by Robert A. Scott
Michael Warwick/Shutterstock
This essay is divided into two parts to be published in successive weeks.
Reflecting on 30 years of experience as a campus president, I have compiled these ten lessons and insights that might be of use to others.
First, remember that the history of the institution did not start when you took office. Too often, it seems to me, new leaders talk and act as if nothing good, or of consequence, happened before their arrival. Instead, the effective leader knows the history and heritage of the institution and builds on past accomplishments. Read the history, ask older alumni, faculty, and staff about the principles that guided significant decisions, such as new program proposals. Find examples of early actions that demonstrated responsiveness and resilience that can be models for action in the current day. Those hesitant to make needed changes can be encouraged by knowing about successful past efforts at change. Remember, we as individuals and as leaders build on personal and institutional memories.
Second, the campus president is not only a Chief Executive Officer (CEO). They are also the Chief Purpose Officer (CPO). Think of the difference. The CEO tends to focus on money, markets, size, scale, organizational structure, delegation, faculty members as employees, and students as consumers. By contrast, the CPO tends to focus on purpose and mission, students as learners, and faculty members as partners in shared governance. The CPO does not ignore money and markets, but thinks of them as means to an end, not ends in themselves. Leadership requires good and frequent communications about mission and purpose.
Third, the effective leader is visible. They walk the halls and pathways, attend campus events, and eat in the cafeteria in order to engage in casual conversations with faculty, staff, and students. They circulate at campus functions to talk with staff at all levels. On these occasions, the campus leader can ask about personal priorities, satisfactions, and disappointments. These walks and talks can also give the campus president an opportunity to say hello to receptionists, members of the housekeeping staff, the grounds crew, and others who are among the lowest paid but likely the first people visitors encounter. Their first impressions count.
Fourth, I found it useful to meet with campus tour guides every couple of years. I would want to know what parents and prospective students asked about, listen to what was said, and suggest how I would add to their answers, if necessary. I also would tag along on a tour. By listening to the guide’s script, I could learn what the admissions office staff thought was important and mention my interpretations and additions after the tour. After all, the president is story-teller-in chief, among other roles.
Fifth, I would invite groups of diverse faculty, staff, and students to attend a breakfast, lunch, dinner, or afternoon “tea” to ask the following questions: “What is going well? What do you wish we had changed last week?” I learned that a famous magazine publisher called a subscriber or an advertiser before going home each day. He wanted to learn what was thought to be effective and how his publication could be improved. When I read this, I thought I could do something similar. In addition to asking those on campus, I would call school superintendents and employers to ask what they expected from future graduates and how ours were doing.
This concludes Part I. Part II will be published next week.
