It’s a perfect storm: the pandemic has exacerbated work and personal demands on many women and caretakers, stress has increased, job satisfaction has decreased, advancement opportunities are limited, and harassment and microaggressions are on the rise. Deloitte’s study Women @ Work 2022: A Global Outlook found that these are among the primary reasons “more than half of the women surveyed want to leave their employer in the next two years, and only 10% plan to stay with their current employer for more than five years.” Unfortunately, higher education is no exception. During the pandemic, studies have found that women faculty and staff members have been disproportionately impacted by stress and increased (often invisible) labor—and the impact on women of color has been even more significant. In the midst of the Great Resignation, retention of faculty and staff is more important than ever. Join us for a conversation to examine this systemic problem, name the gaps that need to be addressed, and share strategies to address inequity on campus. Our discussion will center around such questions as:
We’ve all heard different terms for the phenomenon currently taking place across our workforce: The Great Resignation, The Great Reshuffle, The Big Quit. These terms are catchy and apropos in many ways, but what they fail to take into account are the actual reasons why people are leaving their jobs in the first place. A big driver of turnover relates to the burnout and disengagement that seemingly everyone is feeling: higher ed leaders everywhere report repeatedly that they and their teams are exhausted. But it’s more than that. Somewhere along the way during the tumult of these last two years, we’ve become more withdrawn and more disconnected as a collective from a sense of joy and meaning in our work. But what if there were practices we could engage in—and that we could help our teams engage in—to rediscover the joy and purpose we felt in the past in our everyday work? Join us and your peers across the nation for a free webinar to discuss this timely issue. Inspired by the work of Marcus Buckingham and Arthur Brooks, we’ll facilitate a conversation around questions like: You’ll leave with ideas and strategies you can try both for yourself and the […]
For years, institutions of higher education have been discussing how students can gain career skills from experiences both inside and outside the classroom. But few have made clear and concrete plans for ensuring that this learning actually occurs – and that it happens for everyone. Career readiness initiatives can also end up siloed in individual areas. Integrative learning that connects co-curricular and curricular learning can feel like a great idea – but also like an abstract notion that can never be achieved. The Co-Curricular Learning Masterplan, a new publication by Academic Impressions, offers practical solutions to these complex problems, offering a framework and structure for creating campus partnerships that bring career learning together for students. Join us for a 75-minute webinar that will introduce you to the key concepts of the Co-Curricular Learning Masterplan. Masterplan co-author, Dr. Adam Peck, will begin by talking through the six foundational flaws with typical co-curricular experiences. Next, we will cover how campus leaders can work together to develop learning outcomes and activities that create truly integrative career-based learning. Adam will further demonstrate how the assessment tools in the book can create direct measures of student learning that help to track students’ improvement over time […]
To keep up with the rapid changes in student demand and employment, colleges and universities need to evaluate and adjust programs more frequently. However, much of the data commonly used to evaluate programs is significantly misleading and error-prone. This webinar will help you understand which data you can rely on, which you need to be careful with, and which analyses you should ignore completely. We will also share new approaches to predicting program size and economics. Finally, we will share concepts that will help you evaluate and manage programs in an environment that is inherently uncertain.
As COVID positivity rates decrease and institutions progress into a semester that, for many, represents the greatest return to normality since March 2020, higher-ed leaders are finally getting the chance to breathe and reflect. In taking stock of the entire experience, many are finding that—due to budget cuts, furloughs, and/or inconsistency in communication and support during the pandemic (whether perceived or actual)—there has been some trust lost between the faculty and administration. As we move forward, the question becomes, how can we rebuild it? Join us alongside your peers across the nation for a free webinar to discuss this issue. Julie Nash, Vice Provost for Academic Affairs at UMass Lowell, will facilitate a conversation around the following questions: You’ll leave this webinar with a greater awareness of how other higher-ed leaders are rebuilding trust with their faculty, as well as new ideas for how to move forward.
Developing faculty researchers is both a top-down and bottom-up process. For the administrator helping to develop faculty researchers, maximizing the potential of faculty means preparing and supporting them in the logical progression of a faculty research journey, not just in securing external funding (as vital as that may be). For the faculty researcher, long term strategic planning requires going beyond short-term goals like trying to get through a semester or publishing the next article. It requires intentional decisions that serve as steppingstones for not just the next move, but the larger career plan. Join us for a free webinar to be introduced to the key components and skillsets that set up faculty to be successful researchers. You will have a chance to discuss the following with our panelists and your peers across the nation:
By most accounts, the pandemic has not only accelerated the pace of leadership transitions but has made them considerably more complex. Almost every new senior leader is walking into a situation with significant challenges, including financial and enrollment shortfalls, declining demographics, systemic inequities that need to be addressed and lower faculty and staff morale and engagement. The days when senior leaders could do a year-long listening tour, delay big decisions, and carefully plan out their first 100 days are gone: this is no longer a reality afforded to most incoming senior leaders. The questions now are how do you identify which strategic challenges to address first while simultaneously building — and even enhancing — trust on campus? Join us for an exciting conversation with Maria Thompson and Susan Turell to explore the realities of senior leadership transitions including how to:
Recruiting faculty from historically marginalized groups is a critically important priority for faculty affairs and academic leaders. But the focus cannot remain solely on the front end: once faculty join the institution, the more challenging part—retaining and supporting their success—begins. There is no one-size-fits-all approach, but intentionality and an awareness of programs and policies that have worked at other institutions can go a long way. Join us for a free webinar to uncover strategies that go beyond hiring and extend to retaining and advancing faculty from historically marginalized groups. You’ll have a chance to discuss the following with our panelists and your peers across the nation: For each of these topics, we will also address how you can build the requisite trust with your faculty and understand your localized context, as well as how it’s being impacted by the ongoing COVID-19 pandemic.
Unveiling and undoing institutional practices, policies, and procedures that perpetuate racial inequity among students, staff, and faculty continues to be a central priority for Chief Diversity Officers (CDOs). However, given the long-standing history that has allowed these practices to develop and thrive in the first place, this is among the most demanding challenges for an institution to overcome. Join us for a free webcast designed to make space for diversity, equity, and inclusion leaders to come together and dialogue about anti-racist initiatives on campus. Through conversation with our experts and your peers, we will explore the following questions:
Academic leaders and faculty members often cite the importance of interpersonal skills when leading an academic unit, managing a research team, or functioning as a productive member of any team or unit in academia. However, emotional intelligence and self-awareness are less commonly mentioned as predictors of success among academic teams. In this video course, department chairs and faculty will discover the connection between emotional intelligence and individual, team, and department results. Through Daniel Goleman’s four pillars of emotional intelligence, you will get ideas for how to: You will learn Daniel Goleman’s four pillars of emotional intelligence and informally assess your skill in each of these pillars. Once you have a greater awareness of how you “show up” for yourself and others, we’ll offer simple suggestions for how you can manage yourself and your relationships more productively.
