by Leo Z. Archambault, DBA
Higher education is in a state of crisis that has it facing many challenges. Externally, people are losing faith in the need for a college degree; more industries seek to train their own employees; changing demographics (as they always do) are impacting future enrollments; and the federal and state governments are putting institutions “under the microscope” now more than ever. Internally, many institutions have tried to cut costs by employing more adjunct instructors for introductory courses. This situation has created concerns about salary, benefits, tenure opportunity, academic freedom, and overall job security for full-time faculty. Due to the external pressures and internal conflicts and concerns, many institutions have seen more resignations of college presidents impacting leadership continuity.
In her book “Leading Generously: Tools for Transformation,” Kathleen Fitzpatrick suggests that leadership in higher education needs to move from the traditional model to become a more transformational “generous” leadership style. From her qualitative research over the last several years, she provides readers with the important “tools” used by generous leaders:
- Collaboration and Shared Leadership: Moving away from an individualistic, top-down approach to create a renewed emphasis on building coalitions, fostering relationships, and sharing leadership responsibilities throughout the organization. This involves working together to achieve common goals while creating an environment of empowerment and inclusion.
- Transparency and Trust: Prioritizing transparency in decision-making processes and open communication by ensuring that everyone has access to the same information and understands the reasoning behind decisions, which builds trust within the organization.
- Values-Driven Approach: Grounding leadership in a commitment to core values of equity, inclusivity, and sustainability. The focus is for leaders to align their decisions and actions with these values to ensure that the institution’s practices reflect the stated principles.
- Listening and Vulnerability: Practicing deep listening and being willing to be vulnerable. These leaders engage in genuine dialogue with their communities, address their uncertainties, and welcome feedback. These factors build stronger relationships and foster a culture of mutual respect and understanding.
- People-Centered Change: Prioritizing the well-being and development of the institution’s members over structural success. These leaders focus on an environment that supports the growth and flourishing of individuals while recognizing the institution’s success is ultimately dependent upon those who comprise it.
- Long-Term Thinking and Sustainability: Playing the long game by focusing on long-term goals and strategies rather than short-term wins. These leaders consider the sustainability of their actions to ensure that the institution can continue its work in an ethical and sustainable manner.
- Accountability and Follow-Through: Ensuring that commitments are met and that there is accountability for actions. These leaders always follow through on their promises and maintain consistency between their words and actions.
- Flexibility and Nimbleness: Being prepared to adapt to change while maintaining focus on long-term goals and institutional values. These leaders must be nimble, able to negotiate the path ahead with accuracy, and adjust their strategies as needed.
- Solidarity and Inclusivity: Building solidarity among all members of the institution, including faculty, staff, and students. These leaders recognize and address different needs and challenges faced by various groups and work together to create a more inclusive and equitable environment.
By practicing and honoring these principles, generous leaders can create a more just, equitable, and caring institution that prioritizes the well-being of its members and aligns its actions with its core values.
Such systemic changes in leadership styles in higher education might seem daunting. Where would we start? How will it be accepted by the group? Throughout “Leading Generously,” Fitzpatrick asks readers to reflect on questions posed at the end of certain chapters. Her aim is to provide a how-to guide for using these “tools” at one’s institution. This makes the book a useful means of starting a conversation on your campus regarding the issues presented. She also provides several stories to describe how some institutions made strides in transforming their institutional structure, their community, and the hiring process within their respective institutions.
Finally, the author leaves us with some thoughts about how to approach transformation. Although she sees her “tools” as more conceptual than practical, she suggests that by practicing the concepts/”tools” in our own work areas, we can start small as we try to think big. When we bring these tools into our own campus community, we might be able to successfully work together to “become the change.”
