Framing Persuasion in Leading Within Higher Education Institutions

Higher education institutions in the United States are faced with a dynamically changing environment. We are experiencing an increase in social pressure for colleges and universities to improve learning outcomes and better prepare students for employment. This requires organizations to attract and retain effective leaders. There are quite a few tools, theories, and models to empower and embolden leaders to improve productivity and successful learning outcomes. However, leaders need to master the art of persuasion in order to innovate, inspire new ideas, and motivate members of an academic environment.

The term persuasion may be associated with snake-oil salespeople, public debaters, or those with questionable political aspiration. It is likely that many traditional academics within higher education would shy away from a leader that utilizes the art of persuasion as a tool for encouraging successful academic outcomes and achievement of institutional goals. However, the use of persuasive discourse can be an effective tool when representing a point of view, explanation of a truth or known fact, and description of a common understanding to its students. When viewed in that way, persuasion is not that much different than teaching. In convincing others, leaders must use persuasion to acquire resources or to establish alignment to an institutional culture.

It is important to remember that effective leadership in higher education can not be limited to just one model or strategy. Ramsden (1998) reminds us that “managing academic staff has been likened more than once to a process of herding cats” (p. 26). A leader must be flexible and use the art of persuasion through multiple frames of leadership. Through exploration of the needs of their constituency as well as the needs of the organization, the leader should consider five main points when using the art of persuasion in an academic setting:

1) Change Management: An effective leader is a change agent, that is, he/she effectively drives people through a change in process, structure, or philosophy and the various dispositions of the individuals going through the change.

2) Roles and Motivation: People are motivated by individual needs and aspirations. Effective leaders must be careful not to assume what works for one will work for all. In effect, the leader becomes situationally nimble in addressing multiple audiences.

3) Clarity of Vision: A leader who employs a symbolic mindset bases their use of persuasion toward an ideal state. An effective leader must relay a clear goal for the department or institution's mission as well as a strategy for achieving goals.

4) Collegiality: Leadership in an academic environment must be conscious of the fact that the origin of higher education approached problem solving as a discussion of potential solutions among a group of intellectuals.

5) Diversity: The population in the United States is changing drastically, and multiple perspectives are arising from the increase in diversity of cultural groups. Cultural backgrounds and traditions influence the perspectives of those being led.

Leaders in higher education will be able to effectively achieve institutional goals when considering multiple frames. He/she can present a clear vision for the future when understanding the motivating factors of the members of a collegial environment. An effective leader should also consider how organizational outcomes (student learning, graduation, student retention, etc) are achieved when there is a focus on the needs of the constituency (both the student body and individuals employed by the institution). Persuasion, with an effective employment strategy, can be an effective tool in any environment. When framing as a teaching skill, the higher education leader may achieve better outcomes with traditional academic teams.

Ramsden, P. (1998). Learning to lead in higher education. London and New York: Routledge. Raushi, T.M. (1993). Developmental Academic Advising. New Directions for Community Colleges, 21(2), 5-19.