In the first installment of this series, I argued that academic leaders should treat faculty development not as scattered programming but as infrastructure. Structured onboarding and mentoring create the first layer of that infrastructure by helping new faculty enter the institution, build confidence, and develop relationships that support retention.
Beyond Programs: Leadership Lessons from Ireland’s Inclusive Universities
During a recent sabbatical studying inclusive postsecondary education in Ireland, I visited four universities—University College Cork, Trinity College Dublin, Dún Laoghaire Institute of Art, Design and Technology, and Mary Immaculate
Ashley Rodrigues
July 20, 2026
