Higher Education Digest – December 2024 – Most Inspiring Educational Leaders in 2024
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FEATURING INSIDE
Christopher M. Mullin Strategy Director for Data and Measurement, Lumina Foundation
Dr Arletha McSwain Vice Provost Access & Enrollment Management, Central State University
Dr. Jennifer deCoste President, ACT Executive Coaching
FEATURING INSIDE
Dr. Morris Thomas Faculty, School of Business, Howard University
Tonya B. Amankwatia Assistant Vice Provost, Distance Education and Extended Learning, North Carolina A&T State University
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Sarath Shyam
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Leading with Purpose: Inspiring Change in Higher Education
Imagine walking onto a college campus for the first time— whether as a student, a faculty member, or even a parent. What sticks with you? It’s not just the grandeur of the buildings or the bustling energy of students rushing to class. It’s the feeling of being part of something larger, something meaningful. That sense of belonging and purpose often stems from one thing: great leadership. In this issue of Higher Education Digest, we shine a light on leaders who don’t just manage institutions—they transform them. Our cover story features Dr. Lisa M. Coleman, President of Adler University, whose remarkable journey is a lesson in leadership with heart. Dr. Coleman is more than a president; she’s a change-maker. With a focus on equity, collaboration, and innovation, she’s steering Adler University into a future where education meets the pressing needs of our world.
But what makes someone a truly inspirational leader in higher education? Is it the ability to juggle budgets and policies? Or perhaps the knack for bringing diverse voices together? The answer is
all that—and something deeper. It’s the courage to ask tough questions: How can we make education more inclusive? What can we do today to prepare students for a better tomorrow? Great leaders know they’re not just running schools; they’re shaping lives and communities.
Dr. Coleman’s story reminds us that colleges and universities are more than classrooms—they’re incubators for change. Under her leadership, Adler University is amplifying its commitment to social justice and innovation. She’s showing us what happens when leaders prioritize not just education, but transformation.
As you turn the pages of this issue, you’ll meet other trailblazers redefining what it means to lead in academia. Their stories are full of insight and inspiration, offering fresh perspectives on how to tackle the challenges of our time.
So, as you dive in, consider this: What kind of leader does the future of education need? And how can each of us contribute to building that future?
Here’s to celebrating the visionaries who make us think, dream, and act bigger.
Happy reading!
Sarath Shyam
DR. LISA M. COLEMAN
PRESIDENT, ADLER UNIVERSITY
18 MENTOR’S MANTRA
ESSENTIAL ELEMENTS FOR EDUCATION INNOVATORS: THE AEIOU FRAMEWORK
Tonya B. Amankwatia, Assistant Vice Provost for Distance Education and Extended Learning at North Carolina A&T State University
INDUSTRY PERSPECTIVE
Christopher M. Mullin, Strategy Director for Data and Measurement, Lumina Foundation 22
MAKING SENSE OF CREDENTIAL CHAOS
LEADER IN FOCUS
CHAMPIONING GENDER EQUALITY & INCLUSION FOR A BRIGHTER FUTURE
Dr Arletha McSwain, Vice Provost Access & Enrollment Management, Central State University 34
TRANSFORMING HIGHER EDUCATION LEADERSHIP: THE POWER OF EXECUTIVE COACHING
Dr. Jennifer deCoste, President, ACT Executive Coaching
ACADEMIC VIEW
THE WHOLE EXPERIENCE: REFLECTING ON THE STATE OF HIGHER EDUCATION LEADERSHIP
Dr. Morris Thomas, Faculty, School of Business, Howard University
DR. LISA M. COLEMAN
PRESIDENT, ADLER UNIVERSITY
PIONEERING A NEW ERA OF INNOVATION & EXCELLENCE
Lisa Coleman, Ph.D., is a distinguished scholar with a proven track record in academia and organizational stewardship. Her career is marked by a commitment to collaboration, multisector partnerships, and systemic equity, having consistently driven initiatives at the intersection of innovation, diversity, and social impact. Dr. Coleman began her tenure as president of Adler University in September 2024, marking a new era of innovation and leadership. Prior, she served as New York University’s inaugural senior vice president for global inclusion and strategic innovation, spearheading initiatives that helped foster cultures of co-creation, inclusive leadership, and innovation. At Harvard University, Dr. Coleman also served in an inaugural role as the special assistant to the president and its first chief diversity officer.
Throughout her career, Dr. Coleman has consistently demonstrated the capacity to launch innovative global initiatives by collaborating with students, faculty, staff, alum, and other partners to secure funding and drive philanthropic and grant-cultivation efforts, as well as to expand fiscal support for health-related programs, faculty and student research efforts, arts initiatives, and technology projects. Dr. Coleman is an interdisciplinarian who earned her doctorate in Social and Cultural Analysis, American Studies from NYU, and her master’s degrees from the Ohio State University. She earned her bachelor’s degree in Sociology/Anthropology, focusing on Women’s Studies and Computer Science from Denison University. Beyond her professional accomplishments, Dr. Coleman is passionate about the arts, music, and travel. She enjoys photography, gardening, and cooking and is currently taking flying lessons.
Recently, in an exclusive interview with Higher Education Digest, Dr Coleman shared her insights on the evolution of the higher education landscape over the last five years, Adler University’s key focus on mental health equity and wellness of students, words of wisdom, and much more. The following excerpts are taken from the interview.
Hi Dr. Coleman. You have numerous years of experience in the field of education and academics. How do you see the changes which have taken place in the higher education sector over the last 5 years?
I have been in the field of education for over 30 years — and even when I worked outside of higher education, my work was affiliated with higher education, including work with medical academic centers at the Association of American Medical Colleges (AAMC). The changes are vast. From technology to changing students and demands of the market, mergers and consolidation, changes in the law, state and federal guidelines, and the relationship to partners such as government industry and K-12, as well as other nonprofits. And, of course, I must mention the shifting mental health needs of students, professors, and others affiliated with any part of the higher education industry. The change is rapid. And while I can’t say all of this has happened in the last five years, what we have seen in the last five years is an acceleration of these issues.
What do you love the most about your current role?
I love being able to advocate for equity — particularly health and wellness which is the foundation for people to do anything in their lives. As we know, mental health, which is often seen as the last rail, is central to our overall health, and as we have seen globally, there have been significant shifts in mental health needs across constituencies and age groups. I am excited about the research and the work that we (Adler University), as an institution, are doing in this space. I came to Adler because
I love being able to advocate for equity — particularly health and wellness which is the foundation for people to do anything in their lives
of its mission and the people dedicated to it. In my first few months, I have learned that we are an undervalued gem, similar to the bumble bee pollinating the world, taking flight against all odds, and I am excited about what we can do to create more flowers and grow the Adler gardens.
As President at Adler University, what challenges do you face and how do you overcome them?
As a graduate and professional school, some of the challenges relate to the issues I mentioned earlier. New regulations, changing student demographics, and a better understanding of the global trends in adult education are desperately
needed. I would also say that increased desire for graduate degrees, education, and certifications across adult education are part of the challenges and opportunities. This question also brings me back to the leadership. As the leader of Adler, I face many challenges that any leader might face, but what is particular for me are the specific challenges at the intersection of higher education, the health industry, and graduate trends. Lastly, the increased need for mental health leaders is a global challenge
even identified in the United Nations (UN) Sustainable Development Goals (SDGs), and we are a small but mighty university, so again, it is a challenge but also an opportunity.
How does your university approach diversity, equity, and inclusion, both within the student body and among faculty and staff?
We are committed to inclusive and equitable practices and infusing them into our work,
Integrating quality and excellence into all levels of education suggests that we must be willing to innovate, fail forward, and learn as we grow
particularly in pedagogical work with students. Thus, equity, diversity, access, and inclusion are deeply steeped within our mission, from recruiting students to selecting our faculty, staff, leadership, and board of trustees. We want to educate a new generation of health equity experts and changemakers who are deeply steeped in inclusive excellence and understand the social determinants of health, as well as the remedies to address pernicious and ongoing issues.
What are your views on leadership? How should university administrators ensure that their faculty members and students transform into worldclass leaders?
Leadership is hard, and there are pitfalls in every corner. In higher education, we create pathways to all fields, and the question of what types of leaders we want to create is pivotal. We have to not only model timely, effective, innovative, and nimble types of leadership but also train and educate our leaders to remain forward-thinking. Leadership is about today and tomorrow.
At Adler we are creating changemakers in the field of mental health equity and health justice. We are infusing research and practice with real-world applications to prepare our students. Our students work with faculty, many of whom also have primary practices, to learn in real time. Additionally, we are constantly evolving and engaging in multimodal and multifaceted partnerships, as well as creating new institutes, certification programs, and executive education offerings. Some examples of our partnership collaborations include Fulbright Canada – focusing on global leadership and organizational health; Vancouver Community College – supporting student assessments of undiagnosed learning challenges; Canadian Indigenous communities – focusing on Truth and Reconciliation; and our own Adler Community Health Services – community-based clinical assessment programs. We continue to develop relevant and timely leadership institutes, research, and partnerships to ensure that our students, alumni, and faculty are leaders in their fields.
As a seasoned administrator, what are your suggestions, to integrate quality and excellence at all levels of education?
Integrating quality and excellence into all levels of education suggests that we must be willing to innovate, fail forward, and learn as we grow. As many scholars point out, attaining excellence is a continual learning process. One does not unusually get to excellence on the first try; it is an iterative process where one learns through mistakes and collaboration. In fact, this plays out in what we have all learned from the best of experimentation and science. Therefore, we need to think about how we create, generate ideas, test and measure, and help people learn and grow as leaders and contributors willing to take strategic risks to enhance educational excellence. This is part of our pedagogical learning process of becoming an inclusive mental health practitioner. Our students learn in community, which helps them become excellent because it underscores learning in collaboration.
Higher education leaders will need to continue paying attention to enrollment, demands, cliffs, and shifts, and lean into research that builds upon knowledge basis and expands educational learning based on real-world experiences
Mental health is a key concern for many students. What steps are you taking to support students’ mental health and well-being?
Adler’s primary focus is mental health equity and wellness. It is actually what we do. Many of our faculty are trained clinicians, and they are focused on teaching the next generation of leaders across all areas of mental health. Unlike so many other institutions that are just now beginning to consider the implications of mental health, we have been at this since our inception. We are now in partnership with other organizations to assist them in navigating the tremendous and ongoing mental health issues and concerns. We very much want to expand our partnerships, particularly those focused on mental health equity and reimagining wellness through inclusive excellence models.
Where are you seeing students engaging the most and the least?
Students are less interested in a cookiecutter, simply theoretical approach, and we continue to lean into their interests. Emerging students indicate they want practical and applicable research and experience to prepare them for the world or help them advance further in their career, work, etc.; that is what we do at Adler. Therefore, we have a lot of students who are interested in coming to Adler across all of our programs, including sports, arts, and the military. Two of our fastest-growing programs are our doctoral program in psychology (Psy.D.) and our industrial and organizational psychology program – for people working with companies to think about the future of work, employees, etc.
Additionally, our focus on health equity and wellness is very attractive to students, many of whom are navigating workplaces. This is also an area that our alumni highlight when speaking about what they got from their Adler experience – it is not just learning about psychology, medical trends, and research in mental health, but the curriculum is infused with a particular focus on health equity and wellness.
With an ever-changing higher education landscape, what do higher education leaders need to be mindful of in the coming year?
In the coming year, we will see shifts in some governmental regulations, etc., that govern higher education, so higher education leaders will need to pay close attention to these developments. Additionally, higher education leaders will need to continue paying attention to enrollment, demands, cliffs, and shifts, and lean into research that builds upon knowledge basis and expands educational learning based on real-world experiences. And lastly, higher education leaders will need to pay attention to creating more capacity for multi-sector partnerships, new and innovative funding streams, diversified investment portfolios, and breaking out of traditional silos. At Adler, as I stated earlier, and as a new president, we are just getting started. We are focused and doubling-down on global, cross-cutting research and partnerships that address the social determinants of health and working to create actionoriented processes and practices that aid in ameliorating global health inequities.
MENTOR’S MANTRA
Essential Elements for Education Innovators: The AEIOU Framework
TonyaB.Amankwatia, Assistant Vice Provost for Distance Education and Extended Learning at North Carolina A&T State University
TonyaB.Amankwatia,Ph.D.,AssistantViceProvost for Distance Education and Extended Learning at North Carolina A&T State University, relishes inspiring teaching and learning excellence. With extensive experience spanning K12, professional, and higher education institutions in the US, Liberia, and Ghana, she is a leader in innovative teaching practices, online program expansion, and community education. Dr. Amankwatia holds a Ph.D. in Learning Sciences and Technology from Lehigh University and is recognized for her thought leadership, scholarly contributions, and positive approach to faculty and learner engagement. She is committed to fostering inclusive, collaborative, and cutting-edge communities of practice and learning environments.
Authentic assessments involve designing real-world tasks that require learners to apply their knowledge and skills, thereby enhancing engagement and relevance
Across the dynamic terrain of global higher education, innovation is not just a buzzword but a vital lifeline. Leaders face significant challenges such as demographic shifts, societal unrest, university closures, the AI evolution, and the imperative to prepare students for 21st-century careers. How can leaders engage diverse individuals in meaningful conversations to solve complex problems? This is where the AEIOU framework comes in—a heuristic I designed to inspire innovation and instructional transformation. This simple, memorable framework coupled with a design thinking approach can provide the clarity needed for effective problem-solving and innovation. The AEIOU
framework includes Authentic Assessments (A), Entangled Pedagogy (E), Inquiry-Based Learning (I), Organizational Learning (O), and Universal Design for Learning (U).
The Innovation Connection
As someone who has served as an inaugural administrator leading distance education and faculty development units, I understand the importance of building trust to create new knowledge and shared goals. These endeavors require collaborating across many units internally and externally to identify opportunities for innovation. According to Rogers (1995), innovation is “an idea, practice, or object that is perceived as new by an individual or another unit of adoption.”
Thus, educators hope that innovation offers better alternatives to previous ones for solving educational challenges. Implementation, a crucial step to embrace innovation, is the process of learning to do something new. I recommend the design thinking approach and the AEIOU Framework because they aid teaming, breakthrough thinking (Nadler & Hibino, 1998), effective implementation, and inclusive excellence. The descriptions help make the innovation connection.
The AEIOU Framework for Educational Innovation
Authentic Assessments (A): Authentic assessments involve designing real-world tasks that require learners to apply their knowledge and skills, thereby enhancing engagement and relevance. This approach helps learners transfer new knowledge to real-world scenarios, making learning more meaningful and applicable. Integrating alumni, community partners, or industry experts in course design can bridge the gap between academia and broader societal needs, aiding practicality and relevance. Habbal et al. (2024) cautioned, we must avoid reducing education to preparing for job skills, and instead aim to develop better citizens and innovative solutions. I agree.
Entangled Pedagogy (E): Entangled pedagogy recognizes the interconnected nature of teaching and learning activities, where multiple stakeholders and technology integration influence outcomes. It considers pedagogy as shaped by methods, technology,
faculty, learners, and stakeholders’ purposes, contexts, and values (Fawns, 2022). This pedagogical approach enriches learning by integrating diverse perspectives and tools like mixed reality into collaborative course design. Entangled pedagogy can enhance knowledge construction and promotes higherorder thinking, facilitated by technology.
Inquiry-Based Learning (I): Inquiry-based learning (IBL) holds great promise across many disciplines in higher education by promoting exploration and questioning, allowing learners to develop greater agency and understanding through active investigation (Aditomo et al., 2013; MacKinnon, 2017). An approach that nurtures curiosity and critical thinking, IBL encourages learners to actively participate in their learning journey. IBL supports the development of problem-solving skills and adaptability, essential for navigating complex, real-world situations.
Organizational Learning (O): Organizational learning involves fostering a culture of continuous improvement and learning within educational institutions. Shiferaw et al. (2023) highlight that entrepreneurial leadership and a strong learning culture drive organizational innovation and creativity. By creating an environment that provides resources and time for organizational and peer learning, institutions can better adapt to changes and foster innovation (Ely, 1999).
Universal Design for Learning (U): Universal Design for Learning (UDL) promises accessible and effective instructional environments for
UDL’s flexibility supports innovation by fostering an inclusive and supportive learning environment essential for overcoming challenges in higher education and driving transformative change
all learners by providing multiple means of engagement, representation, and expression (CAST, 2018). The CAST website links research evidence of UDL’s effectiveness in addressing learner variability. UDL’s flexibility supports innovation by fostering an inclusive and supportive learning environment essential for overcoming challenges in higher education and driving transformative change.
An
Application Strategy
Considering each evidence-based approach, leaders can leverage framework elements to define problems and experiment thoughtfully. These sample questions are good engagement starters:
Authentic Assessments (A): What partnerships can enhance the relevance of learning assessments?
Entangled Pedagogy (E): How do the purposes, contexts, and values of faculty, students, and other stakeholders shape the integration of technology in teaching methods?
Inquiry-Based Learning (I):
How might immersive technology or collaborative tools be integrated to facilitate inquiry-based learning?
Organizational Learning (O): How can universities incentivize crossdisciplinary collaboration for problem-solving?
Universal Design for Learning (U): How do we scale UDL to ensure multiple means of engagement, representation, and expression?
Conclusion
Seeking answers to address challenges takes leadership. The AEIOU framework supports the development of innovative practices with stakeholders. What could be at risk if leaders don’t seek diverse perspectives or create brave spaces to engage with critical issues? The transformation needed to advance 21stcentury teaching and learning is at risk. By leveraging this framework, leaders can draw on evidence-based approaches to solve problems through innovation.
INDUSTRY
PERSPECTIVE
Making Sense of Credential Chaos
Christopher M. Mullin, Strategy Director for Data and Measurement, Lumina Foundation
Like a pot of spaghetti, credentials that prove what Americans have learned and can do are a tangled mess. This leaves more than a bad taste—it costs us time and money and hinders our ability to use them to enhance our jobs and lives.
In short, it’s credential chaos. That’s where things stand now, with 60,000 education and training providers spending $2 trillion to offer more than 1 million credentials for adults to earn after high school. The opportunities for
learning are terrific, with a huge range of badges, credits, certificates, and certifications. But it’s a maze and a guessing game for people trying to find the right choice for both quality learning and results.
Adding to the muddle, colleges and companies award credentials outside those collected by the Integrated Postsecondary Education Data System, or IPEDS. Without a central database keeping track, credentials further confuse employers, policymakers,
In the U.S., 7.8 percent of adults have short-term credentials that boost their pay by at least 10 to 15 percent; sometimes, the wage increases are much higher
Christopher Mullin, Ph.D., is strategy director of data and measurement for Lumina Foundation. Previously, he served as director of Strong Start to Finish at Education Commission of the States, executive vice chancellor of the Florida College System, the assistant vice chancellor for policy and research at the State University System of Florida, Board of Governors, the program directorforpolicyanalysisoftheAmerican Association of Community Colleges (AACC), and a postdoctoral fellow at the Illinois Education Research Council.This article was informed by the author’s publication Aligning certificates, diplomas, degrees, and emerging forms of credentials: Macro, micro, and maintenance credentials.
NCES should conduct a legal review to reinforce the role of IPEDS as more than a federal student aid database, allowing it to greatly expand its collection of credentials
and students trying to sharpen their knowledge and skills.
That’s a problem because what matters most is whether credentials improve people’s lives. For many, short-term credentials offer a place to start or a fresh path to college. For others, they deliver longer-lasting benefits. In the U.S., 7.8 percent of adults have shortterm credentials that boost their pay by at least 10 to 15 percent; sometimes, the wage increases are much higher.
However, early this year, 30 states, including the District of Columbia, and Puerto Rico, saw declines in the share of residents having industry certifications and college certificates with significant wage premiums. This unusual decline in short-term credentials, surfacing in Lumina Foundation’s update of A Stronger Nation, highlights the importance of paying close attention to credentials’ labor market payoff.
Digging deep
The National Postsecondary Education Cooperative set out to make sense of this chaos—and they asked for my help. Why me? Well, I have extensive experience developing, managing, and informing state and federal data systems. And, in my role at Lumina Foundation, I help others understand credentials.
So, after months of digging deep into the history of data collection, reading data collection forms, finding surveys of federal agencies, reading reports, and talking to experts, I learned a lot. I learned how far things have come—to today’s upskilling microcredentials— since the turn of the 20th century when the associate degree was
the first “chunking” of the bachelor’s degree into smaller parts.
And I learned what it would take to create order in the credential marketplace. I put all my findings into a 57-page paper, “Aligning Certificates, Diplomas, Degrees, and Emerging Forms of Credentials: Macro, Micro, and Maintenance Credentials,” and made six recommendations.
Chop and organize
In a nutshell, here’s what I suggest: Agreeing with the trend to chop learning into smaller parts, we need to organize it into pieces, consistently use those labels to ensure recognized, quality learning, and create a system that evolves with future advances and leverages all we’ve learned over the past 150 years.
It starts with a simplified credential organization. Because we know that all learning counts, let’s categorize all credentials into these three buckets:
Macrocredentials are degrees and certificates that show the completion of a program of study of sufficient depth and duration.
Microcredentials include short-term learning and training, resulting in certificates, badges, and continuing education credits.
Maintenance credentials, such as computer skills, teaching certificates, or a medical license, are time-limited or must be renewed. Licenses can require a combination of academics, certifications, assessments, apprenticeships, and work experience.
A simple, organized framework like this results in credentials that we all understand.
To make it work, we’ll need to collaborate on a common vocabulary to use the same terms as we support learner goals and employer needs. This will help ensure that every credential is easily recognized for its value.
We also need to reinvent IPEDS as an allencompassing data-collection resource. Over the years, this federal data system has become viewed as only for colleges receiving student aid. NCES should conduct a legal review to reinforce the role of IPEDS as more than a federal student aid database, allowing it to greatly expand its collection of credentials.
Finally, to connect college and training efforts, NCES should partner with federal agencies and departments funding apprenticeships, workforce training, and career and technical education. Today, federally funded workforce programs aren’t required to give credentials when students complete a program. That’s a major flaw that we need to fix.
Microcredentials in the mix
As people try to learn new skills to stay competitive in the marketplace, faster, cheaper credits called microcredentials are increasingly popular. Any college, training site, library, community group, or event can award these for learning activities.
I’ll share a few personal examples. I took an online course that was 24 hours long, required assignments to be completed, and was given a pass-fail grade. I received a course-completion certificate. In another case, I watched a video tutorial on how to use a web-based tool that was just shy of four minutes long, and I was given a digital badge. In a third case, I earned
As
people try to learn new skills to stay competitive in the marketplace, faster, cheaper credits called microcredentials are increasingly popular
professional development credits focused on how different colored markers could help students deconstruct text passages. These credits can be easily collected and shared on digital platforms, throwing microcredentials into the mix as opportunities to learn—but also adding confusion for learners and employers sifting through the choices.
Ensuring real rewards
Clearly, we’ve come a long way since 1875, when the U.S. Commissioner of Education suggested the bachelor’s degree as the foundation for
advanced degrees. A diploma has long meant personal accomplishment and distinction. From degrees to microcredentials, each chance to learn and earn holds the potential for a lifetime of rewards.
Now, it’s up to us—with help from policymakers, educators, employers, and partners—to cut through the confusion and create an organized framework with easily understood options, valuable programs, and concrete results. My research and recommendations are a starting point as we detangle that messy pot of credentials for today’s learners and generations to come.
ACADEMIC
VIEW
Transforming Higher Education Leadership: The Power of Executive Coaching
Dr. Jennifer deCoste, President, ACT Executive Coaching
Dr. Jennifer deCoste is the President of ACT Executive Coaching, leveraging over 25 years of experience in education and leadership. With a Ph.D. in Curriculum & Instruction / Gender Studies from Penn State University, Jennifer has excelled in roles including Senior Vice President at RW Jones Agency and Vice President for Leadership Strategies at Credo Higher Education Consulting. Her expertise spans executive coaching, strategic planning, diversity initiatives, and organizational development. A former Vice-Chancellor and Chief Diversity Officer, Jennifer has a track record of drivinginstitutionalgrowthandfosteringinclusiveenvironments.Sheispassionateaboutempowering leaders and organizations through innovative coaching and consulting approaches.
The Leadership Imperative in Higher Education
Higher education institutions are facing a distinct set of challenges in the 21st century, necessitating a unique approach to leadership development. The need to adapt to shifting student demographics, navigate technological disruptions, manage financial pressures, and
meet evolving societal expectations (Altbach et al., 2019) is not just a matter of survival— it’s a call for innovative leadership. Executive coaching, a proven tool in various sectors, offers a unique promise for higher education (Cruz & Rosemond, 2017).
This article addresses three critical questions for higher education leaders:
Continuous improvement is a necessity in the competitive landscape of higher education
1. How can executive coaching transform your leadership capabilities?
2. What tangible benefits can you and your institution expect from coaching?
3. How can you effectively implement coaching programs in your institution?
The Transformative Impact of Executive Coaching
Fostering Long-Lasting Behavior Change
The ability to adapt and evolve is paramount as a higher education leader. Executive coaching
offers a path to not just personal growth but sustainable personal growth. A landmark study by Boyatzis et al. (1995) found that coaching led to significant behavior changes in leaders, persisting for up to two years post-intervention. Imagine the impact of continually refining your leadership approach, staying agile in the face of new challenges, and modeling adaptive behavior for your entire institution. As an action step to coaching, consider areas where you need help to make lasting changes. Executive coaching can provide the structured support required to overcome these hurdles.
Accelerating Performance Improvements
Continuous improvement is a necessity in the competitive landscape of higher education. Peterson’s studies (1993a, 1993b) have shown that targeted coaching interventions can propel performance from the 50th to the 93rd percentile. For you as a leader, this could mean a significant boost in your skills in strategic planning, resource management, or academic governance—areas that are crucial for institutional success in higher education. When considering executive coaching, identify key performance areas crucial for your role and institution. A tailored coaching program can help you excel in these specific domains.
Delivering Exceptional Return on Investment
In an era of budget constraints, every investment must be justified. The good news? Executive coaching offers an impressive return. McGovern et al. (2001) found that executives valued their coaching at 5.7 times the initial investment. Improvements spanned productivity, quality, organizational strength, and profitability— all critical for higher education institutions striving for excellence and sustainability. When considering coaching programs, factor in tangible and intangible returns. The benefits often extend beyond the initial scope, influencing your entire institution. This reassures you that your decision to invest in coaching is not only wise but also a confident step towards the future success of your institution.
Enhancing Emotional Intelligence: The Cornerstone of Effective Leadership
In the complex interpersonal landscape of higher education, your emotional intelligence (EI) can make or break your effectiveness as a leader. Goleman et al. (2002) have consistently linked EI to superior leadership strategies. Executive coaching, with its focus on selfawareness and interpersonal dynamics, is an ideal vehicle for developing this crucial skill set.
Executive coaching can provide targeted strategies to enhance your EI, making you a more effective and empathetic leader
Cherniss (2008) argues that leaders with high EI excel in managing diverse teams, navigating complex relationships, setting and achieving ambitious goals, and communicating with clarity and impact. These skills are invaluable in an academic environment where collaboration and transparent communication drive success. Reflect on your emotional intelligence. Are there areas where you could improve? Executive coaching can provide targeted strategies to enhance your EI, making you a more effective and empathetic leader.
Implementing Executive Coaching in Your Institution
Building a Coaching Culture
Consider fostering a coaching culture within your institution to maximize the benefits of executive coaching. Cruz and Rosemond (2017) highlight how coaching can play an integrative role in advancing higher education by supporting organizational change and fostering a teaching and learning community. Start with leadership: Demonstrate your commitment by engaging in coaching yourself. Then move to provide coaching opportunities at various levels of leadership. Incorporate coaching skills into leadership development programs. Finally, encourage peer coaching and mentoring programs as a way to sustain the coaching culture.
Selecting the Right Coaching Approach
Not all coaching is created equal. It is crucial to select an approach that aligns with your institutional culture and individual needs. Look for coaches with experience in higher education
or related complex organizations. Consider a mix of internal and external coaching resources. To help ensure the coaching methodology aligns with your institutional values and goals, establish clear objectives and metrics for measuring coaching success.
Overcoming Potential Barriers
Implementing a coaching program may face some resistance. Common concerns include time constraints, skepticism about effectiveness, and budget considerations. Address these proactively by communicating the ROI and long-term benefits through pilot programs that demonstrate value. Integrate coaching into existing leadership development initiatives to maximize resources. Share success stories and testimonials from peer institutions.
Your Path to Transformative Leadership
As a higher education leader, you have the opportunity and responsibility to evolve and enhance your leadership capabilities continually. Executive coaching offers a powerful, evidence-based approach to achieving this goal. By investing in coaching, you’re not just developing yourself but laying the groundwork for a more adaptive, resilient, and successful institution.
The evidence is clear: Executive coaching can be a game-changer for higher education leadership, from sustained behavior change to tangible performance improvements and impressive ROI. As you face the complex challenges of modern academia, consider executive coaching as your strategic partner in navigating change, inspiring your team, and driving your institution toward excellence.
LEADER IN FOCUS
Championing Gender Equality & Inclusion for a Brighter Future
Dr Arletha McSwain, Vice Provost Access & Enrollment Management, Central State University
Dr. Arletha McSwain, a distinguished leader in online education, earned her PhD from the University of Missouri-Columbia, her Masters in Education, and her BachelorsinEducationfromLincolnUniversity-Missouri. Her extensive experience in launching online programs that comply with national and international accrediting agenciesisatestamenttoherdedication.Sheisastrong advocate and voice for HBCUs, especially in the areas of access to online education, a role that showcases her leadership and commitment. She is also a member of the Quality Matters Changing Landscape of Online Education (CHLOE) executive board, Phi Delta Kappa, and Kappa Delta Pi. Over the years, Dr. McSwain has secured over $4.8 million in federal funding for diversity, equity, inclusion, and accessibility. Her recognition with the prestigious Education 2.0 Outstanding Leadership Award in 2022 and her ranking by Women We Admired as one of the Top 25 Women Chief Learning Officers of 2024 is a source of pride. She is the principal investigator for the research project Establishing Compelling Evidence for OER as a Completion and Learning Strategy for Higher Education.
We all are responsible for identifying and acting against bias, which empowers us to be part of the solution
Hi Dr McSwain. You have numerous years of experience in the field of education and academics. How do you see the changes which have taken place in the higher education sector over the last 5 years?
The descriptors that immediately come to mind are uncertain but resilient. Despite the challenges, our colleges and institutions have shown remarkable resilience, adapting to the changing landscape. The COVID-19 pandemic intensified these challenges, but it also brought out the best in us, making us more flexible, adaptive, creative, and accommodating to the current landscape. This resilience gives us hope and a sense of optimism for the future of higher education.
What do you love the most about your current role?
Absolutely everything. I love our students, their passion for learning, and their growth
potential. I am privileged to lead a dedicated, dynamic, talented Access and Enrollment Management Team. Their commitment and hard work inspire me every day. I appreciate the collaboration among faculty, staff, and administrators, which makes our job even more rewarding. Marc Anthony was on point when he said, “If you do what you love, you’ll never work a day in your life.” This joy and passion in my work is what keeps me inspired, motivated, and I hope it can inspire and motivate others.
What are your thoughts on gender equality and inclusion? Do you think there is a gender bias in your industry?
My field of study and research interest has always centered around gender equality and inclusion. Unfortunately, bias can be found everywhere. The politically charged and often misunderstanding of DEI indeed divides us further. It is crucial not to just recognize bias, but to actively work
against it. We all are responsible for identifying and acting against bias, which empowers us to be part of the solution. Acknowledging and acting against bias is a responsibility and a source of empowerment for all of us.
Is there a particular person you are grateful for who helped get you to where you are?
That is a tough one because it would not be a specific person. It would be my mother and late father, Dora and Sherman Hayes Jr. They always stressed six things: 1) family first, 2) education, 3) vote, 4) your word is your word, 5) be kind, 6) let your hard work speak for itself.
You were the first African American female to serve as President of USDLA, inducted into the USDLA Hall of Fame, recipient of the 2013 Phenomenal Woman Award, and a 2009 Eminent Scholar. Our readers would love to know the secret mantra behind your success.
It started when my high school counselor told me I was not college material and that I should pick up a trade; that probably was my most memorable experience with gender and racial bias. This experience, while disheartening, fueled my determination to succeed and proved him wrong. It was a turning point in my life that taught me the power of resilience and perseverance.
The meaning of leadership can change from one era to another. How would you define the meaning of leadership today?
My definition of leadership today aligns with your first question: courage in leading a
team to be flexible, adaptive, creative, and accommodating to the current landscape of higher education. As a leader, prioritize the mental health needs of your team. Always remember that it is never acceptable to be a micro-manager. Be confident in hiring a team that will be the experts in the room and publicly acknowledge this expertise.
What is your favorite non-academic book and why?
Alexander and the Terrible, Horrible, No Good, Very Bad Day. It makes me laugh when it has been one of those days.
What is your biggest stress reliever?
Hanging out with my 8 and 6 year-old grandbabies helps me keep everything in perspective.
Where do you see yourself in the next 5 years?
I will be 70 years young, so I plan to transition to a more consulting role to assist in preserving the sustainability and rich legacy of HBCUs in distance education.
Do you have any advice for women working in the higher education landscape?
Never take yourself too seriously. Your mental and physical health must always be your priority. Surround yourself with influential mentors. Never forget that jobs come and go, but genuine relationships you cultivate will last a lifetime. Most importantly, when you stop having fun on the job…move on and let it go!
The WHOLE Experience: Reflecting on The State of Higher Education Leadership
Dr. Morris Thomas, Faculty, School of Business, Howard University
Dr. Morris Thomas serves as Assistant Provost for Digital and Online Learning and Director of the Center for Excellence in Teaching, Learning and Assessment at Howard University. Dr. Thomas is also an Associate Professor in the Department of Educational Leadership and Policy Studies in the School of Education. As a Project Management Professional (PMP), he teaches Project Management to MBA students in the School of Business. Dr. Thomas has developed, The “ENHANCE Learning Model” and “The WHOLE Experience Framework.” These models center on the learners’ environments and experiences. His scholarship has taken him throughout the United States, Canada, Cuba, Germany, India, Ireland, Malawi, Puerto Rico, and South Africa.
For the purposes of this article, everyone who serves in any capacity in higher education is considered a leader. According to McKinsey & Company, leadership is a set of behaviors used to help people align their collective direction, to execute strategic plans, and to continually renew an organization. Leaders within the context of higher education are faced with
an ever-evolving landscape and with that comes a wide range of continuous challenges and opportunities. There is no shortage of difficulties facing institutions of all types. Many of these issues are multifaceted, nuanced, and complex, such as AI, the political landscape, mental health, economic factors, and the list goes on. Nevertheless, in many instances, those who serve in these
It is important that leaders are cognizant in how they approach their work and one way to do so is through intentional reflection
Creating welcoming environments is centered on providing settings and experiences that induce feelings of safety, hospitality, and a sense of belonging
institutions are not provided with the resources and/or respite needed to manage these rapid changes and demands. It cannot be assumed that because people continue to “show up” that all is well, and business should carry on as usual. It is important that leaders are cognizant in how they approach their work and one way to do so is through intentional reflection.
Reflective Practice
There is a popular saying, “Check on your strong friends…” The sentiment of this statement is that even those perceived as being “strong” may also struggle as they face challenges. Typically, leaders within the higher education sector are high achievers and high-performers, ergo the prevailing assumption of being perpetually strong. In addition to checking on your strong friends, there is the need to check in with self. One way to do so is to engage in reflective practice. Reflective practice is an opportunity to pause, reflect, and take notice of practices and behaviors that may benefit from further assessment, revision, and adaptation. Another way to think about reflective practice is to consider mindfulness. Mindfulness in its simplest form involves an intentional focus and awareness on the present moment, while acknowledging and accepting one’s state of being.
The WHOLE Experience for Leaders
A way to apply reflective practice is to employ a model or framework as a barometer or lens that might serve as a means of assessment and accountability. The WHOLE Experience Framework (WEF) was conceptualized to consider five elements that can be considered for improving the environments and experiences. The WEF is typically employed to assess the environments and experiences of students in
the learning context, this framework can also be leveraged to improve the environment and experiences for those who serve as leaders within our higher education institutions. After all, if those who lead in the higher education context are not having and/or facilitating healthy environments and experiences, students will inevitably be impacted. The WHOLE Experience is an acronym that represents the following terms, Welcoming, Holistic, Open, Liberating, and Empowering.
Welcoming
Creating welcoming environments is centered on providing settings and experiences that induce feelings of safety, hospitality, and a sense of belonging. In higher education leadership, this means fostering an atmosphere where all stakeholders - from students and faculty to staff and administrators - feel valued and respected. It involves implementing inclusive practices, promoting diversity, and ensuring that communication channels are open and accessible. Leaders should strive to create spaces where ideas can be shared freely, where collaboration is encouraged, and where every individual feels they have a voice. This welcoming approach extends beyond physical spaces to include virtual environments, especially as remote and hybrid work models become more prevalent in higher education.
Holistic
A holistic experience considers that higher education leaders are whole people, and there are many situational factors that impact their personal and professional lives. This perspective acknowledges that leaders don’t leave their personal lives at the door when
they come to work. It involves recognizing the importance of work-life balance, mental health, and overall well-being. Institutions should provide resources and support systems that address not just professional development, but also personal growth, stress management, and health. This might include offering wellness programs, mental health resources, and policies that support family commitments. By taking a holistic approach, institutions can foster more resilient, engaged, and effective leaders who are better equipped to handle the complex challenges of higher education.
Open
An open environment fosters feedback. Leaders ask the opinions of others and are able to freely bring up issues without fear of retaliation or being labeled as problematic. This culture of openness is crucial for innovation, problemsolving, and continuous improvement in higher education. It involves creating mechanisms for regular feedback, such as anonymous suggestion systems, town hall meetings, or open-door policies. Leaders should actively seek input from diverse perspectives and demonstrate that this feedback is valued by acting on it when appropriate. An open environment also means being transparent about decision-making processes and institutional challenges. By cultivating openness, institutions can build trust, encourage creativity, and create a more dynamic and responsive educational environment.
Liberating
Liberating involves schedule flexibility, including remote work policies, using paid time off, and intentional breaks. In the context of higher education leadership, this means moving beyond traditional rigid structures to embrace more
Empowering involves environments and experiences that include opportunities for advancement, demonstration that employees are valued, and recognition for contributions
flexible and adaptable work arrangements. It recognizes that productivity and creativity aren’t always tied to a specific location or time frame. Institutions should consider implementing policies that allow for flexible hours, and remote work options where feasible, and encourage the full use of vacation time. This approach also involves creating a culture where taking breaks and disconnecting from work is not just allowed but encouraged. By providing these liberating elements, institutions can reduce burnout, increase job satisfaction, and ultimately enhance the quality of leadership and decision-making.
Empowering
Empowering involves environments and experiences that include opportunities for advancement, demonstration that employees are valued, and recognition for contributions. In higher education leadership, this means creating clear pathways for career progression and professional development. It involves providing leaders with the autonomy to make decisions within their areas of responsibility and the resources to implement their ideas. Recognition programs, both formal and informal, should be established to acknowledge the efforts and achievements of leaders at all levels. Empowerment also means investing in leadership development programs,
mentoring initiatives, and opportunities for cross-functional collaboration. By fostering an empowering environment, institutions can cultivate a sense of ownership and commitment among their leaders, leading to more innovative and effective leadership practices.
Conclusion
According to the College and University Professional Association for Human Resources (CUPA-HR), 2023 Higher Education Employee Retention Survey (ERS) only 58% of higher education employees are generally satisfied with their jobs. Being that there is a relationship that exists between being motivated and satisfied, it is important for leaders to consider the environment and experiences being fostered. The value and quality of higher education is being scrutinized more than ever. If those who lead in this arena are not having appropriate experiences, it is likely that the value and quality will too be impacted. Higher education institutions are not merely comprised of beautiful grounds and buildings but exist and function because of the leaders who serve. Therefore, it is imperative that leaders within this context engage in reflective practice, considering their whole selves and the WHOLE experience for those with whom their work touches.
