Faculty Development Plans

In higher education advancement, leadership matters more than any deck or strategy. Here’s how to lead with intention, even through uncertainty. 1. Communicate clearly and compassionately, even when you don’t have all the answers. Your team isn’t expecting certainty; they’re looking for steadiness. Share what you can when you can. Provide context. Model a trusted, even presence they can come back to when things feel unsettled. 2. Stay focused on mission and values. When priorities shift (and they will), let your institution’s mission and your team’s shared values guide decisions, messaging, and fundraising strategy. They offer clarity when the path forward feels less defined. 3. Prioritize your team. Your leadership matters more than any deck or strategy. Make time for your team members, even when your calendar is full of back to back meetings. Remind them of what you’ve already navigated together. Create space for candid conversations about what’s working well—and what’s not—and remove barriers, even small ones, to keep momentum toward your goals. 4. Build and sustain team resilience. Ongoing change is tiring. Recognition and ownership increase organizational resilience. Notice small wins. Celebrate progress. Invite people to take meaningful ownership of the work. Help your team feel seen—not just for what they do, but for who they are. 5. Lead for efficiency while maximizing connection. Yes, budgets may be tighter. That doesn’t mean leading alone. Revisit priorities and processes with your team and let go of what no longer serves you. Continue to invest in what sustains strong advancement cultures: trust, collaboration, and learning. This is the important work ahead for higher education advancement—navigating complexity while continuing to lead with intention. Glad to be in it together.

I had the great pleasure of teaming up with Jorge Burmicky, Ph.D. and Wonsun Ryu, Ph.D. to conduct a national study of competencies for the college presidency. The study was supported by Academic Search, American Academic Leadership Institute, American Association of State Colleges and Universities (AASCU), and Council of Independent Colleges. Through a survey of over 700 presidents, plus four focus groups with 14 presidents, we identified a number of key skills and abilities to be an effective college leader--some of which haven't been emphasized in recent studies. They include: 1️⃣ Trust building - The survey item that was most frequently rated as very relevant was behaving in a way that is trustworthy, consistent, and accountable. 2️⃣ Demonstrating resilience - Focus group participants discussed that their resilience is a product of leaning on their teams and networks of friends, family, mentors, and faith communities. In other words, resilience was not a solo project, but rather a product of relationships. 3️⃣ Communication savvy - Communication skills were prominent in open-ended comments, with a particular emphasis on the ability to translate information to different constituencies, communicate in a way that conveys respect for multiple points of view, model civil discourse by engaging with disagreement, and provide explanations or rationale behind decisions–the “why” and not just the “what” or “how.” 4️⃣ Crafting a cabinet - One of the top institutional management skills rated as very important was building a collaborative cabinet and empowering it to make progress on institutional goals. 5️⃣ Emotional intelligence - One of the most frequent codes for open-ended comments on the survey was humility, appearing in 37 separate comments. Comments spoke to the importance of admitting mistakes, apologizing, and praising others while not expecting to receive credit for successes. There's plenty more to unpack in the full report, which you can find here: https://lnkd.in/eWNuRi3F Thanks to Shawn Hartman, Ed.D. for his vision and stewardship of this project.

Is Running a University Difficult? As I near the completion of 3 years as Chancellor of Abu Dhabi University and having served for over 8 years as President of Applied Science University Bahrain, I have been reflecting on the subject of running a university. Running a university is a complex and multifaceted endeavor, filled with unique challenges and responsibilities. However, success in this role can be significantly simplified by adhering to several key principles and practices. 1. Strong Governance Support The foundation of any successful university is the unwavering support from the Chairman and Board. 2. A Capable Senior Team A competent senior leadership team is essential for effective administration. The right individuals in key positions can drive the university forward, implementing ideas and policies that align with the institution's goals. 3. Empowering People Empowering faculty and staff is crucial for fostering a positive academic environment. When individuals feel trusted and supported in their roles, they are more likely to take initiative and contribute meaningfully to the university. 4. Investment in Development Ongoing professional development is not just a benefit; it’s a necessity. Investing in the growth of faculty and staff enhances their skills and effectiveness, directly benefiting students and the institution. 5. Genuine Care for the Community A leader who truly cares about their team creates a healthier, more collaborative culture. This commitment to well-being fosters a sense of belonging and loyalty among faculty, staff, and students. When individuals feel valued, their enthusiasm and dedication to the university’s mission typically increase. 6. Creating Opportunities Time spent creating opportunities for faculty, staff, and students translates into a more dynamic and engaged community. 7. Prioritizing Stakeholders Putting faculty, staff, students, alumni, and collaborators at the forefront of decision-making is vital. A university’s success is intrinsically linked to its relationships with these stakeholders. 8. Clear Strategic Planning A well-defined strategic plan provides direction and clarity for the university’s goals and initiatives. Furthermore, a solid implementation framework is crucial for translating plans into action. Risk management is also very important. 9. Robust Infrastructure Finally, having a solid infrastructure—both physical and organizational—is essential for smooth operations. This includes everything from technological systems to facilities and administrative processes. While the role of running a university may seem daunting, it can be manageable with the right foundations in place. Prioritizing community, care, and collaboration is key to creating an environment where everyone thrives. #UniversityLeadership #HigherEducation #Leadership #Empowerment Hamad Odhabi Professor Barry O'Mahony Mohammad Fteiha Dr. Anas Najdawi Prof. Sherine Farouk Khulud Abdallah

Building Intellectual Authority as a School Leader Intellectual authority is when people respect your thinking- not just your position. It is when: Teachers trust your academic judgment. Parents value your insight. Staff seek your perspective on complex issues. Policy decisions carry weight because they are well reasoned. It is influence rooted in competence. 1. Know the Core Business: Teaching and Learning If you lead a school, your intellectual backbone must be pedagogy. You should be able to: Discuss curriculum design intelligently. Interpret assessment data confidently. Identify weak instructional practice. Explain learning theory in practical terms. If teachers know more than you about instructional standards and you avoid academic conversations, authority weakens. A school leader does not need to know every subject. But you must understand learning deeply. 2. Think in Data, Not Opinions Intellectual authority shows in how you argue. Weak leadership says: “I feel the students are doing well.” Strong leadership says: “Our literacy scores dropped 8% compared to last term. The pattern is strongest in Grade 8. Let’s examine assessment alignment.” Data-driven reasoning commands respect. It shifts discussions from emotion to evidence. 3. Stay Academically Current Education evolves. A leader who still speaks from methods of 15 years ago becomes irrelevant. Read Beyond Your Comfort Zone Many school leaders stop studying once they get the title. Build intellectual authority by: Reading research on school improvement. Studying educational leadership models. Understanding organizational psychology. Following policy changes in education systems. When you speak, your references should reflect depth,not guesswork. 4. Speak With Clarity and Structure Intellectual authority is also communication discipline. When addressing staff: Structure your arguments. Avoid rambling. Distinguish between policy and preference. Clarify expectations with reasoning. People respect leaders who think clearly. Confused communication signals confused thinking. 5. Ask Better Questions Sometimes authority grows not by talking, but by questioning well. Instead of: “Why are results poor?” Ask: “What patterns do we see across departments? What systemic factor could explain this?” High-quality questions elevate discussions. They signal strategic thinking. 5. Stay Humble but Not Insecure Intellectual authority is not arrogance. You should: Admit when you don’t know. Invite expertise from others. Credit strong ideas publicly. But you must not appear unsure of every decision. Humility strengthens authority. Insecurity weakens it. If your staff constantly: Debate every directive, Bypass your decisions, Or quietly undermine initiatives, It may not be rebellion. It may be perceived intellectual weakness.

I raised over $1M funds managed over $2M budget launched 4 academic programs and 10 activity programs - but my most vital skill wasn’t in any textbook or in my #PhD. They don’t teach you diplomacy in PhD programs on robotics, nor they teach you interpersonal skills, although mine was on human-robot interaction! But here’s what I learned:     ⇢ Getting buy-in for AI curricula? Frame it as empowering departments - not additional workload.  ⇢ Securing grants? Speak the language of impact beyond your team - not just siloed growth. ⇢ Leading change? Move slowly enough that people can jump on - not feeling left behind.   The real work happens after the PowerPoint ends - in hallway conversations, over tea, in listening, and in finding out what common goals you can identify.    But here’s the hard part leadership isn’t about consensus. It’s about knowing when to push forward - even when the room isn’t ready. The best ideas often start as unpopular ones and sometimes, it really feels as if you are in this all by yourself - it feels as if no one is really interested!    But you can decide whether to be THE man in the arena or be one among thousands sitting in the audience!    #AcademicLeadership #HigherEd #ChangeManagement

What Makes a Great Vice-Chancellor? I was recently conducting a session in a leadership development programme for senior academic administrators from multiple institutions. I asked them to recall the best and worst vice-chancellors they had experienced, and write three traits of such vice-chancellors. The responses were interesting. The Best Vice-Chancellors were not just administrators; they were institution builders with following traits: - Clear long-term vision - Fair and transparent decision-making - Accessible and willing to listen - Supportive of faculty and students - Deeply anchored in academic values They built something intangible but invaluable: #TRUST. The contrast was equally sharp for the Worst Vice-Chancellors who displayed the following traits: - No clear direction - Arbitrary or opaque decisions - Perceived bias in key matters - Poor engagement with stakeholders - Weak connection with academic priorities They didn’t just make poor decisions; they eroded institutional #CULTURE. The real difference is not about efficiency or knowledge of rules and regulations; it is about leadership philosophy. Good vice-chancellors build trust, enable people and strengthen academic culture. Poor vice-chancellors create uncertainty, centralize without purpose and weaken institutional morale. And yet, how do we select our Vice-Chancellors? What truly drives shortlisting decisions? What kinds of questions do Search–cum–Selection Committees ask; and, perhaps more importantly, what do they fail to ask? Do we meaningfully assess leadership qualities, or do we remain confined to credentials and compliance? Moreover, when we speak of leadership development in academia, what do our programmes actually contain? Do they engage with questions of purpose, values, institution-building, and culture, or are they largely confined to rules, procedures, finance, and compliance? #HigherEducation #AcademicLeadership #InstitutionBuilding  

Think leadership in Higher Education is about technical skills? Think again. If you're aiming for a senior role, the game has changed. Here’s how to stay ahead. Directors, Deputy Directors, and aspiring leaders are now expected to drive some of the most complex, high stakes change in universities. They often report to us that they feel unprepared for what leadership demands. In today’s Higher Education landscape, leadership isn’t just about technical excellence or strategic know-how. It’s about how you show up and how you bring others with you. The change is clear: 🔹 People skills are no longer a ‘nice to have’. They’re essential. 🔹 Institutions are placing increasing emphasis on how candidates engage, listen, and lead with authenticity. 🔹 It’s not enough to deliver outcomes. We now know that leaders must demonstrate their values, motivations, and purpose in how they lead. Many leadership roles especially at Deputy & Director level carry the weight of cultural change. You’re expected to drive transformation, build resilient teams, and maintain credibility even when the path is unclear. To thrive in this space, future leaders need to: ✅ Know how to deliver positive change with resilience ✅ Show they can delegate and share workload in order to operate more strategically ✅ Balance empathy with resilience, especially when guiding teams through uncertainty Leadership in HE is changing. It's not just about what you know it's about how you lead change, connect with people, and bring purpose to the role. If you're aiming for the next step, ask yourself: Are you being seen as a technical expert or as a leader who can shape the future?

What does it really mean to step into academic leadership, and specifically, the role of dean? After leading the Future Leaders of Schools of Public Service (FLSPS) Module 4: Transitioning from Faculty to Leader & Navigating Administrative Opportunities, I’ve been reflecting on the honest, practical insights shared by colleagues and emerging leaders. This work, supported by the Volcker Alliance, continues to create space for real conversations about leadership in higher education. Here are a few truths that resonated: Top 10 Truths About Becoming a Dean (and Academic Leader) 1. You move from being an individual contributor to an institutional steward—representing and serving the university in all that you do. 2. As dean, you are responsible for shaping, caring for, and sustaining the culture and community of your school or college. 3. Your impact grows—your research often shifts from a focused subject area to broader application as a public scholar. 4. Leadership does not have to be lonely—lean into the community of deans at your institution and across the nation, and build your personal board of directors. 5. Relationships change—because you and others are growing; don’t fight it, learn to navigate it. 6. You must make decisions with incomplete information and competing priorities—there are rarely perfect choices. 7. Success is no longer about your output—it’s about what others can achieve because of your leadership. 8. Trust and reputation are everything—built slowly and lost quickly. 9. The role is physically, mentally, and emotionally demanding—you must pace yourself with intentional blank space, time to rebound, and moments to refresh. 10. The most important work is not really the big moments—it’s the small, consistent actions that build over time. I am so grateful to Matthew Auer and Carissa Schively Slotterback, FLSPS co-leads. I am also thankful to learn alongside colleagues like Tim Chapin and Jill Gordon, and especially from the thoughtful participants who are preparing to lead with purpose. And, The Volcker Alliance staff Randi Gamble , Peyton Marshak and Maggie Mello, thank you for investing in this important work. #AcademicLeadership #HigherEd #Leadership #Deans #FLSPS #VolckerAlliance

Many academic chairs run departments with little to no support. Being short-staffed isn’t the exception—it’s the norm. But the most successful chairs I’ve seen build leadership structures around them...even when one doesn’t exist. Here are a few strategies that can help you do just that: 🔹 Create Roles with Clear Responsibilities 👉 If your department lacks official support roles, consider creating assistant or associate chair positions with stipends and workload reductions that oversee specific areas (e.g. academic programs, research, faculty or student services). 🔹 Delegate Leadership Roles Strategically 👉 You don’t always have to think hierarchically—focus on the strengths of your faculty. Who are the problem-solvers, the visionaries, and the connectors? Ex. Even someone who wants to organize social hours adds value to your departmental culture. 🔹  Establish Standing Committees 👉 Identify recurring tasks and establish committees to handle them (i.e. curriculum, faculty mentorship, interdisciplinary collaboration, awards, recruitment). 🔹 Invest in Leadership Development 👉Even with limited resources, you can invest in growth. Encourage workshops or leadership training for faculty and staff (you can even make your own). Building yourself and others up will always pay dividends. 🔹 Make Collaborative Decisions 👉Bringing others into the decision-making process creates ownership, lightens your load, and increases engagement. 🔹 Leverage Faculty and Staff Meetings 👉Use meetings to spotlight leaders, committee chairs, and influencers. Let them provide updates, share progress, and lead discussions. 🔹 Reach Out to External Networks 👉You don’t have to figure it all out on your own. Partner with other chairs on campus or consultants to learn best practices that can help you manage your department more effectively. The takeaway?  You don’t have to do it all. Building a leadership team—no matter how small—will make a world of difference in managing your department and fostering collaboration and growth. ---------------------- ♻️ Repost this to help other academic leaders.  💬 Follow for posts about higher education, leadership, & the arts. #LeadershipGoals #HigherEdSuccess #HigherEducation #departmentchairs #deans #programmanagers #academicleadership #LeadershipSkills #HigherEdLeadership #DepartmentChair #FacultyDevelopment #TeamBuilding #AcademicLeadership #Collaboration

3 Leadership Skills We Often Ignore (But Really Can’t Afford To) I used to think leadership was about having all the answers. Early in my career, I thought the "Leader" was the person in the room with the loudest voice and the firmest strategy. After years of working in #HigherEd, analyzing #data on student success, and researching how college presidents handle crises, my perspective has completely flipped. The best leaders don't just command. They design. If you want to build a team that can navigate uncertainty (the only certainty we should expect as leaders), you need to stop focusing on "management" and start mastering these 3 skills (along with some 📖 recommendations to get you started): 1️⃣ 𝑨𝒅𝒂𝒑𝒕𝒊𝒗𝒆 𝑪𝒂𝒑𝒂𝒄𝒊𝒕𝒚 Most problems cant’t be fixed with a manual. They are adaptive (require changing values and beliefs). Stop trying to solve adaptive problems with technical fixes. You can’t "policy" or “procedure” your way out of a culture issue. 📖 𝘛𝘩𝘦 𝘗𝘳𝘢𝘤𝘵𝘪𝘤𝘦 𝘰𝘧 𝘈𝘥𝘢𝘱𝘵𝘪𝘷𝘦 𝘓𝘦𝘢𝘥𝘦𝘳𝘴𝘩𝘪𝘱 by Ronald Heifetz. This book will fundamentally change how you view "problems." 2️⃣ 𝑷𝒔𝒚𝒄𝒉𝒐𝒍𝒐𝒈𝒊𝒄𝒂𝒍 𝑺𝒂𝒇𝒆𝒕𝒚 Innovation is impossible if your team is afraid to look stupid. If you want "data-driven decisions," you need a culture where people feel safe enough to report the bad data, not just the good news. 📖 𝘛𝘩𝘦 𝘍𝘦𝘢𝘳𝘭𝘦𝘴𝘴 𝘖𝘳𝘨𝘢𝘯𝘪𝘻𝘢𝘵𝘪𝘰𝘯 by AMY C. Edmondson. It proves that safety isn't "nice to have"—it's the bedrock of high performance. 3️⃣ 𝑫𝒆𝒔𝒊𝒈𝒏 𝑻𝒉𝒊𝒏𝒌𝒊𝒏𝒈 We tell students that "career is a process, not a destination." Leaders need to treat their organizations the same way. The ability to prototype, test, fail, and iterate is more valuable than the ability to write a perfect 5-year plan. 📖 𝘋𝘦𝘴𝘪𝘨𝘯𝘪𝘯𝘨 𝘠𝘰𝘶𝘳 𝘓𝘪𝘧𝘦 by Bill Burnett & Dave Evans. (Yes, it’s a career book, but it’s actually a masterclass in leading through ambiguity). Leadership isn’t about being the hero. It’s about creating an environment where the team can be heroic. Whay leadership skills and works are you putting into practice today? 👇 please share in the comments! #Leadership #HigherEd #CareerDevelopment #GrowthMindset #Management