By: Arianna Kezar, PhD
Department chairs and deans find that campuswide and unit strategic plans expect them to be change leaders. Add on the complexity of engaging in processes that involve politics, negotiation, persuasion, and inspiration, and change leadership can seem overwhelming.
By: Jeffrey L. Buller, PhD
The baggage we bring to work with us can take a variety of forms. It could occur because we applied for our positions as internal candidates and suddenly find ourselves as bosses of the very people who only a short time ago we regarded as close friends. It could occur because we find ourselves in charge of a department or college in which a current or former mentor, romantic partner, or spouse works. It could occur because we develop a special affinity for someone who reports to us—or to whom we report—and we need to set aside those personal feelings when it comes to making a decision. In all too many cases, baggage places us in a lose-lose situation. If you decide in favor of your friend/lover/mentor, you’ll be accused of playing favorites. If you make a decision to that person’s detriment, the personal relationship could easily be strained.
By: Marguerite J. Dennis, MA
Whether you are an entry-level admission officer or an assistant or associate enrollment manager, you will, at some point in your career, desire to move to the next professional level, either at your current school or at another college or university. These five recommendations may help you make a successful transition.
By: Jennifer Patterson Lorenzetti, MS
What if you could use data you already collect to identify which entering students are most at risk of leaving your institution, allowing you to target the most appropriate services to populations that need them? This is exactly what Eastern Connecticut State University is doing.
Rhona Free, Eastern’s vice president of academic affairs, explains that the university’s retention program allows it to “use data that most people already have” to determine why students are leaving campus, and perhaps higher education altogether, and take preventive steps.
By: Catherine Deneke, JD
While state consumer protection laws vary, there are certain defenses to liability that are common enough—and powerful enough—that all schools should be familiar with them. These defenses are (i) preserving and protecting your educational mission; (ii) acting in accordance with regulatory requirements; and (iii) for state schools, preserving and protecting sovereign immunity.
By: Catherine Deneke, JD, and Robert Toone, JD
Students considering litigation against colleges and universities have powerful legal tools at their disposal: state consumer protection laws. These laws were designed to empower states and consumers to bring claims against companies that act unfairly or deceptively. Although the requirements of these laws vary from state to state, most allow consumers that prevail in litigation to recover not only compensatory damages but also reasonable attorneys’ fees and double or treble damages. The availability of such remedies makes it easier for consumers to find legal representation and encourages them to bring their claims to court.
By: Jennifer Patterson Lorenzetti, MS
Online learning has “gone from a wild frontier to a more established professional [undertaking],” says Jay Halfond of Boston University, Senior Fellow of the UPCEA Center for Online Leadership and Strategy and Chair of the National Task Force on the UPCEA Hallmarks of Excellence in Online Leadership. As the field of online education has matured, the need has arisen for standards and benchmarks that challenge university leaders to hold themselves accountable to practices that demonstrate commitment to online education and its place in the university.
By: Thomas Tobin, PhD
The story you are about to hear is true. Only the names have been changed to protect the innocent.
This is the city. I work here. I’m a faculty developer. My name is Thursday, Joe Thursday.
Explore this case and learn how to effectively evaluate online courses.
By: Richard Ogle, PhD
Motivational Interviewing (MI) is a collaborative communication style, developed in the field of clinical psychology, for strengthening an individual’s intrinsic motivation and commitment to change. Within an atmosphere of acceptance, compassion, and empowerment, people’s ambivalence about change is identified and explored by evoking their own reasons to change with respect to their values and goals. Thirty years of research shows this approach to be effective in facilitating behavior changes in contexts ranging from substance abusers entering treatment to dietary changes in diabetics, medication compliance in cardiovascular disease, and increasing water sanitation practices in remote South African villages, among others. More recently, MI has been brought into the context of organizational change, including academia.