Bottom-Line Leadership
A friend of mine posed a question that I’ve been grappling with: “Why are so many college and university presidents so … bad?” The question caught me off guard since
Jeffrey L. Buller
April 1, 2013
A friend of mine posed a question that I’ve been grappling with: “Why are so many college and university presidents so … bad?” The question caught me off guard since
Kristi Upson-Saia thinks it can, and she has data from one field that supports her belief. When her religious studies department (at Occidental College) decided to reassess its capstone course,
When Muhlenberg College’s dean of institutional assessment called for academic departments to develop internal assessment plans, the goal in the department of mathematics and computer science was to implement an
Faculty are essential to addressing the large issues facing higher education institutions, such as increasing student diversity, budgetary challenges, and changes in course delivery methods. The challenge for academic leaders
Winston-Salem State University recently implemented its Faculty Fellows Program, a comprehensive, two-tiered model of faculty development to serve the diverse needs of tenure-track and tenured faculty members. The program was
As administrators we’ve heard it often enough and probably said it a few times ourselves: “In order to be an academic leader, you have to be able to make the
Difficult conversations are inevitable in any organization. Understanding how they arise and how they play out can help minimize the disruption without avoiding the issue or alienating those involved.
Domenick Pinto has been chair of the computer science department at Sacred Heart University for the past 25 years. In that time, his role has become increasingly complex, demanding, and
Pareena Lawrence, dean and chief academic officer of Augustana College, says that faculty need to take on a different and more active leadership role in order to meet the demands
At many institutions, development of leaders begins once people are selected for formal leadership positions. This approach is partly the result of a resistance to leader development borne of higher
