On a Shoestring
This simple strategy can play a role in bringing a campus together around priorities that are shared widely and building a leadership team that is broadly regarded as unified and legitimate. Although, honestly, I cannot quantify its success, from years of experience I can attest to its far from negligible benefits and effect upon campus culture. Moreover, it’s an innovation that costs nothing to implement; no resources—either of money or planning time—need to be expended.
To MOOC or Not to MOOC? That Is Just One of the Questions!
It seems that each new day brings a barrage of articles regarding massive open online courses (MOOCs) and their successful use in education and business. Both large and small educational institutions feel compelled to respond to internal and external stakeholders about MOOC development, and for those institutions unable to partner with an organization such as Coursera or edX, there can be a number of considerations. Here are some useful questions to ask yourself as you consider MOOC development for your institution.
Seven Ways to Combat Attrition in Online Courses
One of the biggest issues in online education is attrition. “Student retention is a noteworthy issue for higher education institutions and is closely tied to accountability,” write Melanie Shaw of Northcentral University, Scott Burrus of University of Phoenix, and Karen Ferguson of Colorado State University-Global Campus. In an article in the fall 2016 issue of the Online Journal of Distance Learning Administration, the trio details research they conducted to determine predictors for online higher education student attrition.
Accreditation from a Positive Leadership Perspective
May we be candid for a moment? When academic administrators are alone—no faculty members or representatives of the press in sight—one of the things we complain about most bitterly is accreditation. It doesn’t matter whether we’re talking about regional accreditation of all our programs or specialized accreditation of individual programs, we find it a nuisance at best and a major waste of time and effort at worst. It’s not that we don’t see advantages accruing from accreditation. We do. But we find that those returns seem to be ever diminishing and certainly not worth the cost involved in the process.
Even worse, accreditation sometimes actually gets in the way of our efforts to be innovative and responsive to the needs of a new generation of students. Legislatures, governing boards, and students all want us to offer accelerated paths to an academic degree, but accrediting agencies are still mired in outdated notions such as seat time and contact hours, even as they give lip service to the importance of outcomes-based assessment and evaluation. So, if you accept a few too many AP or IB credits—or, heaven forfend, try to launch an accelerated bachelor’s/master’s degree program—you’re likely to run into a brick wall of reasons why your creative solution (which everyone seems to like except the accreditors) “dilutes the integrity of the academic degree,” simply because a graduate won’t have been physically present in a classroom as long as he or she might have been 20 or 50 years ago.
The Case for Chairs Working Beyond Their Departments
Over the past two decades, the responsibilities of academic department chairs have grown in both number and complexity. The newer work for chairs has not replaced traditional duties but rather has been layered on top of them. Many of the emerging chair responsibilities are related to calls for accountability, expectations for improvement, and efforts to reform higher education. Chairs in particular have been impacted by these changes because they are the gatekeepers to disciplinary cultures and the faculty, the working units that manufacture the products of higher education. It is widely recognized that little will change without the participation and support of the faculty, and chairs are the critical people who can bring them to the table. In order to lead change of the necessary magnitude, chairs will have to become active not only with their departments and their faculty and staff, but also at the campus level and beyond where many of the ideas and models for change and improvement originate.
How to Select a Department Chair
In most academic departments, chairs are elected—or at least recommended to the dean—through a vote of the faculty. At other institutions, the chair rotates among the entire full-time or tenured faculty, while at still others the upper administration appoints the chair either from among current members of the department or as the result of a national search. In cases where deans, provosts, or presidents are in a position to choose the chair of a department, what principles should guide them?
When Good Professors Turn into Bad Deans
“Thanks for your ‘Dean’s Dialogue’ columns, Tom—you offer some good advice to deans and other administrators. But it seems like your deans are always noble and virtuous while the faculty they lead are villains and miscreants. What happens when good professors turn into bad deans?” This was the gist of…
Department Chairs: Trends and Issues Over Time
Spoiler alert: people are serving in the role of department chair for fewer years than in the past. Since 2007, my colleague Richard Riccardi and I have yearly surveyed department chairs across the country in an effort to better understand and appreciate the prominent characteristics of this distinct and unique position. More specifically we were interested in seeking information regarding their tenure, the rank they hold, if they considered themselves a member of the faculty or the administration, the pleasant and unpleasant tasks they perform, their education and training for the position of chair, the skills needed to be an effective chair, the challenges they face, their plans after they are no longer chair, and their thoughts about collegiality. It is interesting to be able to determine if there were significant changes over the 12-years of the study.
Leadership Behaviors Improving the Likelihood of Academic Affairs Success
One of the biggest problems with the general applicability of current leadership theories and successful practices has been that leaders applying their successful behaviors, traits, and dispositions in one academic community do not replicate that same success in another academic position or even in a different time period in the same institution. This strongly suggests that other factors—such as organizational setting, organizational history, informal leaders, the nature of problems to be addressed, institutional readiness for change, and the style and success of previous leaders, especially the preceding leader—are equally or more decisive for leadership success.
Current Challenges in Higher Education Leadership
The start of a new year seems like a good time to scan the higher education landscape and identify a few of the issues that academic leaders will need to deal with in the months ahead. To be sure, all of us will have our own set of issues at our home institutions, and others may identify the current year’s most critical issues differently. But here are my nominees for the top three current challenges in higher education leadership today.