You would be hard-pressed to find a higher education leader today who has not heard of, thought about, or dealt with the effects of AI in higher education. Yet despite
Leading in a higher education setting is a complex undertaking, largely because the enterprise is like no other sector of our society. It is uniquely structured with a distinctive organizational
Change is the name of the leadership game these days in higher education. So much has changed since the pandemic, and the landscape keeps evolving. As post-Covid enrollment and budget
We’ve all been there. You are sitting in a meeting with a committee or your supervisor, considering a potential new program, curriculum, or policy to meet a perceived need on
Change can be exciting, but workplace evolutions can also require leaders to address sensitive issues and controversial topics. While many educational leaders may focus on avoiding or preventing challenging dialogues,
Last month, I introduced the U.S. Surgeon General’s Framework for Workplace Mental Health & Well-Being. The framework was created to start deeper conversations about change and well-being in the workplace
Department meetings are opportunities to provide important information, share announcements and updates, make or confirm decisions, and discuss topics. However, they can sometimes feel heavy with facts and information and
Higher education faculty know the value of providing formative feedback to students. They recognize that feedback that provides actionable information promotes deeper learning. Faculty are also accustomed to receiving feedback
As academic leaders, we are under so much pressure to deliver—enrollment targets, strategic plans, graduation rates, AI policies, and on and on—that we can lose sight of what our students
Those academics among us who have titled positions of leadership—dean, director, department chair—know what our supervisory responsibilities are. We know that we are charged with, among other duties, the supervision
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