Academic Leadership

Aphorisms for Academic Affairs

Over the past few years, I have realized that most of the preparation for academic leadership is focused on how to effect institutional change and make a positive difference. These certainly are the “big ticket” items. The truth is, however, that such broad topics don’t really hit on the blocking and tackling of daily management. With that in mind, here is a little collective wisdom that may prove especially useful for those who are beginning their journey in academic affairs.

J.A. Sheppard PhD August 24, 2010

Setting the Tone by Listening

My responsibilities as associate provost and dean of instruction position me to serve as a sort of academic ombudsman, a person who receives concerns raised by both faculty and students and who, when necessary, facilitates the proper execution of the university’s grievance procedures.

Barbara McMillin August 12, 2010

Tips for a Successful Strategic Planning Process

When you think about your school’s strategic plan, what words come to mind? Academic exercise? Waste of time? Dust collector? Paper weight?

Mary Bart August 4, 2010

Killing Institutional Zombies: Strategies for Effective Leadership

In popular fiction, zombies are often described as “the undead,” once lifeless bodies that have been reanimated through supernatural forces. Since they are essentially walking corpses, fictional zombies are almost impossible to “kill,” and just when you think that all the danger has passed, they suddenly rear up again in their never-ending search to consume your brain. Unfortunately, higher education has its share of zombies, too. These are the rumors, doubts, or signs of mistrust that arise periodically and prove impervious to logic or argument.

Jeffrey Buller PhD. July 23, 2010

How Great Leaders Are Like Great Conductors

In the now famous presentation at the 2008 TED (Technology, Entertainment, Design) conference in Long Beach, California, Benjamin Zander, the music director of the Boston Philharmonic Orchestra, spoke of the insights he gained into what makes a conductor great. Zander noted that only after 20 years at the podium did he realize that the conductor is the only person in the orchestra who “doesn’t make a sound. He depends for his power on his ability to make other people powerful.” (Zander, 2009)

Jeffrey Buller PhD. July 16, 2010

10 Keys to Effectively Handling Campus Complaints and Complainers

As the new department chair, you are pleased when a graduate student comes to you to discuss her career. That pleasure fades, however, when you find that the conversation is not about choosing between job offers, but about a consensual affair she says she has been having with a faculty member up for tenure. The student says she had been trying to end the affair, but the faculty member has resisted, even threatening to delay her degree. Although she says she has talked to every member of her committee as well as the student advocate, she refuses to file a formal complaint or let her name be used for fear it will damage her career. However, she suggests to you that the faculty member does not deserve tenure.

Jennifer Patterson Lorenzetti June 28, 2010

The Faculty Hiring Process: Steps to Finding the Right Candidate

Finding the right candidate for a faculty position is a critical decision, and selecting the right person can involve a complex search for the perfect combination of qualifications and experiences. Adding to the complexity of the process are the legal and policy issues that institutions must address to ensure a fair screening process.

Mary Bart June 21, 2010

When Parents Come Calling: Tips for Academic Leaders

An increasing part of any academic dean’s week is fielding calls (and sometimes unannounced visits) from concerned parents. These so-called “helicopter parents” are well-known to student life professionals. In the past, they’ve called to try and influence the admissions process, to negotiate improved housing assignments, and to manage the personal lives of their children.

Michael McDonough May 25, 2010

What’s Driving Collaboration in Higher Ed?

Most higher education institutions are not organized to encourage, support, and reward collaboration. Yet, collaboration—across disciplines, functional units, institutions, and organizations—is a highly effective way of dealing with complex issues.

Rob Kelly May 7, 2010

Leading During Difficult Times: Improving Morale and Enhancing Communication

One of the goals of any academic leader is the ability to improve morale. But how do you do that in difficult times? How do you make members of the faculty and staff feel appreciated and optimistic about the future when raises are minimal or nonexistent and operating budgets are reduced?

Jeffrey Buller PhD. April 23, 2010

Academic Leadership

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