A recent Inside
Higher Ed article discussed the need for leadership training for faculty
and academic staff as a way to prepare them for higher
education’s ongoing challenges, such as competition for students, equity issues,
and financial pressures (Cano & Whitfield, 2019). As
faculty members in the Touro College and University
System Graduate School of Education, we identified this need and in the fall of
2017 proposed an innovative faculty development project: the Touro College
Academy of Leadership and Management (TCALM).
Getting started
To support the professional growth of faculty and address a
growing and changing institution’s need to prepare future leaders, we presented
our idea to the provost and vice presidents of the graduate and undergraduate schools.
The proposal provided an overview of the program and
identified application eligibility criteria (three years’ employment at the college,
an essay establishing the applicant’s purpose for applying, and the recommendation
and approval of the applicant’s immediate supervisor) and described the
competitive selection process. The faculty who proposed the initiative agreed
to develop the program and lead it from concept to inception.
After the provost and vice
presidents provided feedback, we made revisions. The proposal was presented to
the president and approved as a pilot for Touro College New York. The Office of the Provost financially supports this low-budget
program. The funds are used to provide an initial,
interactive team-building activity at an external facility; targeted academic
resources (e.g., books, case studies); occasional outside speakers; and meals
during the full-day events.
Program goals
Central to TCALM is the
idea that individual growth requires each participant to first examine their capacity
to lead. The program then supports the continuing development of the
individual’s leadership mindset while focusing on leadership skills, competencies,
and theory in practice. The content of the sessions would
help develop the leadership skills and capabilities needed to address the
challenges facing higher education and this institution. In addition, recognizing that the institution is large, complex, geographically spread out, and changing, the program
designers knew that most applicants had knowledge of their own schools or
departments but did not necessarily know the full scope of the organization. Consequently, a major part of
the program was to fully immerse the participants in understanding the institution
and its place within the local, national, and global higher education
communities.
TCALM structure
Nine day-long meetings
held over a period of 12 months centered on best practices in leadership
development, including the following:
- Defining the environment: vision and
strategy
- Collaboration and team-building
skills
- Time management and managing
multiple demands
- Managing up and across
the organization and political savvy
- Motivating, developing,
and rewarding faculty
- Resource development: human
and financial
- Equity and ethical and culturally
responsive leadership
- Delivering results: enrollment
growth and new program initiatives
- Telling one’s story and external
messaging
In deciding the size of
the cohort, the program developers considered their ability to manage the
process and keep costs low. The objective was to select a diverse group of
faculty reflective of the various schools and
programs within the college. Twelve members were chosen from the applicant pool.
It was essential that the sessions be highly interactive and provide an opportunity
for the participants to examine issues, solve problems, develop communication
skills, and collaborate on a variety of leadership challenges. Case studies relevant to the session topics were used to generate
thought and participation. At each session, furthermore, internal and external
guest speakers spoke about their experiences as leaders in higher education and
presented cases from their own work for the group to discuss.
Collaborative action
research was a significant part of the program. The cohort was purposefully
grouped into teams to reflect the diversity of professional backgrounds and
experiences. The teams were tasked with using institutional
data to identify a gap in a program, department, or school or in the college. They then recommended
a solution grounded in evidence and research.
The proposals were presented to the college president for consideration. Ultimately,
each proposal in the first cohort received approval, and now, one year later, all are being implemented as pilots.
Program assessment
Open discussions and
anonymous surveys after each session allowed for participant feedback. Participants
made meaningful suggestions, several of which have been implemented in the
second year. The cohort members and by the college’s executive leaders found
the initiative to be successful, and it and continues to receive institutional
support.
Benefits to the participants
and to the college
Preliminary indications
point to success as evidenced by participants who have attributed promotions,
in part, to participation in TCALM. Additionally, some have stated that they
have gained confidence, greater networking opportunities, and a better understanding
of the organization. Word of mouth from the “graduates” resulted in a strong
applicant pool for the second cohort.
All three of the
projects the first cohort proposed (two were related and have been merged for
efficiency of effort) are moving forward and have the potential to improve
services to staff and students and the functioning of the college. The program
is currently being formally assessed to determine whether the original goals
were met.
We believe that TCALM
has proven successful. The initiative has focused on the importance of
empowering faculty to propose ideas and be acknowledged by the institution’s
senior leadership. It has helped the college to identify
future leaders as well as address succession planning and faculty retention.
Reference
Cano, A., & Whitfield, K. E. (2019, November 22). Needed: Leadership training for faculty and academic staff. Inside Higher Ed. Retrieved from https://www.insidehighered.com/advice/2019/11/22/importance-cultivating-leadership-skills-among-faculty-and-academic-staff-members
Laurie Bobley, EdD, is the chairperson of the special education grades 7–12 generalist program and previously served as the director of online education for the Graduate School of Education at Touro College. Before joining Touro, she was a secondary school science teacher. Reach her at laurie.bobley@touro.edu.
Alan Sebel, EdD, is an associate professor of school leadership and administration in the Graduate School of Education at Touro College in New York City. Before joining Touro, he was a deputy assistant superintendent in the New York City Public Schools. Reach him at alan.sebel@touro.edu.
