The Evolution of Universities: A Reflection on Modern Academic Leadership

As someone deeply immersed in our world of higher education, with experience spanning both purely academic and academic leadership roles, I recognize the concerns often raised about the changing nature of university leadership. Critics have argued that contemporary academic leaders—presidents, provosts, and deans—can lack significant experience with students, research, community, or the dynamics of shared governance. The line of reasoning is that these leaders are selected for their managerial skills and communications acumen rather than academic background. While this critique may hold some validity, I believe the evolution in university leadership roles is a necessary response to the increasing complexity of today’s higher education landscape.

In this post, I will briefly explore this historical context of university leadership and the evolving demands now placed on higher education leaders, and the importance of maintaining a balance between academic values and the practical realities of running a modern institution. Drawing from my own experiences and background, I aim to illustrate how contemporary university leaders can honor traditional academic values while effectively navigating the challenges of today’s educational environment and collectively delivering success for an academic community.

The Traditional University Academic Leader: A Legacy of Academic Stewardship

Historically, university leaders were often individuals who primarily had teaching, research, and service background within the academy. These leaders were deeply embedded in academic culture and served primarily as stewards of the university’s intellectual and cultural mission. As someone who values these traditions, I appreciate the contributions of these early academic leaders. Their deep commitment to the university’s mission, their understanding of the intricacies of teaching and research, and their ability to build consensus among faculty were critical to the success of their institutions. I, too, have strived to embody these values in my own leadership journey. However, the landscape of higher education has changed dramatically. The size and scope of research institutions and the challenges we face today—ranging from financial pressures to technological disruptions—require a different approach to leadership. While the core values of academic excellence and shared governance remain vital, they must be complemented by skills such as strategic management, large-scale external public engagement, operational success, diversity, and labor relations.

The Evolving Demands on University Academic Leaders

The role of university leaders has evolved in response to the complex and often competing demands of modern higher education. Today’s universities are not just centers of learning and research; they are also large, multifaceted organizations that must navigate a wide range of challenges, including managing higher costs, shrinking enrollment, lower state appropriation shares of the total budget, addressing the needs of a diverse student population, leveraging new technologies, maintaining the university’s reputation in an increasingly competitive environment, and effectively managing stakeholder relationships.

As a result, the responsibilities of university leaders have expanded far beyond the traditional focus on teaching and research. Today’s leaders must be capable of making strategic decisions that ensure the long-term viability of their institutions. This includes managing large budgets, leading fundraising efforts, building partnerships with external stakeholders, and responding to crises that can arise at any moment.

My journey through academia has been marked by a variety of leadership roles—seven in total—each of which has honed my understanding of the complexities and nuances of modern higher education. Serving as provost, dean, vice chair, director, associate director, program chair, and center head, I have engaged deeply with the fundamental academic values, culture, and emerging issues that shape our institutions. These roles have provided a rich tapestry of experiences that inform my leadership style, enabling us to address the evolving challenges and opportunities in higher education while remaining grounded in the core principles of academic excellence, integrity, and innovation.

Significant and successful results has marked our work. For instance, while serving as Dean of the College of Education, Human Development, and Sport Sciences at the University of Kentucky, I had the honor of leading approximately 3,000 students, staff, and faculty at an R1 “very high research focused” flagship institution. Our leadership was pivotal in achieving our highest national rankings and enhancing our reputation for academic excellence. We implemented faculty and student diversity initiatives that saw a 150% increase in the enrollment of students of color in the incoming class and a 20% rise in racial/ethnic diversity among faculty. Furthermore, our philanthropic efforts saw a 43% increase in the number of gifts and a notable rise in overall cash giving. Our commitment to equity and inclusiveness at Kentucky was also recognized through various awards and accolades, reinforcing our dedication to fostering a diverse and inclusive academic environment.

As Provost, we have continued to build on this commitment to academic excellence and inclusive growth. The university has experienced modest increases in overall new student enrollment, with notable gains in graduate and transfer student populations. Our strategic partnerships with local Michigan school districts for Grow-Your-Own (GYO) programs have been instrumental in achieving a 30% enrollment surge in the College of Education and Human Development. We now have more than 1,000 students in our teacher education programs despite a national teacher shortage. Additionally, our efforts to support student success through initiatives like the Student Success Hub and the Empowering Futures Gift have significantly improved retention and graduation rates. Since 2023, our community has delivered notable advancements in graduation rates, including a 1.8 percentage point rise in the 4-year rate, a 2.4 percentage point increase for First Generation students in the 4-year graduation rate, and a 3.7 percentage point improvement for Pell-Eligible students in the 6-year rate. Most notably, the 6-year graduation rate surged by 2.7 percentage points for the 2017 cohort, marking the highest rate in at least 25 years. Significant opportunity and equity gap improvements were also recorded, particularly a 3.8 percentage point improvement for URM students in the 6-year rate. These results have been fostered through a holistic approach to student support, ensuring that our students thrive academically and personally.

Commitment to Diversity, Equity, and Inclusion: A Core Leadership Principle

A critical aspect of modern academic leadership is the commitment to diversity, equity, and inclusion (DEI). My career has spanned institutions with rich academic landscapes in California, Kentucky, Michigan, and Texas, each with its unique demographic and cultural makeup. My academic leadership roles have involved supporting diverse faculty and staff, as well as personally recruiting, mentoring, and supporting students from various cultural backgrounds. This work has included many first-generation students and students of color, helping them navigate the challenges of higher education. For example, I have chaired and served on more than 30 dissertations focused on themes related to diverse populations. Throughout my career, I have been deeply committed to working with multicultural and diverse populations, ensuring that equity, inclusion, and diversity are central to our leadership approach.

Serving as the 24th Provost and Vice President of Academic Affairs at Western Michigan University is pleasure each day, and I am honored to be the first Underrepresented Minority (URM) in this role. While serving as Provost, we have made concerted efforts to promote diversity and inclusion. We have worked to enhance the representation and support of underrepresented groups among our faculty, staff, and students. This includes implementing recruitment and retention strategies, creating inclusive policies, and fostering a campus culture that celebrates diversity. A notable initiative was creating the position of Associate Provost for Equity-Centered Initiatives in Academic Affairs, dedicated to advancing equity and fostering a sense of belonging. This role has been pivotal in developing and implementing programs that address the unique needs of our diverse population, including DEI workshops, cultural events, and recruitment programs. Additionally, I hired Dee Sherwood as the first Special Assistant to the Provost for Indigenous and Native Affairs, aiming to improve Native and Indigenous student enrollment and faculty in three years. This effort involves close collaboration with the Native American Affairs Council and the Native American Student Organization.

During my tenure at the University of Kentucky, I appointed the College’s first Associate Dean for Inclusiveness and Internationalization, aimed at significantly increasing the racial and ethnic diversity among our faculty and students. By prioritizing inclusiveness, we attracted and retained talented individuals from diverse backgrounds, enriching the academic experience for all. We also invested in initiatives focused on multicultural engagement, including community partnerships and interdisciplinary collaborations that brought diverse perspectives into our educational landscape.

Beyond the university setting, my engagement with community organizations has been central to advocating for educational equity. Community outreach and advocacy have been fundamental to this leadership approach. I have sought to foster strong partnerships with local organizations and community members, including serving on the Kentucky NAACP and California Hawai'i NAACP Executive Boards and being elected Education Chair for both. Service on philanthropic boards such as the National Education Association Foundation and Schott Foundation, along with current service on the American Association of Hispanics in Higher Education (AAHHE) Board of Directors, has furthered this advocacy. These roles have facilitated the promotion of educational policies that emphasize equity and inclusivity, thereby strengthening my institutions' connection with the community.

In recognition of these efforts, our work has been featured in Inside Higher Education, Insight Into Diversity, and Diverse Issues in Higher Education, with a planned cover story in Diverse Issues in Higher Education for Fall 2024 highlighting our ongoing DEI efforts.

Experience in Unionized Environments and Labor Relations: Navigating Complexities with Collaboration

Navigating labor relations within a unionized environment is another critical aspect of contemporary university leadership. For example, my experience working and leading within unionized environments has been instrumental in seeking to foster collaborative relationships with faculty and staff associations. For example, as Provost, I have been committed to meeting regularly with the American Association of University Professors (AAUP) in our scheduled meetings, ensuring that dialogue is continuous and productive. These meetings are not just procedural; they are an essential part of maintaining the trust and collaboration necessary for the university to thrive.

Engaging in dialogue through the processes that have been established contractually is something I take seriously. We always strive to get it right because I understand that university stakeholders have entrusted us with leadership opportunities that carry significant responsibility. This commitment to open communication and mutual respect ensures that the needs of faculty and staff are addressed thoughtfully and that the institution's mission and goals are advanced in a way that benefits the entire academic community.

When my time as an academic leader concludes, it will be an honor to return to the faculty as a union member. The experience of leading, engaging, and collaborating with various stakeholders as an academic leader always deepens my respect for the critical role faculty and staff play in the life of a university. Returning to the faculty at some day in the future will allow me to continue contributing to the academic community, bringing with me the insights and experiences gained from leadership.

Operational Skills and Experience: Managing Complex Systems for Academic Excellence

The ability to manage complex operations effectively is another essential skill for modern university leaders. I have sought to bring operational skills and extensive academic leadership experience from R1 AAU, R1 Land-Grant, and a system-based Minority-Serving Institution (MSI) comprehensive to transfer directly into leading at WMU. Throughout my career, I have sought to demonstrate a consistent ability to manage complex operations effectively, ensuring the alignment of resources, processes, and strategic goals. My tenure in seven progressively demanding academic leadership roles has inspired a focus on fostering an environment of continuous improvement and excellence in collaboration with students, staff, faculty, alumni, and stakeholders.

The role of Provost, for example, involves managing a complex academic environment, ensuring that all colleges, departments, and units function cohesively towards our institutional goals. We have led the development and implementation of strategic work that has promoted academic excellence. Our operational acumen is further demonstrated through the effective management of substantial budgets. WMU leaders manage a university budget in the hundreds of millions, ensuring that financial resources are utilized optimally to support our academic and research missions. Our experience includes making accountable financial decisions that align with our community's strategic priorities and create sustainable financial models. This financial stewardship is critical in maintaining the university's long-term viability and supporting its growth and development.

Balancing Academic Values with Effective Management

The critique that modern university leaders often lack significant experience with students, research, or shared governance touches on an important issue: the need to strike a balance between academic values and effective management. The role of a university leader today is much more complex than it was historically, requiring a diverse skill set that goes beyond traditional academic experience.

In my view, the ideal university leader is one who can integrate academic values with effective management. This means having a deep appreciation for the university’s intellectual and cultural mission, while also possessing the skills necessary to lead a large, complex organization. Effective leaders must be able to engage with faculty and students, understand the nuances of academic programs, support research and teaching initiatives, and collaborate with unions to ensure a supportive work environment. At the same time, they must also be capable of managing budgets, navigating external and internal political challenges, and driving strategic initiatives that position the university for long-term success.

My academic qualifications and scholarly achievements provide a strong foundation for this balanced approach to leadership. I hold a Ph.D. in Educational Administration and Policy Analysis from Stanford University, an M.A. in Sociology from Stanford, and an M.A. in Higher Education from the University of Michigan Ann Arbor. My scholarly work includes numerous research publications, book chapters, peer-reviewed articles, and extramural funding, demonstrating a strong record of intellectual leadership. I have authored and co-authored over 70 scholarly publications, including articles in prestigious journals such as Educational Evaluation and Policy Analysis, Teachers College Record, Stanford Law and Policy Review, and Harvard Educational Review. My research and practice have been primarily focused on K-12 and higher education curriculum, policy, and leadership that impacts equity and innovation. For example, a relevant publication is "Considering the Ethnoracial and Gender Diversity of Faculty in US College and University Intellectual Communities," published in the Hispanic Journal of Law and Policy. This 2019 article examines the representation and diversity of faculty in higher education institutions across the United States, exploring the intersections of ethnicity, race, and gender within academic communities. Additionally, last year I co-edited the book Equity & Access: An Analysis of Educational Leadership Preparation, Policy, & Practice, which explores themes of equity and accessibility in educational leadership.

Throughout my career, as a scholar, I have sought to convey the value of education and higher education research to diverse audiences. This dedication is reflected in extensive media engagements, keynote addresses, and community outreach efforts. In addition to academic publications, I have presented research at numerous conferences and institutions, and more than 30 universities and eight countries across the world, further solidifying a reputation as Top 200 (.1%) education scholar in the field as named by EdWeek for the last decade. This global engagement reflects a commitment to fostering cross-cultural understanding and collaboration in education as a scholar and academic leader.

Conclusion: The Value of "We" in Academic Leadership

The evolution of university leadership reflects the changing demands placed on higher education leaders. While the traditional model of leadership rooted in academic values remains important, the complexities of today’s educational environment require leaders who can balance these values with effective management skills.

My career in higher education has been characterized by a commitment to academic excellence, equity, and innovation, coupled with the operational skills needed to lead large, complex institutions. However, it is not the work of one individual that drives success—it is the collective effort of our entire academic community. The “we” in leadership is crucial. We succeed when we collaborate, when we bring together diverse perspectives, and when we commit to shared goals.

In my experience, the most impactful change comes from this collective effort. It is through the strength of our shared governance, the passion of our students and faculty, the dedication of our staff, and the support of our broader community that we can achieve true excellence. As we navigate the challenges and opportunities of the future, it is this spirit of collaboration, inclusivity, and shared purpose that will continue to guide our work and ensure the success of our institutions. Together, we will keep our universities vibrant centers of learning, research, and innovation, fostering the growth and development of the communities we serve.