Tag: leaders

  • How Leaders Can Chart a Path Through the Chaos (opinion)

    How Leaders Can Chart a Path Through the Chaos (opinion)

    The pressures on higher education leaders and their institutions have intensified with the new U.S. presidential administration’s agenda. We all became familiar with uncertainty as a result of the pandemic, but this new series of policy mandates and legal challenges creates an even more ambiguous environment. Higher education’s basic foundations, operating systems, cultures, values and structures are being challenged, which implies systemic change may be required.

    Leading systemic change is difficult enough in a less demanding environment. In this one, higher ed leaders will need tools and resources that can help them strategically chart a path through the chaos. They will need advice about how to adapt and continue important work that may be challenged by current executive orders, as well as advice about how to navigate the sheer volume of those orders.

    Leaders can be more successful adapting and strategizing if they do so in ways that honor their unique contexts. Context variously creates opportunities or presents barriers that influence the actions leaders may take. Therefore, it is important for leaders to step back for a few moments and “get on the balcony,” as Ronald A. Heifetz, Marty Linsky and Alexander Grashow put it.

    While many leaders may not think they have the time to do this, it is critically important they take the time to understand the complexities of the current situation so as not to overreact, react too quickly or react incorrectly. For example, a leader responding to a recent executive order may move quickly to announce program and office closures, but without time to consider options and understand context, this quick action may have a greater negative impact than some other, more strategic approach, one that does not compromise institutional integrity.

    Leaders may also find they have levers available to them that are important to identify and use strategically. For example, partnerships with donors or grant opportunities are great levers to not only achieve strategic priorities but also provide relief for shortfalls that may result from the current political climate.

    One way leaders can “get on the balcony” is to dive into their context and ask key questions with their leadership teams. This analysis will illuminate aspects of the leadership landscape that perhaps weren’t fully realized, highlight opportunities and fill in the details of challenges they are facing. Important categories of context to analyze are institutional mission; campus culture; politics, leadership and governance; human capital and capacity; physical, financial and technological resources; and externalities.

    The final category of externalities may be of particular relevance right now. This category refers to anything happening outside the university, from local community issues to state and federal policies. It goes beyond state appropriations and budgets to include social, political and economic factors. As leaders consider their external environment, here are some questions they can use to help them identify opportunities for and barriers to change, as well as levers they can use to inform the actions they can take:

    1. Are there state or federal policies or programs that are related to the change you are trying to achieve?
    2. What initiatives, organizations or businesses in your community might have a stake in this change?
    3. If your campus is public or part of a state system, are there messages, policies and priorities that can be drawn on to support changes?
    4. Is your campus a member of a national association that has initiatives you might participate in that will help you advance your change or gain momentum and support?
    5. Are there state, federal or philanthropic organizations that have grant programs aligned with your change goals? Do you have any major donors that can be engaged in your change project to support your goals?

    Let’s see how this exploration might help leaders chart a strategic path forward through the current climate of chaos and uncertainty. Leaders might identify some challenges with respect to their state or federal policy environment that present barriers. For example, in states that have defunded diversity efforts, universities have less funding to accomplish their goals of creating more inclusive environments to serve all students. However, they may find an opportunity to participate in a national project sponsored by an association that provides them the time and space to reconfigure their structures and programs in ways that would still allow them to reach their goals.

    By thinking through the philanthropic landscape, institutional leaders might find that there are donors who share a passion for inclusivity and thus can be cultivated as supporters of programmatic initiatives. Leaders might also undergo a search to identify possible grants or foundation funders that align with campus goals. These types of funding mechanisms are useful levers for creating a change agenda that allows for continuation of the mission despite the initial challenges.

    Identifying the opportunities and barriers is the first step towards strategic action. Let’s dive into the next step by looking closely at leader “moves.” If we focus on the opportunity of participation in a national project aimed at inclusion, that will involve several moves to ensure success.

    For example, the selection of a team charged with taking on this task is critically important, and getting the right set of individuals may involve thinking differently than usual. Given the current environment, it might make sense to ensure there is legal expertise on the team. It may also be especially important to assure those who are asked to lead that they will have the support of institutional leaders. Sense making and learning is another important area for action: giving people information and helping them know what is possible in the current environment is an essential leadership move at the moment.

    There are likely advocacy and political moves that also need to be made to set the stage on campus or within the state to garner additional support or prepare for potential backlash. Finally, for the team’s work to be sustained in the long term, leaders might think ahead to how they can sustain or scale the programmatic, cultural and/or structural outcomes that are achieved during the initiative at a time when national leaders question the nature of the work. In the current environment, staff and faculty may also have fears that need to be addressed before they commit to this work over the long term.

    More information and examples can be found in our recently published “The Change Leadership Toolkit for Advancing Systemic Change.” Whatever leaders do, they must keep moving forward even though the headwinds might be strong. Delaying action may only create larger problems that are even more intractable or insolvable. Responding too quickly may also result in irreparable and unnecessary damage that may be difficult to recover from down the road. Systemic change takes time and process and most of all requires a thoughtful, strategic and focused approach tailored to the goals and environment in which leaders are operating.

    The process and example provided above just skim the surface of the deliberate kind of work higher education leaders have to do in today’s climate as they assess their contexts, take advantage of levers and opportunities, and identify key moves they will need to make to ensure successful adaptation. We hope that this essay introduces leaders to a process they can use to inform their actions so they can keep calm and carry on.

    Susan Elrod is the former chancellor and professor emeritus of Indiana University South Bend. She studies higher education systemic change and is actively engaged in helping campus leaders build capacity to create more strategic, scalable and sustainable change.

    Adrianna Kezar is the Dean’s Professor of Leadership, Wilbur-Kieffer Professor of Higher Education and director of the Pullias Center for Higher Education at the University of Southern California.

    Source link

  • 10 Trump changes education leaders need to know about

    10 Trump changes education leaders need to know about

    During the first two months of Donald Trump’s second presidency, a flurry of executive orders and other decisions have sent shock waves through the education sector. 

    The weeks leading up to an expected order on the U.S. Department of Education’s future have seen massive layoffs at the agency, the cancellation of research contracts, shifting guidance, restrictions on DEI efforts and more.

    Here’s a recap of Trump actions so far that impact K-12 professionals nationwide. 

    Which topics are you following the closest? What topics would you like to see K-12 Dive report on more? Send us an email at [email protected].

    Source link

  • When world leaders descend on your town

    When world leaders descend on your town

    When Linda Zaugg’s baby caught a high fever in January, it took an hour and a half to walk him to the hospital — a journey that usually takes 10 minutes. But this was Davos, Switzerland during the week of the World Economic Forum (WEF). Some 3,000 politicians and business leaders from all around the world had descended on the city to discuss important political and economic issues. 

    Zaugg is a member of the local parliament in Davos, a town in the Swiss Alps with a permanent population of about 11,000 people. She has been spearheading a campaign to raise awareness of the local impacts the conference has and find ways to mitigate them. 

    During the forum, traffic becomes so bad, she said, that ambulances have trouble finding their way through the streets of Davos, causing response times to increase significantly. 

    Traffic isn’t the only problem. During this time Davos experiences a massive influx of people, causing rent prices to explode by up to 10 times.

    “This is the real problem with the WEF,” she said. “Not the conference itself, but all the people and companies that come along with it to make money and advertise.”

    Economic effects of an economic forum

    Albert Kruker, the tourism director of Davos, warned that these price increases may cause a price spiral which would affect the town year-round.

    During the forum, local businesses go into overdrive trying to supply the politicians, journalists and other attendees with everything they require. When asked about it, the owner of a local bakery, Bäckerei Weber, said that it is one of the most profitable but also intense weeks of the year.

    “During the conference you get all these catering companies coming in and the hotels are full, so we have a lot more orders,” he told us. “During the conference we work 24 hours a day. Because of the security, we usually start delivering at two o’clock in the morning.”

    Many other business and house owners during this time either stock up on their goods or rent out their buildings for exorbitant prices. A banker living in Zurich with an apartment in Davos said that he can rent out his apartment for a single week during the conference for approximately three months’ rent.

    In an apartment block right next to the conference hall, many inhabitants move out during the week. These apartments are then rented by journalists, attendees and large companies.

    Disruption in Davos

    One resident of an apartment block told us that he is never home during the WEF. “I rent out my apartment and go on holiday during this time,” he said.

    The housing crunch during the forum is so intense that to accommodate attendees, some renters and families are forced out of their homes for the duration of the conference.

    Zaugg said that some landlords even include a clause in the renter’s agreement dictating that the renters must leave during this period. A side effect of this is that many children must live temporarily outside the city and cannot attend school.

    This problem is worsened by the fact that the streets are constantly congested and filled with drivers that aren’t used to Davos.

    These drivers often do not respect speed limits or pedestrian only zones, requiring even more attention by commuters, which is especially difficult and dangerous for children and the elderly as they aren’t used to this amount of traffic.

    Additionally, the public transportation system is bogged down during this time, once again causing confusion among society’s most vulnerable.

    Crowds and congestion

    Stephan Büchli, a local bus driver, said that there are no fixed schedules during this time as the traffic is simply too unpredictable. Additionally, they must use smaller buses, as the streets are too congested to allow the manoeuvring of the traditional ones.

    Furthermore, the new drivers often also park in restricted zones, further impacting public transport.

    “Last year I saw an old man at the local bus station during the conference. He was crying very heavily and was confused. It really made me angry,” Zaugg told us.

    The level of congestion also brings other problems with it.

    All this traffic creates substantial emissions. In 2023, the private jets attending the Forum alone generated 7,500 tons of CO2, roughly equivalent to the yearly emissions of 5,000 cars.

    Minimising the carbon footprint

    Part of the problem, Büchli said, is that limousines, trucks and taxis often leave their engines on while standing still, sometimes for upwards of half an hour. He himself has frequently witnessed cars idling with the engine running while stuck in traffic.

    As a high-profile event, the WEF requires a lot of temporary structures, internal furnishings and food to function. Every year these temporary structures are erected in late December and then taken down again afterwards. Some of them only get used once and thrown away after only one week’s use.

    The same is true for internal furniture such as carpets, shelves, computers and TV screens, as well as any leftover food. Several residents told us that after the WEF there are heaps of electronic equipment that gets thrown away. 

    Still, while many residents feel the effects, many keep their irritation to themselves out of fear of being labelled a WEF hater.

    While there are several key problems with the Forum in its current form, the organisers aren’t sitting idle. Over the past few years, several steps have been taken to lessen the impact of these problems.

    The road ahead

    The most obvious of these steps is the reduction in waste. The organisers of the conference and the government of Davos have issued regulations on the number of temporary structures and their reusability. This has caused their number to noticeably decrease over the last few editions.

    Old furniture and electronic devices are sold to the local inhabitants at reduced prices and spare food is offered to the residents for free, further contributing to making the WEF more sustainable.

    To ensure that people can travel around in a manageable timeframe, the municipality has also set up extra trains that commute from one end of the town to the other. Entry into Davos by car was also restricted this year for visitors and tourists.

    One of the most impactful changes was the installation of temporary ambulance stations. These stations are scattered across Davos, allowing them to respond quickly to emergencies and save lives.

    Over the last few years, both the WEF organisation and Davos itself have taken several different measures to lessen the negative impacts of the conference. However, these issues still persist and require solutions.

    Only time will tell if the people who organize a conference meant to bring people together to improve the state of the world can improve the lives of the people who live in this small town in the Alps, for one week of the year. 

    “You truly notice how the ideological part of the WEF, the bringing together of people, gets pushed into the background in favour of economic reasons,” Zaugg said.

     

    Questions to consider:

    • What is the World Economic Forum?

    • In what ways is the town of Davos negatively affected by the WEF?

    • Is there an event that disrupts life near where you live? How do people deal with it?

     

    Source link

  • Higher Ed Leaders Rally to Protect DEI Initiatives

    Higher Ed Leaders Rally to Protect DEI Initiatives

    Drs. Warren Anderson, Lisa Coleman, and Michael Anthony speaking on the President’s panel at NADOHE.Photos by Tim Trumble In a powerful gathering of diversity, equity, and inclusion (DEI) professionals, university leaders from across the nation shared strategies for protecting critical DEI work on college campuses despite mounting opposition nationwide.

    The concluding panel discussion, moderated by Dr. Warren Anderson from Bradley University, featured Dr. Michael D. Anthony, the first African American president of Prairie State College, and Dr. Lisa Coleman, the first female and first Black president of Adler University.

    Coleman, who has over three decades of experience in inclusion work, emphasized the importance of strong communications and media representation in defending DEI efforts.

    “What I see is the evolution of a diversity equity inclusion field from multiculturalism to liberalism to diversity,” she noted, adding that leaders must determine their own risk tolerance and that of their institutions when navigating these challenges.

    Anthony, who leads Prairie State College—both a Predominantly Black Institution and Hispanic-serving Institution about 30 miles from Chicago—highlighted the increasingly polarized context in which DEI work takes place.

    “We’ve been under attack around the federal government… with citizens becoming more cynical, hostile, and divided,” he observed, stressing the importance of critical thinking in an era of fast, subjective media.

    Following the panel discussion, Dr. Clyde Wilson Pickett, vice chancellor for equity, diversity, and inclusion at the University of Pittsburgh and board chairman of NADOHE shared a personal story about his great-grandmother that embodied the spirit of responsibility central to DEI work. He recounted how his great-grandmother, just one generation removed from slavery, would pick up garbage along the streets of her neighborhood every day after working a full day as a domestic worker.

    Thumbnail Img 8378Photos by Tim Trumble “She would take two buses out to be a domestic worker . When she got up in the morning at 5:00 AM to catch her first bus, she would walk down one side of the street picking up garbage,” Pickett explained. When he asked her why she did this, she responded, “We have to understand that we have a responsibility for our own and to take care of our own. So, what I’m doing is investing in our community.”

    Pickett drew a parallel to current DEI challenges that these frontline administrators are facing. “We have to do some things that we didn’t necessarily cause, but something that we had the responsibility to clean up.”

    He reminded attendees of their purpose during these “defining moments” that test values and resilience. “The ultimate measure of a person is not where they stand in moments of comfort and convenience, but where they stand in times of challenge and controversy,” he said, quoting Dr. Martin Luther King Jr.

    Pickett urged DEI professionals to stay grounded in their values and purpose. “We have to understand when we face this adversity, we have to return to our why—why do we do what we do? Why we’re committed to what we’re committed to, and who we do it for.”

    He said that building connections rather than divisions is crucial in the fight ahead. Over the weekend, the University of Virginia’s Board of Visitors voted to dissolve the college’s Office of Diversity, Equity and Inclusion (DEI) and Community Partnerships.

    “We know now more than ever, it’s important for us to do so by building bridges and not walls,” he said. “The same individuals who are leaving trash in our communities, who are causing conflict, want us to put up further walls between each other.”

    Pickett acknowledged the real challenges and potential for burnout in DEI work but urged professionals to practice self-care. “The work of diversity, equity, and inclusion is real. The burnout is real… And our ability to do this work can be compromised if we do not take care of ourselves.”

    The four-day conference, which coincided with International Women’s Day, served as both a celebration of progress and a rallying cry for continued advocacy. Despite growing opposition to DEI initiatives across American campuses, these leaders remain committed to protecting the progress made and supporting the professionals who advance this essential work every day.

    “I am leaving more reenergized and confident for the fight ahead,” said one attendee.

    Source link

  • “Unis are not Centrelink offices”: Coalition’s pitch to university leaders

    “Unis are not Centrelink offices”: Coalition’s pitch to university leaders

    The Coalition would scrap Australian Tertiary Education Commission (ATEC) and have an independent tribunal decide vice-chancellor pay, opposition education spokeswoman Senator Sarah Henderson told universities on Wednesday.

    Reinstating the 50 per cent pass rate rule and significantly capping overseas students to inner-city Sydney and Melbourne unis are also top of the list.

    The senator outlined her party’s priorities for the first time at the Universities Australia Solutions Summit, a meeting of university leaders, which also facilitated discussion within the sector about current issues.

    The Coalition is adamant that “Australian students must come first” in every decision universities make, but that direction would come from vice-chancellors and a regulator, not government policy, she said.

    “To put students first, universities must be governed by strong and principled leaders who run their institutions efficiently, transparently and with integrity,” she said.

    “Universities must be able to operate with certainty and plan for the long term, free from day-to-day government intervention and policy chaos; overseen by a tough and feared regulator, which enforces the highest standards when required.”

    An LNP government will cancel the establishment of ATEC, and instead the Tertiary Education Quality Standards Agency (TEQSA) would be the responsible regulator.

    “This is another layer of education bureaucracy and a significant cost which will not take our universities forward. It certainly does not add value to students,” she said.

    Senator Henderson said things like scholarships and student support funds, which ATEC has been tasked with reviewing, is work for government and ministers.

    “The ATEC tells us this government doesn’t know what to do. There’s no proper understanding of its role, no legislation. And yet it is set to commence in three months time,” she said.

    “The hard work you would expect a government to undertake is being sent to the Commission.“

    Her party would assess changes to funds such as the Higher Education Partnerships and Participation Program and the Indigenous Students Support Fund by asking the following questions: “Do they support quality of teaching and learning? Labour market needs? Equity access so all Australians can aspire to university education? Student completion rates and employment outcomes?”

    The LNP previously announced it would increase the number of Commonwealth-supported places for medial students by 100 in 2026 and 2027, and by 150 from 2028, an Accord-recommended policy.

    The party has not changed its position on Job-Ready Graduates, she said, but it will review the funding arrangement.

    Although the senator welcomed the Universities Accord final report’s recommendations, she said the Albanese government has unfairly placed the burden of reform onto individuals and universities.

    She said Education Minister Jason Clare has “outsourced much of the heavy lifting” to Accord chair Professor Mary O’Kane and her panel.

    She also said universities should not bear the burden of means-testing students, in other words, evaluating whether a student is eligible for government support regarding the Commonwealth prac payment.

    “Consider, for instance, the prac payments: discretionary grant programs where you are being asked to means-test students. Universities are not Centrelink offices,” she said.

    “We understand that universities are big and complex organizations, but they have not enjoyed a strong track record always in supporting students. Too many times students have been left high and dry.”

    She also said TEQSA has not done enough to protect women from sexual violence on campus or Jewish students and staff from anti-Semitism.

    “A Dutton government would adopt zero-tolerance of anti-Semitism on university campuses. We will not wait for universities to act in their own time,” she said.

    The senator told universities they need to do more to stop anti-Semitism on campuses. Picture: UA

    “We expect all universities to fully cooperate with the new dedicated anti-Semitism Task Force, led by the Australian Federal Police and other agencies.”

    All Australian vice-chancellors agreed on a definition of anti-Semitism on Wednesday. While the senator said she appreciated the vice-chancellors agreement, the Coalition would require unis to adopt the International Holocaust Remembrance Alliance’s definition, which is a more robust framework and definition, she said.

    The Coalition would implement a national higher education code to prevent and respond to anti-Semitism and establish a judicial inquiry into anti-Semitism at Australian universities, she announced.

    “We will leave no stone unturned, including amending the Fair Work Act if necessary.”

    Another LNP priority is to reinstate the 50 per cent pass rate rule, she said.

    “We don’t believe there are enough safeguards to protect struggling students from leaving university with no qualification and a large student debt,” she said.

    The Accord final report recommended removing the rule as a “priority action”. The rule says students who failed over half of their studies weren’t eligible for a HECS-HELP loan and had to pay upfront.

    Theoretically, the rule was supposed to protect young people from acquiring debt with no qualifications, aimed at students who are possibly ill-placed to be at university.

    Practically, the Accord panel found the rule disproportionately affected students from First Nations, low socioeconomic and other underrepresented or educationally disadvantaged backgrounds, who are more likely to fall behind in university due to external circumstances.

    The rule was removed and replaced with the ‘support for students policy‘ in July 2023.

    Later on Wednesday in his National Press Club address, UA chief executive Luke Sheehy said bringing back the rule would be detrimental to students in equity cohorts, which the Accord and the Labor government have been trying to help become qualified for economic reasons.

    “It would be devastating. Our universities were very displeased and upset with the 50 per cent rule when it came in because it undermines the autonomy of our world class teachers and educators at our universities to support students in their own universities,” he said.

    “I always worry about mandated policies from one central point in Canberra, made without proper consultation. It’s such a blunt rule. And we will be asking again for the Coalition to reconsider that.”

    Vice-chancellor salaries would be set by the Remuneration Tribunal, not university boards, under a Dutton government.

    “In this cost-of-living crisis, the current situation, frankly, does not meet the pub test,” she told the audience.

    The senator would also back an “Australian universities performance index”, a website accessible to the public that provides measurements of an institution’s completion rates, student satisfaction, course quality and cost.

    “As a parent, I can attest to the complexity of navigating the university system for school leavers or those seeking to reskill or upgrade their qualifications,” she said.

    “Just working out to which course to apply [for] is a challenge. So rather than judge universities on the research dollars they generate, which drives international students and global rankings, let’s focus on home-grown performance.

    Related stories: Universities Australia’s pitch to governments | Mary O’Kane to lead ATEC from July | Ombudsman: What universities can start doing now to support students

    “This reform will drive up competition, lift teaching standards and ensure students make informed choices about their education.”

    While both major parties plan to bring down the number of international students studying in Australia, the Coalition’s cap would be harsher than a Labor government’s, and would focus on getting overseas students out of cities, where two-thirds of them reside, and into the regions.

    She echoed a speech delivered by veteran businesswoman and University of Technology Sydney chancellor Catherine Livingstone on Tuesday: universities haven’t been listening to community concerns about the “perceived impact of immigration on housing availability and affordability.’’

    “We persist with offering opaque and inflated claims about [universities’] direct impact,” Senator Henderson said.

    “[The current number of international students] is not good for our country or for the education outcomes of Australian students. We need to get the balance right. Every country has a responsibility to run its migration program in the national interest.”

    She said more information about a Coalition overseas student policy will be announced in the next few weeks.

    The LNP is disheartened about the lack of commercialisation of research, the senator said, which will be “put back on the agenda,” fostering more collaboration between universities and industry to boost student experience and job-readiness.

    It will also reinstate ministerial discretion to all Australian Research Council grant programs, in contrast to the current government which has control of only some research grants,.

    By doing so, the government has “absolved itself of its responsibility to safeguard precious taxpayer funds in the interest of all Australians.”

    “Under our Westminster system of government, the buck stops with the government of the day, and not an unelected board,” she continued.

    “Universities matter. But universities that are run in the best interests of students really matter.

    “If I am given the honor of being the next Minister for Education, I look forward to working closely with you with certainty, not ambiguity, to share in this crucial mission.“

    Read more:

    Source link

  • Top female district leaders share do’s and don’ts of climbing the professional ladder in 2025

    Top female district leaders share do’s and don’ts of climbing the professional ladder in 2025

    Key points:

    Professional growth is often at the top of New Year’s Resolution lists. As educators and education leaders plan for the year ahead, we asked some of the nation’s top female school district leaders to give fellow women educators the do’s and don’ts of climbing the professional ladder. Here’s what they said.

    Do: Believe in yourself.

    Though women make up 76 percent of teachers in K-12 school settings, just a small percentage of women hold the most senior role in a district. But the climb to leadership isn’t an easy one; women in educational leadership report a range of biases–from interpersonal slights to structural inequities–that make it difficult to attain and persist in top positions.

    Professional groups like Women Leading Ed are working to change that by highlighting long standing gender gaps and calling for policies and practices to improve conditions at all levels. Female education leaders are also working to rewrite the narrative around what’s possible for women educators and encouraging their peers.

    Among those education leaders is Shanie Keelean, deputy superintendent of Rush-Henrietta Central School District in New York. When asked to share advice to her peers, she said, “You just have to continually push yourself forward and believe in yourself. So very often women, if they don’t check all the boxes, they decide not to go for something. And you don’t have to check all the boxes. Nobody knows everything in every job. You learn things as you go. Passion and energy go a long way in being really committed.”

    Nerlande Anselme, superintendent of Rome City School District in New York, agreed: “We have directors in this field, we have coordinators in this field, we have psychologists who are doing amazing work, but they will dim themselves and figure that they cannot get to the top. Don’t dim your light.”

    Don’t: Keep your career goals a secret.

    When you decide to pursue a leadership position, don’t keep it a secret. While it may feel “taboo” to announce your intentions or desires, it’s actually an important first step to achieving a leadership role, said Kathleen Skeals, superintendent of North Colonie Central School District in New York.

    “Once people know you’re interested, then people start to mentor you and help you grow into the next step in your career,” Skeals said.

    Kyla Johnson-Trammell, superintendent of Oakland Unified School District in California, echoed: “Make your curiosity and your ambition known. You’ll be pleasantly surprised how that will be received by many of the folks that you work for.”

    Do: Find a strong mentor.

    A strong mentor can make all the difference in the climb to the top, leaders agreed.

    “Seek out a leader you respect and ask for a time where you could have a conversation about exploring some possibilities and what the future might bring to you,” said Mary-Anne Sheppard, executive director of leadership development for Norwalk Public Schools in Connecticut.

    It’s especially helpful to connect with someone in a position that you want to be in, said Melanie Kay-Wyatt, superintendent of Alexandria City Public Schools in Virginia. “Find someone who’s in the role you want to be in, who has a similar work ethic and a life that you have, so they can help you,” she said.

    Don’t: Be afraid to ask questions.

    “Start asking a lot of questions,” said Keelean. She suggested shadowing a mentor for a day or asking for their help in creating a career map or plan.

    And don’t be afraid to take risks, added Johnson-Trammell. “Could you get me 15 minutes with the superintendent or the chief academic officer?”

    Do: Build your skill set and network.

    “Increase your impact by developing relational skills and leadership skills,” said Rachel Alex, executive director of leadership development of Aldine Independent School District in Texas.

    And cultivate a network, said Heather Sanchez, chief of schools for Bellevue School District in Washington. “We can’t do it alone. Find that network, cultivate that network.”

    Don’t: Give up.

    “People are always going to tell you no, but that does not stop you,” said Kimberley James. “Continue to live beyond the noise and the distractions and stay focused on what it is that you want to accomplish for our students.”

    “I would say to any woman aspiring to any level of leadership that first of all, never sell yourself short,” said Sanchez. “You have it in you.”

    Interviews were conducted as part of the Visionary Voices video series. Responses have been edited for clarity and brevity.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • Podcast: New leaders, gen-AI, visas

    Podcast: New leaders, gen-AI, visas

    This week on the podcast UK Research and Innovation and the Office for Students both have new leadership – but what does that mean for the future of regulation, research funding, and sector confidence?

    Meanwhile, a new report reveals a dramatic rise in student use of generative AI, and as speculation swirls over potential changes to post-study work visas, the sector braces for further uncertainty in international student recruitment.

    With Mark Bennett, Director (Audience & Insight) at FindAUniversity, Sarah Cowan, Head of Policy (Higher Education and Research) at the British Academy, Michael Salmon, News Editor at Wonkhe, and presented by Mark Leach, Editor-in-Chief at Wonkhe.

    Read more

    Preferred candidate to lead Office for Students confirmed

    The UK-Ukraine 100 year partnership and its commitment to educational leadership

    Boom and bust – but still whopping

    The Home Office has its eyes on post-study work numbers

    HEPI/Kortext AI survey shows explosive increase in the use of generative AI tools by students

    Source link

  • Supporting higher education’s emerging leaders

    Supporting higher education’s emerging leaders

    In the ever evolving world of higher education, effective leaders are required at all levels of our organisations.

    Emerging leaders lead in the middle of an organisation, with responsibility for delivering aspects of an institution’s mission, vision and strategy. Their roles are wide-ranging, they work with colleagues at all levels, striving to deliver an enhanced student experience, assuring academic quality and contributing (sometimes delivering) key aspects of their provider’s strategic plan.

    Emerging leaders find themselves sitting on committees, representing others, and championing particular topics, having listened to the views of their teams. For some these are new experiences, requiring support and encouragement from peers and senior leaders to embrace the opportunities and challenges.

    These colleagues are often leaders of a team or group, responsible for delivering not only their personal objectives, but that of the collective group. Emerging in their leadership journey they are often new to people management, navigating the concept of developing others. Their skillset requirement is vast, their teams need them to listen to many voices and views, and synthesise this into priority areas for campaign.

    Learning as leaders

    Attention must be paid to those embracing leadership roles, ensuring they are supported to develop. There will inevitably be contextualised opportunities and challenges, requiring understanding of the provider, location, and/or disciplinary focus. Leaders must swiftly understand the context in which they operate, previous developments in topical matters, and the drivers of various stakeholders. We must make space for leaders to learn, providing opportunity to develop.

    Emerging leaders learn through observation of senior or more established leaders, modelling behaviours and approaches, through peer networking, and crucially through experience. At different times, in different circumstances, the most beneficial learning opportunities will vary. Emerging leaders will be adaptable, recognising their own developmental need, seeking support and input based on their growing networks, and reflect on their own experiences as part of the learning journey.

    Space and encouragement are needed to explore and experience leadership qualities, styles and approaches. Important qualities for all leaders in HE are highlighted here by Shân Wareing: curiosity, confidence, team work, clarity in complexity, and fearlessness.

    Not as easy as it sounds

    While they are learning to lead, their university requires understanding, interpretation and application of activity to ensure delivery of strategic priorities – which, as we know, aren’t always aligned to the voices and views they are being asked to represent.

    Representing the views of others can be challenging, especially when a range of views need collating and presenting back to university management or the team from which they came. Colleague feedback provides leaders with the thoughts and opinions of those around them, through listening to what is being shared – and what isn’t.

    Emerging leaders have to synthesise great volumes of information, pulling out the very core of an issue, articulating this back to others, making strategy understandable. Collating and considering the voices of others is important, but critically, as we know from experiences with students, we must keep those who have contributed informed about what may happen next as a result of their engagement. This can empower communities to recognise input, and demonstrates an appreciation of the value of shared views.

    The views of colleagues do not always align to strategy or intended direction. In this space leaders develop heightened negotiation and articulation skills, an ability to represent strategic drivers as the mechanism for change, whilst recognising an interconnected web of views and opinions. Often responsible for the support and welfare of colleagues, they are mindful of the impact of decisions and actions on others.

    Developed with experience is the ability to identify where and when swift intervention is required, or when a longer-term more measured approach is needed. Uncertainties, questions and challenges surround daily life. There are times when action is required without full knowledge of a situation, confidence and the support of your surrounding team are critical when the occasion arises.

    Significant transformation

    It’s widely recognised that higher education has experienced significant transformation in recent years. Emerging leaders in our sector must recognise what has gone before and seek to make the most of the opportunities and challenges to come. Transformation can be invigorating, but it also brings uncertainty, and if poorly managed can cause greater uncertainty, leading to more challenges, and so the cycle continues.

    To avoid this, Catherine Moran summarises the skills required in three key principles for academic leadership. Leaders must be aware of what they are aiming for, and recognise it when achieved. Emerging leaders will develop the ability to be “present” in relationships with others, drawing on authentic skills of listening and inclusivity. And once a decision is reached, emerging leaders need to be accountable.

    Emerging leaders play a vital role in HE, and must be supported to develop appropriate skills, attributes and behaviours. They are delivering strategic impact, leading teams, and enhancing the student and staff experience – let’s take a moment to ensure all those in leadership roles have the opportunity to develop and grow.

    The author has written this piece as an emerging leader who has participated in Minerva’s Emerging Leadership Programme, and wishes to acknowledge the support and guidance received from Mary Stuart, Kerry Shepherd, Ben Tucker, and fellow programme participants, in shaping their emerging leadership journey.

    Source link

  • Achieving the Dream Names 23 Colleges as Leaders in Student Success; Bellevue College Among Honorees

    Achieving the Dream Names 23 Colleges as Leaders in Student Success; Bellevue College Among Honorees

    Highlighting excellence in community college education, Achieving the Dream (ATD) has named 23 institutions as either Leader Colleges or Leader Colleges of Distinction for 2025, celebrating their commitment to student success and institutional reform. The announcement was made last week at the organization’s annual meeting in Philadelphia.

    Among the honorees is Bellevue College, which earned its first Leader College designation since joining the ATD Network in 2017.

    The honor recognizes institutions that have demonstrated measurable gains in student outcomes and fostered meaningful institutional change. Eight colleges achieved the prestigious Leader College of Distinction status, including three first-time recipients: College of Lake County (Illinois), Little Priest Tribal College (Nebraska), and Southwestern Oregon Community College.

    Bellevue College’s recognition as one of ten new Leader Colleges reflects its successful efforts to transform the student experience.

    “We are honored Achieving the Dream selected our institution as a Leader College,” said Bellevue College Provost Dr. Jess Clark. “Since joining ATD, Bellevue College has seen increased markers of student success and retention. We look forward to continuing our commitment to transforming the student experience so that all students will find success at Bellevue College.”

    The designation as a Leader College is particularly significant as these institutions play a crucial role in accelerating the adoption of effective practices across higher education. Leader Colleges are recognized for their work in whole-college reform and their innovative approaches to sharing knowledge about evidence-based reform strategies with other institutions.

    Dr. Karen A. Stout, president and CEO of Achieving the Dream, noted the importance of these recognitions.

    “These colleges exemplify excellence within the ATD Network, achieving measurable gains in student outcomes and fostering impactful change within their institutions and communities,” she said. “Their dedication to using data-informed approaches to create meaningful opportunities for students and their communities serves as a powerful example for all institutions of higher education.”

    The 2025 cohort also includes five colleges that have recertified their Leader College status: Community College of Beaver County (Pennsylvania), Highline College (Washington), Lone Star College System (Texas), Passaic County Community College (New Jersey), and Wallace State Community College (Alabama).

    ATD’s Leader College of Distinction award, created in 2018, sets an even higher bar for institutional achievement. Recipients must demonstrate improvement in three or more student outcome metrics, including completion or transfer rates, and show reduced equity gaps for at least two student groups. This year’s five returning Leader Colleges of Distinction include Chattanooga State Community College (Tennessee), Lemoore College (California), North Central State College (Ohio), Odessa College (Texas), and Pierce College (Washington).

    As a partner to more than 300 community colleges nationwide, Achieving the Dream focuses on what it calls “Whole College Transformation,” providing integrated support for everything from leadership and data analysis to equity initiatives and student support strategies. The organization’s vision centers on helping colleges become catalysts for equitable and economically vibrant communities, driving improvements in access, completion rates, and employment outcomes for all students.

    For institutions like Bellevue College, this recognition validates their ongoing commitment to student success and institutional improvement. As part of the ATD Network, these colleges continue to work toward creating meaningful opportunities that transform not just individual students’ lives, but entire communities through the power of education.

    Source link

  • Shaping Future Healthcare Leaders: The Journey of Mielad Ziaee

    Shaping Future Healthcare Leaders: The Journey of Mielad Ziaee

    Mielad Ziaee

    Healthcare is constantly evolving, and the future of the industry depends on the next generation of skilled professionals who are prepared to lead with knowledge, innovation, and compassion. Organizations like HOSA-Future Health Professionals play a critical role in shaping these future healthcare leaders by providing students with the resources, experiences, and mentorship needed to thrive in various medical and health-related careers.

    HOSA is an international student organization dedicated to empowering young people who are passionate about healthcare. Through leadership development, competitive events, networking opportunities, and hands-on learning experiences, HOSA helps students build the essential skills they need to succeed in the medical field. Members engage in real-world healthcare scenarios, gain exposure to public health initiatives, and develop professional competencies that set them apart in their future careers.

    Mielad Ziaee

    Alumni and Former International Executive Council Member, HOSA-Future Health Professionals

    One such success story is Mielad Ziaee, a Marshall Scholar, Truman Scholar, public health advocate, and innovator. Ziaee’s parents immigrated from Iran to the United States to manifest a new life. Their resilience and perspective deeply influenced his understanding of community, determination, and health from an early age. Before hitting the labs of prestigious institutions, Ziaee joined HOSA as a high school freshman thanks to their support. He saw it as a promising steppingstone to engage in his healthcare aspirations.

    “I really wanted to hit the ground running with HOSA. It was so empowering to have [an organization] created for students interested in healthcare, where we could all sort of geek out together,” Ziaee recalled.

    Climbing the ranks

    His two advisors, Angela Vong and Zenia Ridley, provided mentorship and guidance to immerse Ziaee in all HOSA could offer. His leadership journey quickly unfolded — from member to area officer, to Texas state officer, and eventually, to serving on HOSA’s International Executive Council. His tenure coincided with the challenges of the COVID-19 pandemic. Finding creative ways to engage members across middle school, high school, and college in virtual settings connected the dots between leadership and innovation.

    “Being part of the ‘COVID generation’ was both challenging and inspiring,” Ziaee shared. “It taught me how to build community and how that community can enact change.”

    Ziaee’s experiences ignited a passion for research, where he found the intersection of policy, public health, technology, and community engagement. In particular, food insecurity has become a focal point of his academic work.

    “I’m a proud Houstonian. I go to the University of Houston, so one of the biggest challenges that my community faces is food insecurity,” Ziaee said. “I work with our Data Science Institute to try to understand both technological and community-based cultural approaches to food insecurity. A lot of the skills I learned in HOSA, like Zoom calls or identifying key problems and addressing them, are the same things I do in my research — just different vocabulary.”

    Gaining global experience

    Ziaee will continue his study of public health as a Marshall Scholar at the University of Edinburgh this fall. He beamed with excitement as he described studying at an institution that nurtured scientific legends such as Charles Darwin and Alexander Graham Bell and exploring Scotland’s unique healthcare system.

    “Edinburgh, specifically, is where they did the Dolly the Sheep experiment, which is super cool,” Ziaee said. “It’s very interesting as an American to see how they’re doing things [in Scotland], and to hopefully bring that back and promote policy innovation here in public health.”

    Reflecting on his journey, Ziaee underscores the importance of seizing opportunities and embracing HOSA as more than just an organization. As Ziaee embarks on this next chapter, his story exemplifies how HOSA-Future Health Professionals and strong family values can shape a life of innovation and impact. Following in his footsteps, his younger sister has now joined HOSA, continuing the family’s commitment to making a difference in healthcare.

    “The connections and experiences you gain will inspire and guide you for years to come. It’s one of the main constants in my life,” he said.

    Ziaee’s journey highlights that HOSA is more than just a steppingstone — it’s a foundation for lifelong growth, leadership, and meaningful connections. For students aspiring to make a difference in healthcare, organizations like HOSA offer an unparalleled opportunity to gain real-world experience, develop leadership skills, and join a network of like-minded individuals committed to improving health outcomes worldwide.

    To join this inspiring legacy, become part of the HOSA alumni network today at www.hosa.org/alumni.

    Source link