Academic Leadership

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

Five Tips for Surviving Accreditation: A Tongue-in-Cheek Reflection

Many academic leaders are involved in regional accreditations, and I am no exception. The six regional accrediting agencies are becoming increasingly stringent in the application and interpretation of their standards, and this can make the accrediting process a difficult one to survive. Our institution was a founding member of the Southern Association of Colleges and Schools (SACS) and has been accredited continuously from the beginning. I have been involved in four of the 10-year “reaffirmation” activities, serving as chair of the college steering committee twice and serving as our institutional liaison with SACS for many years.

Thomas R. McDaniel PhD March 22, 2010

A Productive Way to Harness Parental Involvement

As every academic leader can attest, the current generation of college students has been blessed with parents who remain highly invested in every aspect of their children’s education. It is not uncommon for parents of students to call the dean, provost, or even president to discuss a problem with a course. Occasionally even the parent of a graduate student will attempt to intervene in an academic issue affecting his or her child.

Jeffrey Buller PhD. March 18, 2010

A 10-Point Survival Guide to Being, and Staying, an Academic Leader – Part 2

Editor’s Note: Today we feature part 2 of Dr. Greenstreet’s “10-Point Survival Guide to Being, and Staying, an Academic Leader.” If you missed part 1, please click here for yesterday’s post.

6. Talk straight: Someone once said: “Sincerity is the key to good leadership — if you can fake that, you’re in.”

Robert Greenstreet PhD. March 4, 2010

A 10-Point Survival Guide to Being, and Staying, an Academic Leader

While entering the administrative ranks of academia might seem a formidable task, staying there presents a whole other series of challenges. The average length of stay for a dean, vice chancellor, or chancellor can often be fewer than five years and in some programs, the duration of leadership has been known to be considerably shorter.

Robert Greenstreet PhD. March 3, 2010

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