Author: 25337pwpadmin@ai_azuread

Once you have clarity on the leadership skill sets your institution is seeking — and a commitment to look beyond the “usual suspects” when identifying future leaders — the next challenges involve offering meaningful opportunities for your institution’s “stylistic invisibles” to become visible and providing an intentional and deliberate process for developing your high-potentials as future leaders. There are three critical steps in achieving these aims: Create a robust peer network of emerging leaders within your institution Adopt a “proving ground” approach by engaging emerging leaders in the real work of the institution Incentivize and reward “deep mentoring” at all levels of your organization Several institutions have taken steps in this direction, but much of the most innovative and effective work on in-house leadership development over the past decade has been done outside the walls of higher education. The corporate sector, particularly, has become increasingly alert to its aging workforce and the threat that a leadership crisis presents to an organization’s profit and sustainability. For this reason, we reached out not only to one of the leading higher ed experts — Tamara Freeman, director of talent management and HR strategy for the University of Notre Dame — but also to Kimberly (Kim) Eberbach, vice president of […]

Historically, the pathway to the presidency in higher education has been through traditional academic ranks — tenured faculty or department chairs becoming a dean, and then later a provost. But as Academic Impressions president Amit Mrig notes, “the competencies required to ascend the academic hierarchy don’t necessarily match those required to lead increasingly complex organizations in an increasingly competitive marketplace.” Rather than increase reliance on the private sector as a source for future leaders, institutions may do well to take a cue from the private sector’s approach to leadership development. To prepare for a globalized economy where talent, ideas, customers, suppliers, and financing will come from different markets around the world, the best-managed corporations like General Electric, IBM, and PepsiCo are intentionally requiring emerging leaders to manage major projects or even run entire divisions in different parts of the organization — units that may be far outside their discipline or home town. This strategy of building horizontal career ladders not only builds cross-boundary collaborations and global connections, but gives these future leaders a systemic view of the organization. Horizontal Career Moves Versatile leaders develop transferable problem-solving and diagnostic skills that allow them to assess the strategic — not just the technical — […]

  In this issue: Where Current Retention Efforts Fall Short Starting with Fit: Defining and Delivering the Unique Student Experience Designing the Student Experience: Building Bridges across Student and Academic Affairs Delivering on the Promise: Removing Barriers to Student Success Identifying and Intervening with At-Risk Students This year is seeing increased public and federal pressure on colleges and universities to improve completion rates, raising pressing questions of both policy (Will pressure on completion coinciding with cuts in state funding force public institutions to increase their selectivity and decrease access?) and practice (What efforts will move the needle on degree attainment? Who should lead them? How should they be funded?). Yet despite the increased attention to the issue, relatively few institutions have adopted a campus-wide and adequately resourced initiative to improve student success and student persistence. Two factors appear to be holding institutions back from seeing significant gains in retention: Under-investment in retention efforts, often due to uncertainty over the scope of the initiatives needed and over how best to allocate funds to them; and Driven in part by that uncertainty, a reliance on one-off programs (often housed within one department and isolated from other offices) What’s needed now is a […]

  In this issue: Where Current Retention Efforts Fall Short Starting with Fit: Defining and Delivering the Unique Student Experience Designing the Student Experience: Building Bridges across Student and Academic Affairs Delivering on the Promise: Removing Barriers to Student Success Identifying and Intervening with At-Risk Students To what extent is your institution defining what it means to be a student enrolled there? Is your institution’s leadership engaged in conversations about what your particular student experience (curricular and co-curricular) looks like, and how the promise of that experience shapes your recruitment strategy? Or how you incentivize your staff to deliver on that promise? Driven by the mission, your institution needs to be clear about what it stands for and what value its student experience offers. Creating a distinct, cohesive experience that is played out through your institution’s academic, residential, co-curricular, service, career, and global experiences is the first step to ensuring alignment of your resources to support student success. We asked Jon McGee, vice president for planning and public affairs at the College of Saint Benedict and Saint John’s University, for his tips on achieving this aim. Defining the Promise “If you read the typical guidebook, you’d know how much and how […]

  In this issue: Where Current Retention Efforts Fall Short Starting with Fit: Defining and Delivering the Unique Student Experience Designing the Student Experience: Building Bridges across Student and Academic Affairs Delivering on the Promise: Removing Barriers to Student Success Identifying and Intervening with At-Risk Students If your institution opts not to “be all things to all people,” but to offer a specific, defined student experience that it is uniquely positioned to design and deliver (a single experience for a private liberal arts college; a cluster of linked, cohort-based experiences for a regional public university), the next step is to consider how you will align the various academic, co-curricular, and extracurricular activities your campus has to offer in support of that experience — and how you will align academic and student support services to ensure student success. Kim O’Halloran, associate dean for the college of education and human services at Montclair State University, offers a few scenarios to illustrate. SCENARIO A Institution A provides a unique residential experience marked by a seamless learning experience in and out of the classroom. The experience this institution has designed might include residential colleges, living-learning communities, classrooms located in the residence halls, student leaders and club […]

  In this issue: Where Current Retention Efforts Fall Short Starting with Fit: Defining and Delivering the Unique Student Experience Designing the Student Experience: Building Bridges across Student and Academic Affairs Delivering on the Promise: Removing Barriers to Student Success Identifying and Intervening with At-Risk Students In a recent interview with Academic Impressions, Dennis Pruitt, vice president for student affairs at the University of South Carolina, suggested that one of the most critical factors in ensuring student success is ensuring momentum toward the degree: “Historically, many have assumed that if students get over their homesickness, if they have a good affinity group, if they feel good on campus, they’ll persist. But the two factors that truly help students persist are academic progress toward a degree (having a goal and gaining momentum toward it) and maintaining maximum eligibility for the maximum amount of financial aid (to ensure non-interruption in their courses).” Dennis Pruitt, U of South Carolina This suggests that more than anything else, supporting student success is about empowering students to build momentum toward their goals, and removing barriers to their momentum. To learn more, we turned to Kevin Pollock, the president of St. Clair County Community College, and Don […]

  In this issue: Where Current Retention Efforts Fall Short Starting with Fit: Defining and Delivering the Unique Student Experience Designing the Student Experience: Building Bridges across Student and Academic Affairs Delivering on the Promise: Removing Barriers to Student Success Identifying and Intervening with At-Risk Students Even with a clearly defined student experience; close alignment of people, practice, and policy; and a concentrated effort to remove barriers to a student’s momentum in pursuing educational goals, some students will remain unlikely to persist. With a well-coordinated early warning system, an institution can intervene and provide or refer the necessary support to ensure more students stay enrolled and ultimately graduate. Identifying At-Risk Students: What Data Are You Looking At? The earlier an academically at-risk student is identified, the better the prognosis for their success in college. Early alert systems, implemented within the first four to eight weeks of a term, can be instrumental in beginning an intervention that can help facilitate students’ success and increase retention. However, faced with frequent studies offering multitudinous data on factors influencing student attrition, it can be challenging to sort through the information available to determine what indicators deserve most attention, both to proactively identify students who may […]

Amid the decline of state support for public institutions and a less forgiving fundraising climate (a recent Chronicle of Philanthropy study showed a 12% decline in giving for 2009, the sharpest drop in 50 years), ensuring the future financial health of your institution will require more intentional footwork in establishing a reliable pipeline of invested donors. To develop a stronger donor pipeline, the key is to start earlier. However, institutions attempting to raise giving rates for young alumni are often rebuffed. In a study of the attitudes of young alumni conducted this summer, the Engagement Strategies Group confirmed that the majority of young alumni are reluctant to give due to high tuition costs and a lack of understanding of how institutions of higher education are funded and how institutions do (and don’t) draw on endowment spending to finance their needs. Colleges and universities need to solicit more support from their former students, but what such reports demonstrate is that the best opportunity to create an ambassador for your institution is to cultivate them while they are still students on campus. It is more expensive and much more difficult, if not impossible, for the development office to repair relationships after commencement. […]