In recent issues of Academic Leader, we discussed the importance of increasing student retention and included descriptions of several campus-level retention programs or interventions that work. While it is wise
With all the investments that colleges and universities make in trying to develop their academic leaders—sending them to conferences and workshops, creating their own in-house professional development programs, assigning new
The ultimate test of a mentoring program is this: Did you provide the necessary resources and training to help new faculty members reach their potential?
Having a commitment to continuous improvement is an essential characteristic for effective department leadership (Lees et al. 2009). The process of making changes, both incremental and sweeping, that generate better
A new report by the Babson Survey Research Group, led by researchers I. Elaine Allen, PhD, and Jeff Seaman, PhD, finds changes in the number and governance structure of institutions
How often have you found yourself in a sticky situation as an instructor, a chairperson, or college administrator? Has this resulted in a reaction or a decision you later regretted?
The role of academic leadership in the identity development of undergraduate students has often been overlooked. In a survey of recent college graduates that we conducted for Rethinking Cultural Competence
As conversations in academia turn to identifying top educational leaders, what, precisely, constitutes their characteristics? In addition to planning carefully and adapting quickly to unforeseen circumstances, highly effective school leaders
In the last issue of Academic Leader, I discussed the reasons student retention is important to colleges and universities and to the institutional individuals who are responsible for assuring that
Faculty mentoring programs are only as good as the mentors who work with junior faculty. Unfortunately, few senior faculty members ever receive formal training regarding how to be an effective
