Chief Academic Officers have been challenged over the last four months to keep up with the rapidly changing legal, regulatory, and fiscal impacts of new state and federal policies impacting higher education.  While we all consider caps on indirect costs from federal grants, the cancellation of existing grants and contracts and the real potential for nonrenewal of existing and in some cases longstanding grants and contracts, caps on student loans, elimination of loan forgiveness programs, new ways of thinking about inclusion on campuses, wondering about the future with and without international students, and impacts on curriculum, whether control over higher education will indeed devolve to the states, and what will happen to our institutional and specialized accreditors and what it means in reality for our programs, we should remember that these are not concerns for those of us inside higher education alone.  

Our host communities have just as much at stake in ensuring the financial viability of our colleges and universities because if nothing else, the local economy depends upon higher education.  With more than 5,000 colleges and universities across the country located in large cities and small towns, often institutions of higher education (IHE) are the major economic drivers in suburban and rural communities.  IHEs are significant employers, students are major consumers in the local rental, retail, and entertainment markets, and IHEs support access to education and cultural opportunities for residents of their host communities.   When IHEs go into retrenchment it is felt first but the host community, and closures are devasting to local economies.  

As a Provost, you have most likely been in academia for a long time.  Those of us who are in academia choose this profession because we find it a place where we can increase our knowledge in many areas,  including those in which we have developed expertise.  Academics should be the prototype of what’s been called the life-long learner.  As an administrator, you will be faced with issues in which you have little knowledge or background.  In these situations, it is best to become a student and do whatever you need to do to educate yourself about those issues.  You might read about those issues or spend time with someone who has had success in dealing with those issues.  

I have always found it very helpful to be an administrator in a school with several different disciplines that were different from my own.  When I took over the School of Health Sciences, I knew very little about the issues in educating students in various health science disciplines.  I met with each Department Chair individually and asked them to tell me about the challenges they faced with educating students in their discipline.  I also asked how I could best help them and what problems would likely come to me as the Dean. Those interactions lead to very fruitful relationships and has allowed me to be a help without interfering. Those interactions with members of those disciplines have taught me a lot and that knowledge has made me a better administrator because it provided me with the information that I need to make informed and equitable decisions.  

We all have our own set of values and standards for our work.  We have gotten those standards from our parents, education, religion, and life experiences.  It is necessary for us to do some careful self-evaluation so that we can identify our values and standards.  If we are not aware of our own values and standards, we will often have conflict with those whose values and standards differ from our own.  You may believe that the only acceptable outcome for your efforts is total success, and you view anything other than that as failure.  When you are an administrator and in charge of supervising the work of others, you need to understand that not everybody has the same standards and values that you have.  If you believe that only total success is acceptable, you will be unhappy with those who do not achieve it.  This will put you in conflict with someone who believes that the solutions that generally work are more than acceptable. 

It is important to realize that achievement of goals does not necessarily result in total success.  In most cases, solutions to problems are never totally successful.  Every solution misses some aspect of the problem,  and, like a drug, solutions have side effects. For example, if a staff member is continually late for appointments, you may ask her or Supervisor to deal with the issue.  The Supervisor decides that the best way to handle this problem is to monitor the staff member by having others watch him and report back on his punctuality.  Each time the staff member is late for an appointment, the Supervisor calls him or her into the Supervisor’s Office and reports the lateness and expresses displeasure and may even threaten to withhold some resources unless the tardiness stops.  Even if this results in decreasing or eliminating the staff member’s tardiness, it will create issues of morale and distraction for the staff member.  You may have a totally different approach to this issue.  You may think that having a long talk with the staff member and getting her or his assurance that the tardiness will stop may be enough.  The differences in your approach and the Supervisor’s approach is the way you view human behavior and how best to create change.  You may believe that a reasoned approach in which you point out the issues that the tardiness creates along with a discussion about how things will change is the best solution.  The Supervisor believes that only careful monitoring and confrontation will get the person to change her or his behavior.  If faced with a situation like this, you need to spend time with the Supervisor discussing the different approaches s/he might take to deal with this problem.  It is important that you recognize that the two of you see things very differently.  It is also important that you agree to a strategy once you have explored all the issues and possible problems with each of your approaches.  In this way you can come up with a plan you are both willing to try.  You may need to be willing to try a solution with which you are not totally comfortable.  If you dismiss outright the Supervisor’s solution, you will create an antagonistic relationship between the two of you, that has lots of negative consequences.  The general point here is that people solve problems using their personal values and standards as guiding principles.  When two people have different approaches to solving a problem, they need to have a discussion and try to come up with a solution that is acceptable to both parties recognizing that whatever they come up will not necessarily be totally successful and may have negative side effects.

Introduction

Each year, colleges and universities generate thousands of records that document institutional decisions and capture key elements of the academic enterprise. But what should be done with all these records?

In a previous blog post, I discussed the importance of record maintenance and confidentiality. This post offers practical guidelines for record retention. While most institutions have official retention policies, these are often inconsistently applied—especially in the face of frequent staff turnover. As a result, valuable documents may be lost, misfiled, or discarded due to storage limitations.

It is my view that human beings are primarily controlled by their thoughts and beliefs. Given that, it is important to make distinctions among three important cognitive processes, intelligence, knowledge, and wisdom.  The concept of intelligence has been the subject of a great deal of debate.  Much of the debate centers around the idea as to whether intelligence is controlled by inherited factors (genetics) or whether it is created through experience.  No matter what is true, people vary in their ability to learn.  Anyone who has taught at any grade level can attest to this fact.  People vary in intelligence along a continuum and one can rank order people in terms of their ability to learn.  Knowledge is the accumulation of information and results from experience. That experience can be in a formal setting (school) or from life experience.  It is probably true that the more intelligent a person is, the more knowledge they can acquire from their experiences. People who are lower in intelligence can still learn and acquire knowledge but not at the same level as those who are high in intelligence. The lack of knowledge is called ignorance.  We are ignorant about something, and I like to think of life as a continual opportunity to reduce one’s ignorance.  Higher Education has embraced the concept of life-long learning.   Higher Education sets as one its goals is to have their students become life-long learners.   People in all fields and professions can be life-long learners if they are willing to keep themselves open to learning new information and developing new skills. Some people have turned themselves off to acquiring new knowledge and acquiring new skills and simply want to use the knowledge and skills they have acquired even though their knowledge and skills no longer provide them with the tools to be productive.  

Wisdom is the ability to know what to do and when to do.  It is the quality to know how to get things done.   Philosophers distinguish between two types of wisdom, theoretical wisdom and practical wisdom.  Theoretical wisdom refers to higher level functions  such as ethics and moral issues.  Practical wisdom refers to practical applications such as mechanical problems and the ability to create a plan to solve practical problems.  The opposite of wisdom is foolishness. Foolishness refers to the lack of insight as to what to do in moral, ethical, or practical situations.  Wisdom is the ability to be able to predict the consequences of one’s choices and to make choices based on those predicted consequences.  Understanding how to weigh the possible outcomes of one’s choice is a function of wisdom and essential for good decision making. Wisdom is something you should look for in anyone who you want to be a member of your team.  It often perplexes people when they see a highly intelligent and knowledgeable person acting in a foolish manner.  It is probably true that one needs a certain level of intelligence and knowledge to be wise, but there are intelligent, knowledgeable, and foolish people in every walk of life.  Wisdom should be highly prized and is essential for anyone to be a successful administrator and one should choose those people as team members.  Humans vary in their intelligence, knowledge, and wisdom.  It is best to pick team members based on high levels of each of these characteristics although wisdom is most important.

In Episode 10 of Season 2 of the EdUp Provost podcast, host Gregor Thuswaldner interviewed Alain-Philippe Durand, Dorrance Dean of the College of Humanities and Professor of French at the University of Arizona. Here is an excerpt from the episode:

Question: You emphasized in your TEDx talk the versatility of a humanities degree. Can you tell us a little about that talk and why you believe the flexibility of the humanities degree is especially relevant in today’s job market?

Introduction

While many international programs are straightforward, those in high-risk areas require additional planning to minimize risks to students, faculty, staff, and the institution’s reputation. This checklist outlines key considerations for preparation and risk mitigation.

       Insurance Coverage

When I was a young man my dad said to me, “You can learn something from everybody you meet, even if it is what not to do.” I took that advice to heart and when I encounter somebody who I think is a positive role model, I watch carefully what they do and try to integrate what I learn into my own attitudes and behavior. I have met a number of great administrators. The ideas I found useful came from my observations and interaction with those administrators who  were successful in their jobs and in their personal lives. I learned to pay careful attention to my surroundings. I learned to listen thoughtfully and try to make my decisions based on the merits of the requests and not let my personal impressions and ideas influence me. I learned that you could like, and even admire somebody, but not give them what they request because their request was not justified. I learned that you need to treat all of those who report to you equitably even though they think about the world differently than I do. I learned that a good administrator makes decisions that benefit the organization they work for and those that report to her or him. I learned to hire people for talent and loyalty and to mentor those who work for me. I learned to be open to feedback and to be willing to change my decisions when the evidence presented to me suggests I do. I learned to make connections and understand the issues and problems of those I encountered every day. I learned to listen to the concerns of those who I dealt with every day and tried to give the best advice I could. I learned to ask for feedback on the decisions I made and tried to understand the consequences of my decisions. I learned all of this from those who I saw as competent and successful administrators.  

I have also met administrators who acted in a way contrary to everything I hold as important. Those administrators practiced the opposite of all the things that I found helpful. They rarely paid careful attention to their surroundings. They did not listen thoughtfully to those who reported to them and made decisions based on their personal likes and dislikes and not what was best for the people and the organization for which they worked. They did not treat all of those who reported to them equitably and that they did not tolerate the ideas of those who thought differently than they did. They did not take the time to understand the issues and problems of those who they encountered every day. They rarely asked for feedback on the decisions they made and that they did not try to understand the consequences of those decisions. I learned all of this from those that I saw as not being competent and successful administrators. I watched those administrators lose the respect of those that reported to them and what they did eventually hampered the efficiency and productivity of all of those they encountered.  I thank those administrators for teaching me what not to do. My dad was correct, you can learn something from everybody you meet, including what not to do.

In Episode 27 of the EdUp Provost podcast, host Gregor Thuswaldner interviewed Eboo Patel, who leads Interfaith America as its founder and president. Their conversation explored Patel's current engagement with pluralism. Here is an excerpt of the episode:

EdUp Provost: Your current work focuses on pluralism. And you've recently written very thought-provoking essays on the importance of pluralism in the context of higher education. One essay published in Persuasion is entitled 'How I Learned to Stop Criticizing Everything.' Another one that appeared in Inside Higher Ed has the intriguing title, 'Pluralism U.' So why the turn towards pluralism and what role should provosts play in advocating for pluralism at the executive level?

Introduction

In a recent blog post, I shared the results of a yearlong study that identified the 7 Leadership Competencies* essential for senior-level positions. Building on those findings, I’ve provided a list of interview questions below to help you assess whether candidates demonstrate these key competencies. These questions can be used during individual interviews or by search committees tasked with identifying qualified candidates.

1. Trust-Building: Behaving in a way that is trustworthy, consistent, and accountable.

I imagine that Chief Academic Officers typically spend most of their time caring for the forest, not individual trees. Yet I spent my twenty-plus years in higher education working with the trees. I recently read a post on this blog about the benefits of teaching a class as a Chief Academic Officer (CAO). I also think CAOs could benefit from regularly setting aside time to engage with individual student experiences of academic policies and procedures such as repeating a course, withdrawing from a class, the length of the drop and add period, transferring classes, or returning from a leave of absence. 

While these policies and procedures are not flashy, trendy, or exciting, I believe they do significantly impact a student’s college experience. I spent 10 years as an academic adviser, and I had plenty of tears in my office. Often, the tears where the result of a challenging experience with a policy or procedure. 

In Episode 23 of the EdUp Provost podcast, host Gregor Thuswaldner interviewed Amelia Parnell, President of NASPA – Student Affairs Administrators in Higher Education. Read an excerpt from the episode here:

EdUp Provost: What are some current trends in student affairs that provosts should especially pay close attention to?

Amelia Parnell:
One that comes to mind for sure is the evolution of the academic transcript. I'm mentioning that because the role of student affairs as facilitators of learning—I put that in the context of the provost because, obviously, academic affairs, learning, is at the top of the agenda. The trend that we're seeing very, very quickly increasing is that students are perceiving their learning as happening everywhere on the campus.

Provosts are responsible for making decisions about a wide variety of topics. Sometimes you will find out that you made an incorrect decision. You may not have had all the information you needed to make the best decision in that situation, or you may have ignored some piece of information that turned out to be very important in making that decision.  In any case, it is important that you acknowledge the fact that you made an incorrect decision and that you are  prepared to change your decision.  It is necessary that you let all of those who were affected by your decision know that you now realize that you made an incorrect decision.  Some people believe that admitting that they were wrong will diminish their authority and result in those that report to them losing trust in them.  In fact, the opposite is true.  If you make an incorrect decision, many of those who report to you will know the decision was incorrect.  Admitting your mistake will demonstrate to them that you are trying to the best you can and that you are willing to hear opinions that are contrary to yours.  This will actually result in people who report to you having greater trust in you because they will see that you are open to hearing things that may be difficult to hear and that you are willing to be open to changing your decision.  Sticking to your incorrect decision can have several damaging effects including those who report to you losing trust in you. This will result in them not being willing to tell you things you really need to hear.  Put your ego aside and be willing to listen and reevaluate your decisions.  You will be a stronger and more effective leader if you do so. Put your ego aside and always be willing to listen to opinions that are contrary to yours.  Be willing to change your decisions when it becomes clear that they are incorrect.

Colleges and universities are integral parts of their communities, and it's common for third parties to request permission to use campus facilities and resources. In the interest of fostering positive town-gown relationships, administrators may feel inclined to offer these institutional assets. However, it’s essential to carefully consider the potential liabilities associated with third-party use. This checklist highlights key factors to evaluate before granting access to institutional assets.

Career-connected learning integrates career exploration and job-ready knowledge, skills, and abilities into the curriculum, program by program. It gives students on-ramps toward professional preparation, stackability for room to develop a specialized focus while maintaining progress toward a credential, and enhanced durable skills taught through general education that employers seek for leadership positions in their organizations. Finally, to prepare students for the workforce, career-connected learning offers high-impact experiences: internships, co-ops, apprenticeships, and mentorships that take place in the community beyond campus.

Increasingly, states--and stakeholders--are driving alignment between the nation’s workforce needs and higher education’s academic work.  Also, with the cost of access to the first rungs of tertiary education for traditionally aged students, families need assurance of a strong return on their investment. While students experience a demonstrable return on investment when they graduate from institutions that have based academic planning on career-connected learning, there are wide-ranging benefits for the university in connecting learning to careers, also.

In a recently commissioned study by Academic Search, researchers identified seven key leadership competencies as being crucial to effective presidential leadership in higher education. However, these competencies are not exclusive to presidents alone; they are equally essential for all senior leadership roles across higher education institutions. The research involved interviews with over 700 current college and university presidents, alongside the collection of additional relevant data, over the course of a comprehensive year-long study. For those interested, a free copy of the full report is available at:  https://www.academicsearch.org/blog/competencies-for-the-college-presidency/

As you work to build and strengthen your leadership team, it’s important to think about how junior members can be equipped to develop these competencies. Consider implementing mentorship programs, leadership development workshops, or other forms of continuing education to foster professional growth and ensure your team is poised to take on future leadership challenges. Reflect on your own leadership strengths and areas for improvement: Are there gaps in your skill set? What resources or opportunities can you leverage to acquire and enhance these competencies?

As a Provost many people will come to you when they have a problem or need advice. You may believe that it is your responsibility to give your opinion and advice on every issue that arises.  This is a very unwise practice and will often result in those who report to you to avoid discussing some issues in your presence. It is best to offer your opinion when it is asked for and on topics that you have expertise and/or experience.  If you give your opinion and advice on every issue that comes up, others will stop listening to you even when an issue arises where  your advice and opinion would be helpful. It is difficult to distinguish what to pay attention to when someone is always talking and providing their opinion and advice even when their opinion and advice are sound and likely to be helpful.   If you are talking a great deal, you will not be listening.  Not listening sends a message that you don't value what someone else thinks, you only value what you think. 

Listening is a hard skill to acquire.  Having done a lot of marriage counseling, I can attest to the fact that a major hallmark of a dysfunctional relationship is the failure of one or both parties to listen to each other.  They may talk a great deal, but they rarely listen to what the other person says.  When It appeared to me that the couples were not listening to each other, I would stop the conversation and ask the nonspeaking spouse to tell me what her or his spouse just said.  It was amazing how often they had no idea.  They were too busy focusing on what they were about to say and did not listen to what their spouse was saying. 

College campuses were historically viewed as safe spaces where differences were welcome and where people were educated about tolerance and accepted.  Sadly, many campus climates appear to be changing, and this has not always been the case recently.  

As states continue to mandate the closure of various diversity offices and initiatives, what can chief academic officers do to ensure that all students, faculty and staff feel welcome and supported on campus? For starters, we need to make sure that everyone is using the same definitions for diversity and inclusion.  Regulators, both governmental and nonprofit, often only ask institutions of higher education to report certain diversity data such as gender, race and ethnicity.  By only calling out these groups, it can lead to an impression that other markers of diversity may not be viewed in an equal way.  For example, data may not be kept or reported on diversity in religion, diversity in terms of physical or mental impairments, diversity based on political points of view, diversity based on sexual orientation, diversity based on socio-economic status, diversity based on citizenship status, and countless other categories of ways in which everyone is unique and different from someone else. 

For many years institutions of higher education have been emphasizing the importance of lifelong learning as an important goal for their students.  The goal is to give students the skills and knowledge for them to continue to engage in learning about things that will enhance their knowledge and capabilities in their professional and private lives.  Several years ago, I attended a celebration of the tenth anniversary of a psychological services center on the campus of a very large university.  The ceremony included talks by alumni of the doctoral program in Clinical Psychology.  One of the speakers said that he now does many things that he did not learn in graduate school.  He went on to say that his graduate education taught him how to learn those things and that he was grateful for what he had learned in his graduate program because those skills allowed him to be successful in his career.  This alumnus was clearly a lifelong learner, and his program could be credited with giving him the skills to be so.

Lifelong learning should be a goal not only for students but also for faculty members and administrators.  Faculty members teach in a specific discipline.  All disciplines increase their knowledge through research which often results in publication in professional journals. 

Introduction

Navigating the complexities of free speech and student protests is challenging for both public and private institutions. The distinction between protected speech under state constitutions and the rules of private institutions can be difficult to discern. This checklist offers practical suggestions for chief academic officers to effectively manage these issues.