In Part 1 of this article, I discussed the four-stage Kirkpatrick Model of assessing leadership training programs. In Part 2, I examine why this model has been criticized and how
Faculty and students are not on the same page about what makes a course rigorous. Draeger, del Prado Hill, and Mahler (2015) find that “faculty perceived learning to be most
Presidential transitions are rarely easy. And yet, with effective communication strategies, the transition can actually strengthen a university’s culture and its relationships. How? Overcommunicating minimizes anxiety around “the unknown;” transparency
To serve a college or university as a dean or provost is a special honor and responsibility. I had the pleasure to be in such offices—from department chair, to division
At the beginning stages of a successful mentoring program, you must provide appropriate development and clear expectations for your mentors. Your program’s success will largely depend on how well you
Higher education is experiencing a rapidly changing and challenging environment. To succeed in better enabling necessary institutional and marketplace changes as well as creating maximum student learning opportunities, today’s academic
In recent issues of Academic Leader, we discussed the importance of increasing student retention and included descriptions of several campus-level retention programs or interventions that work. While it is wise
With all the investments that colleges and universities make in trying to develop their academic leaders—sending them to conferences and workshops, creating their own in-house professional development programs, assigning new
The ultimate test of a mentoring program is this: Did you provide the necessary resources and training to help new faculty members reach their potential?
Having a commitment to continuous improvement is an essential characteristic for effective department leadership (Lees et al. 2009). The process of making changes, both incremental and sweeping, that generate better
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