle manager paradox can be exacerbated when leaders must navigate not only the constraints of authority but also biases based on their intersecting identities (Flores Niemann et al., 2020).

For these leaders, culturally responsive leadership becomes even more critical. Strategies like adapting communication styles, recognizing cultural holidays, or acknowledging team members’ unique backgrounds can help build rapport and foster a more inclusive work environment (Stefani, 2020). These leaders must balance their additional challenges with the same pressures faced by all middle leaders, while their unique contributions are essential in shaping institutions that reflect and serve an increasingly diverse society.

The Role of Allies in Empowering Underrepresented Leaders

Allies—both peers and senior leaders—play a crucial role in empowering underrepresented middle leaders. Allies can advocate for these leaders, amplifying their voices and ensuring they are included in decision-making processes. Senior leaders can serve as sponsors, offering public support, recommending them for promotions, and ensuring that their contributions are visible at higher levels of the organization (Batista et al., 2018).

Building relationships with allies is an essential strategy for underrepresented leaders. By developing strong connections with individuals who understand their value and are willing to advocate on their behalf, these leaders can navigate institutional barriers more effectively. At the same time, institutions should encourage senior leaders to actively engage in sponsorship and allyship programs that create pathways for underrepresented leaders to thrive (Fitzgerald & White, 2013; Longman & Madsen, 2014).

Empowering underrepresented middle leaders requires a multi-faceted approach that includes institutional support, mentorship and sponsorship programs, culturally responsive leadership, and the involvement of committed allies. These strategies help dismantle systemic barriers and foster a leadership environment where all leaders can succeed

Leading with Empathy and Psychological Safety

Leading effectively from the middle requires empathy and a trauma-informed approach to leadership. Recognizing that team members may have different communication styles or expectations is essential for building strong relationships. Empathy in leadership is vital for creating trust and fostering collaboration across hierarchical divides (Ferrazzi, 2020).

In practice, I have coached direct reports on utilizing inclusive decision-making, particularly in situations where it may not be intuitive to seek other views. By encouraging them to involve team members in the decision-making process, we have seen improvements in morale and a stronger sense of belonging among staff. This simple yet significant step helps team members feel valued and heard, which enhances engagement and productivity.

Creating an environment of psychological safety is also critical for middle leaders. Psychological safety refers to a shared belief that a team is safe for interpersonal risk-taking (Edmondson, 1999). I have utilized active listening and open communication to ensure team members feel comfortable sharing their perspectives and experiences. When fostering psychological safety has been made paramount, I’ve seen team members more likely to voice concerns, contribute ideas openly, and provide opposing or contrasting views without fear of judgment or retaliation. Having been in positions where there was an absence or lack of psychological safety, I know firsthand how it can significantly increase stress and make one’s position difficult. As a leader, I believe you should never “trade in” the option of making it easier to get movement on an institutional change or advancing an initiative if it means compromising the psychological safety of those key people you need to help achieve those goals.

Leaders must ensure they do not over-promise. Nothing erodes trust faster than making promises you cannot keep (Lencioni, 2002, 2012). Middle leaders should be clear about what is within their control and manage expectations realistically while still offering support and guidance.

Maintaining boundaries is also crucial. While offering additional support can be helpful, it must be balanced to avoid overextending oneself or creating false expectations. Leadership from the middle requires a delicate balance between offering support and maintaining realistic limits (Mautz, 2020).

Fostering Innovation from the Middle

Middle leaders can champion innovation through grassroots efforts, pilot projects, or building alliances across departments. Innovation does not always require formal authority—middle leaders can drive significant change by fostering collaboration and creativity within their teams (Grant, 2013).

Strategies for fostering innovation include:

  • Initiate Pilot Projects: Starting small-scale initiatives demonstrates the value of new ideas without requiring significant resources or formal approval.
  • Build Cross-Departmental Alliances: Collaborating with peers in other departments creates a network of support that amplifies the impact of innovative efforts (Ferrazzi, 2020).
  • Encourage Creative Problem-Solving: Cultivating an environment where team members feel empowered to suggest new ideas enhances creativity (Brown, 2018).  This may entail brainstorming sessions or meetings that go across units or divisions.  Be mindful to be inclusive and not exclusive, though being creative in who you bring together (especially if it involves folks who wouldn’t normally have team meetings) can help with alliance-building and co-elevation efforts.

Leveraging the strengths of a diverse team allows middle leaders to drive innovation that reflects a wide range of experiences and ideas, leading to more effective solutions.

Building Resilience and Managing Burnout

The taxing nature of middle leadership roles can lead to stress and burnout. Building resilience and practicing self-care are essential for maintaining well-being and effectiveness as a leader. Resilience is not just about managing immediate stress but developing the mental and emotional agility to navigate future challenges. Leaders who foster resilience through continuous reflection and learning are better equipped to handle setbacks and use them as opportunities for growth.

Adopting a coaching mindset can also enhance personal development and resilience. This mindset encourages leaders to listen actively, ask probing questions, and support their teams in finding solutions, all while maintaining their own well-being (Bungay Stanier, 2016).

Strategies for Self-Care and Burnout Prevention

  • Mindfulness and Reflective Practices
    Incorporating mindfulness techniques or reflective journaling helps maintain perspective and reduces stress (Brown, 2010). Mindfulness encourages leaders to stay present, aware of their emotions, and make thoughtful decisions. Leaders who practice mindfulness are better equipped to manage stressful situations, making it easier to maintain a healthy work-life balance.
    Reflective practices, such as taking time at the end of each day to reflect on challenges, decisions, and emotions, offer leaders the opportunity to process experiences and learn from them. This reflective mindset fosters resilience by reinforcing positive coping mechanisms and promoting continuous growth.

  • Emotional Intelligence and Emotional Regulation
    Emotional intelligence (EQ) plays a critical role in managing burnout. By developing self-awareness and emotional regulation, leaders can recognize the early signs of burnout in themselves and their teams, helping them remain calm and focused during high-pressure situations (Goleman, 1995). Leaders who are self-aware are better able to identify their emotional triggers and address them proactively before stress escalates.

    Social awareness    , a key component of emotional intelligence, allows leaders to perceive and understand the emotions and dynamics of others. Leaders with strong social awareness can recognize when their team members are under stress, even if those team members have not openly communicated it. Empathy is closely tied to social awareness and enables leaders to connect with their teams on a deeper level, providing support where needed. Leaders with high EQ create a culture where team members feel comfortable sharing their concerns and seeking help without fear of judgment.

    Leaders who possess emotional regulation skills can manage their emotional responses in stressful situations, maintaining composure and acting as a stabilizing force for their teams. This emotional control is essential for middle leaders who must navigate multiple demands from both senior leadership and their teams. Leaders with strong EQ can foster a culture of well-being by encouraging open dialogue, regularly checking in with their team members, and demonstrating empathy.

  • Physical Well-Being and Self-Care
    Physical health is a critical, often overlooked, component of managing burnout. Regular physical activity, sufficient rest, and a balanced diet contribute to overall mental clarity and resilience. As someone who encountered a medical emergency this past January—an aortic dissection—that took me out of work for 2 ½ months, the need to prioritize physical well-being became very clear. Prior to my medical emergency, I had used physical exercise as a tool to prevent burnout and maintain my health. Since then, I have realized the importance of a holistic approach to well-being, integrating both physical and mental health strategies. This experience has reinforced the idea that resilience isn’t just mental or emotional but deeply connected to physical health.
    Taking care of one’s body through exercise, sleep, and nutrition directly impacts mental clarity and emotional resilience, which are vital for sustaining long-term leadership effectiveness.

  • Setting Boundaries
    Defining work-life boundaries ensures that personal time is protected. Leaders should set limits on after-hours communication, clearly demarcate work and rest periods, and delegate tasks when appropriate (Mautz, 2020). Maintaining healthy boundaries is essential to prevent burnout, as it allows leaders to recharge and return to their work with renewed focus. Leaders who model clear boundaries for themselves also encourage their teams to do the same, fostering a balanced and respectful workplace culture.

  • Time Management and Prioritization
    Effective time management is crucial for reducing the feeling of overwhelm and preventing burnout. Leaders can adopt techniques such as prioritizing high-impact tasks and delegating or deferring low-priority work. The Eisenhower Matrix, for example, helps leaders distinguish between urgent and important tasks, allowing them to focus on what truly matters. Time-blocking can also be used to allocate focused periods for high-concentration tasks, which improves productivity and reduces the cognitive load of constantly shifting priorities.

    By prioritizing tasks that have the most significant impact, leaders can avoid becoming bogged down by minor details and free up mental and emotional space for more strategic work.

  • Seek Support Networks
    Engaging with professional networks or peer groups provides validation and fresh perspectives on challenges faced. Mentorship and professional coaching offer additional avenues for support, especially for middle leaders navigating complex environments. Mentors provide guidance based on experience, helping middle leaders anticipate potential pitfalls and plan accordingly. Coaches, on the other hand, can offer tailored strategies for preventing burnout, helping leaders gain a broader perspective on their work and responsibilities (Bungay Stanier, 2016).

    These support networks are not only sources of advice but also communities where leaders can exchange experiences and build resilience through shared understanding.

  • Resilience Through Continuous Learning
    Leaders should view challenges as opportunities for personal development. Seeking feedback, reflecting on experiences, and fostering a growth mindset help middle leaders build resilience over time. This mindset enables them to approach setbacks with a constructive attitude, viewing difficulties as part of their leadership journey. Continuous learning allows leaders to adapt and evolve, enhancing their ability to cope with stress and build resilience over the long term.

    By integrating these strategies—mindfulness, emotional intelligence, physical well-being, setting boundaries, effective time management, and seeking support networks—middle leaders can enhance their resilience and manage burnout more effectively. Resilience is not a one-time achievement but a continuous process of adaptation, learning, and self-care, all of which are essential for thriving in demanding leadership roles.

Balancing Long-Term Vision with Immediate Challenges

Middle leaders often find themselves caught between immediate crises and the need for long-term strategic thinking. Balancing these demands is essential for driving meaningful change within institutions, especially in culturally diverse settings where differing values and expectations can influence priorities (Jameson, 2019).

Systems thinking and long-term vision are critical in creating adaptive, learning organizations (Senge, 1990). Leaders from underrepresented groups may offer unique insights into long-term planning, drawing from diverse cultural perspectives that value community and collective advancement (Minthorn & Chávez, 2015; Ching & Agbayani, 2012).

Maintaining a personal vision for leadership allows middle leaders to align their actions with broader institutional goals, even when day-to-day realities seem overwhelming. Embracing “confident humility” fosters a mindset of continuous learning and adaptability (Grant, 2021).

To carve out time for strategic initiatives, middle leaders can:

  • Schedule Dedicated Time for Strategic Thinking: Allocating regular blocks of time specifically for reflection and planning helps ensure that long-term goals are not overshadowed by immediate demands (Longman & Madsen, 2014).
  • Delegate and Empower Team Members: Delegating tasks and empowering team members fosters professional growth and frees up time for strategic priorities (Mautz, 2020; Stefani, 2020).
  • Align Daily Tasks with Strategic Objectives: Connecting day-to-day activities with long-term goals increases motivation and provides a sense of purpose for both the leader and the team (Enders et al., 2019).

Integrating international perspectives and culturally diverse approaches enhances strategic planning and better addresses the needs of a globalized educational environment (Jameson, 2019).

Navigating Change and Leading Through Uncertainty

Middle leaders often bear the brunt of institutional changes, such as budget cuts, restructuring, or policy shifts. Leading teams through uncertainty while maintaining morale is a significant challenge, further complicated when cultural differences influence how change is perceived and processed (Jameson, 2019).

Handling difficult conversations and managing anxiety within teams is essential for navigating change (Patterson et al., 2012). Leaders can facilitate open communication, which is crucial in these times.

Understanding how different cultures respond to change informs leadership strategies. By cultivating transcultural competence, middle leaders tailor their approaches to align with the diverse needs of their teams (Enders et al., 2019).

Strategies for navigating change include:

  • Transparent Communication: Keeping team members informed about changes and their potential impact builds trust and reduces uncertainty (Stefani, 2020).
  • Adaptability and Flexibility: Embracing adaptability as a core leadership trait is critical in a rapidly evolving educational landscape (Grant, 2021; Ching & Agbayani, 2012).
  • Empower Team Members: Involving team members in problem-solving and decision-making processes increases engagement and ownership of new strategies (Ferrazzi, 2020; Minthorn & Chávez, 2015).

Leading with cultural awareness and empathy enables middle leaders to guide their teams through uncertainty more effectively.

Navigating Career Progression and Personal Branding

Career progression for middle leaders can feel like navigating a labyrinth due to systemic barriers and limited recognition within their institutions. Developing a strong personal brand and seeking external validation are crucial steps in advancing one’s career.

Building a portfolio of externally recognized work, such as publications or conference presentations, showcases expertise and thought leadership. Networking with professional associations provides valuable opportunities for mentorship and career development (Longman & Madsen, 2014; Fitzgerald & White, 2013).

Leveraging external platforms enhances visibility and counteracts internal limitations on progression, boosting career prospects and building professional confidence and credibility.

Seeking lateral opportunities within the institution broadens experience and diversifies skill sets, positioning leaders for future advancement (Mautz, 2020). Emotional intelligence is key in developing external networks, forming meaningful relationships with professionals outside the immediate context (Goleman, 1995).

Key Competencies for Senior Leadership to Empower Middle Leaders

Senior leadership can significantly and negatively impact the effectiveness of middle leaders—often inadvertently—by not providing the necessary support or structures to allow them to flourish. A recent study that identified seven key competencies for university presidents (and could be extended to include senior leadership as a whole) highlights how senior leaders can directly ensure their core of middle leadership operates effectively and is empowered to meet institutional goals and the mission. These competencies are essential for helping middle leaders overcome barriers and achieve success in their roles (Burmicky, McClure, & Ryu, 2024).

To help middle leaders flourish, senior leadership must cultivate a set of key competencies that create an environment conducive to growth, innovation, and collaboration. These competencies are critical for removing obstacles middle leaders face, especially the tension between their responsibilities and limited formal authority. By fostering a supportive, empowering culture, senior leadership can enable middle managers to drive institutional success. The following competencies are crucial for senior leaders to master in this context:

  1. Trust-Building and Transparency

Senior leaders must foster an environment of trust by being transparent in their communication and decision-making processes. Trust is foundational for effective leadership at all levels and directly impacts middle leaders’ ability to take risks and innovate. As Burmicky, McClure, and Ryu (2024) highlight, trust-building is essential to leadership, with 96% of surveyed presidents considering it a core competency. Trust empowers middle leaders to act with confidence, knowing they have the backing of senior leadership, especially in challenging or politically sensitive situations.

  1. Delegation and Empowerment

A key aspect of supporting middle leaders is delegation. Senior leadership must empower middle leaders by delegating authority along with responsibility, allowing them to make decisions that align with their strategic goals. Delegation not only builds trust but also enables middle leaders to gain the practical experience necessary for higher-level roles. When senior leadership fails to delegate, it stifles the development of middle managers and limits their potential to contribute to institutional success (Sandler, 2024).

  1. Emotional Intelligence and Empathy

Emotional intelligence is essential for understanding and responding to the challenges middle leaders face. Leaders with high emotional intelligence are attuned to the emotional and psychological needs of their teams, fostering a culture of empathy and support. This competency is particularly important when middle leaders are managing teams under stress or dealing with institutional challenges such as budget cuts or restructuring (Goleman, 1995; Pillar, 2024). Senior leaders who demonstrate empathy create an environment where middle leaders feel valued and supported, allowing them to focus on driving innovation and achieving institutional goals.

  1. Mentorship and Professional Development

Providing opportunities for mentorship and professional development is another critical way senior leadership can empower middle leaders. By offering guidance, senior leaders help middle managers develop the skills and competencies necessary for higher leadership roles. Institutions benefit when middle leaders are well-prepared and confident in their ability to execute strategic visions (Burmicky, McClure, & Ryu, 2024). Senior leaders must actively foster pathways for middle leaders to engage in leadership development programs, ensuring they are equipped to navigate the complexities of higher education.

  1. Fostering Psychological Safety

Senior leadership must create an environment where middle leaders feel safe to voice their opinions, share ideas, and take risks without fear of negative repercussions. Psychological safety is foundational for innovation and problem-solving. Leaders who build this environment reduce stress and promote collaboration, enabling middle leaders to function at their highest potential (Edmondson, 1999; Brown, 2018).

Final Thoughts: Framing Middle Leadership as a Career-Defining Opportunity

Despite the challenges, middle leadership offers significant opportunities for personal and professional growth. Middle leaders have the chance to develop new skills, make meaningful impacts on students and colleagues, and drive transformation from within—even without formal authority. Their contributions are essential in creating adaptive, resilient, and equitable organizations (Hargreaves, 2024; Jameson, 2019).

Middle leadership allows for cultivating a wide array of leadership competencies, including emotional intelligence, strategic vision, adaptability, and influence without authority. These skills are valuable within the current institution and highly transferable to future roles and opportunities.

Author’s Note

This article is longer than most of my usual writings, largely because it became an outlet for frustrations I’ve been experiencing in my current position. As someone who self-identifies as a middle manager/leader (the “/” is intentional, as sometimes my role feels more like middle managing and other times more like middle leading), I have recently encountered more significant challenges and barriers than at any other point in my 10+ years of academic leadership—particularly when working upward in the organizational chart.

Lately, I’ve found my personal values increasingly out of alignment with what appear to be the values of my institution, or at least those of senior leadership. Without the psychological safety or platform to voice these concerns directly, writing has become my way of processing and expressing them. This platform, for now, is my outlet. That said, with recent conversations and meetings involving certain offices, I may soon be at a crossroads—either speaking more openly or moving on.

In using writing as an outlet, I have also taken this opportunity to dive more deeply into understanding how I can be a more effective leader, despite the barriers I face. Through research, study, and practice, I’ve sought to strengthen my leadership skills and improve the ways I support those around me. This process has pushed me to reflect on how I can help my team and colleagues succeed, even when I’m faced with obstacles that I can sometimes influence and, other times, cannot. It has been a journey of learning how to balance resilience with acceptance, and how to use the influence I do have to create positive outcomes wherever possible. These experiences have also motivated me to continue growing as a leader, despite the frustrations that arise when my values or goals don’t align with those at the top.

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

gregpillar on September 21, 2024

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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

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