ABOUT HARVARD INSTITUTES FOR HIGHER EDUCATION
The Harvard Institutes for Higher Education (HIHE) offer comprehensive professional development programs designed for higher education leaders—from directors, department heads, and deans to vice presidents, provosts, and presidents. At HIHE, leaders come together to speak openly, reflect honestly, and hone leadership skills and strategies with the support of accomplished peers and faculty experts.
BROAD PERSPECTIVES
HIHE participants and faculty bring perspectives from a broad range of institutions, including large research universities, comprehensive regional institutions, small liberal arts colleges, community colleges, and many more. Together, they create a rich, dynamic learning environment.
PRACTICAL, APPLICABLE SKILLS AND STRATEGIES
At HIHE, we focus on building actionable skills and strategies based on research-proven practices. We listen to your needs, challenge your thinking, and help you break through on tough challenges to move forward with confidence.
NETWORKS
You’ll connect and build relationships with accomplished peers from across higher education and around the world. Thousands of our alumnx have developed and maintained supportive long-term relationships through HIHE.
A LASTING IMPACT
With an extraordinary faculty, participants driven to make a difference, and a more than 50-year history of success, our programs will leave you informed, renewed, and better prepared to lead.
PRESIDENTIAL LEADERSHIP
Our presidential leadership portfolio provides a rare opportunity for college and university presidents and chancellors to prepare for and reflect on their presidencies. The presidential leadership program provides an immersive and engaging learning environment in which you can gain practical insights into current challenges, build plans for future initiatives, and forge meaningful connections with an extraordinary peer group of presidential colleagues.
HARVARD SEMINAR FOR NEW PRESIDENTS (NP)
College and university presidents and chancellors are expected to be productive, articulate, and responsive leaders from the moment they assume office. With an array of external and institutional challenges to address, new presidents do not have the luxury of learning on the job.
The Harvard Seminar for New Presidents provides a practical orientation to the presidency, familiarizing new presidents with the opportunities and hazards they will likely face and preparing them to respond to the multiple responsibilities that await them in their new roles.
OBJECTIVES
• Explore the importance of institutional cultures, traditions, and governance
• Focus on the president as chief executive and senior personnel officer
• Explore the role of the president as an academic leader
• Consider the opportunities and challenges of social media
• Examine the president’s role in strategic planning
WHO SHOULD ATTEND
First-time college and university presidents and chancellors who have recently been appointed or are in their first year of office
FACULTY CHAIR
Judith Block McLaughlin | Senior Lecturer on Education, HGSE
MODALITY
On Campus
HIGHER EDUCATION LEADERSHIP
The Higher Education Leadership portfolio offers professional development opportunities for higher education administrators, including directors, department heads, deans, vice presidents, and provosts. These programs enable you to assess and address current and future administrative challenges while renewing and moving forward in your career.
As someone who is underrepresented several times over in higher education, participating in Harvard’s Management Development Program was an empowering experience that will continue to positively impact my career and legacy into the near and far future. The connections I made with participants and presenters are invaluable as resources and as a professional/personal support system.
–RITA E. URQUIJO-RUIZ DIRECTOR OF GLOBAL LATINX STUDIES, TRINITY UNIVERSITY
MANAGEMENT DEVELOPMENT PROGRAM (MDP)
Higher education leaders face a wide array of leadership and managerial challenges—from planning and implementing strategic action to allocating financial resources and enacting the vision of senior leadership. To succeed, administrators need skills that enable them to work throughout the institutional hierarchy while staying true to their own personal and professional identities.
The Management Development Program (MDP) is designed to help higher education leaders acquire the knowledge and insight needed to think more strategically, balance competing demands, and engage in more forwardthinking leadership.
OBJECTIVES
• Understand the characteristics of effective, ethical leadership
• Learn how to develop and lead high-functioning teams
• Understand your optimal role in planning initiatives
• Learn how to manage financial and human resources
• Understand how to function as an effective change agent
• Learn to cultivate and lead a culture of diversity, equity, and inclusion
WHO SHOULD ATTEND
• Early-career college and university administrators responsible for the strategic direction, administrative management, and local leadership of their respective departments and areas, including:
• Deans (also associate/assistant deans)
• Department chairs
• Program directors
• Managing directors
FACULTY CO-CHAIRS
Liya Escalera | Lecturer on Education, HGSE
Eduardo Contreras | Vice Provost for Global Engagement, Baylor University; Adjunct Faculty in Professional Education, HGSE
MODALITY
On Campus
INSTITUTE FOR MANAGEMENT AND LEADERSHIP IN EDUCATION (MLE)
Change is an inevitable part of today’s complex higher education landscape, yet effective change management remains a challenge. The Institute for Management and Leadership in Education (MLE) offers experienced administrators the opportunity to develop core knowledge and learn strategies for managing organizational change.
OBJECTIVES
• Master new approaches to leadership in complex academic settings
• Understand and overcome the challenges of organizational change
• Think and act strategically with attention to people, financial resources, partnerships, initiatives, and emerging opportunities
• Assess the impact of changes in the higher education environment
• Foster institutional cultures that prioritize diversity, equity, and inclusion
WHO SHOULD ATTEND
• Experienced higher education leaders who have oversight and responsibility for their school, department, division, or functional area, including:
• Deans (with accrued leadership experience)
• Assistant/Associate Vice Presidents
• Assistant/Associate Provosts
• Directors
EDUCATIONAL CO-CHAIRS
Francesca Purcell | Faculty Co-Chair for Higher Education Concentration and Online Master’s in Education, Senior Lecturer on Education, HGSE
Hanna Rodriguez-Farrar, Ph.D., Ed.D. | Vice President & Co-Head of the Office of Community Engagement and Communications, Rensselaer Polytechnic Institute
MODALITY On Campus
INSTITUTE FOR EDUCATIONAL MANAGEMENT (IEM)
This intensive, highly immersive experience prepares senior leaders in higher education to address the most pressing challenges they face, including setting strategic directions and getting buy-ins from key stakeholders, competing successfully in a dynamic marketplace, optimizing the impact of financial and human resources, embracing emerging technologies, and creating an empowering and inclusive community on campus.
OBJECTIVES
• Articulate leadership challenges and explore how to advance your mission
• Gain insight into balancing internal and external leadership roles and working more effectively as a member of the senior leadership team
• Learn to lead in creating a community and culture of diversity, equity, and inclusion
• Develop the capacity to drive innovation, improvement, and change
• Deepen your understanding of the components of institutional success
WHO SHOULD ATTEND
Higher education professionals at the following levels or serving in the following capacities and reporting directly to the President:
• Provosts
• Vice Presidents
• Members of the president’s cabinet
• Deans and senior-level administrators with decision-making responsibilities that impact the institution’s future
FACULTY CO-CHAIRS
James Honan | Senior Lecturer on Education, HGSE
Richard Reddick | Senior Vice Provost for Curriculum and Enrollment and Dean of Undergraduate Studies, The University of Texas at Austin
MODALITY On Campus
LEADERSHIP INSTITUTE FOR AMERICAN LIBRARIANS (LIAL)
Designed specifically for academic librarians, this professional development opportunity immerses you in three key leadership areas—planning, organizational strategy and change, and transformational learning—with an overarching goal of increasing your leadership effectiveness and management capacity. You’ll deepen your leadership skills, improve your ability to meet current and future challenges, and make connections with a diverse community of practice.
OBJECTIVES
• Learn more about the factors that improve and inhibit your leadership effectiveness
• Increase your leadership effectiveness in ways that drive innovation and generate lasting impact
• Develop strategies to address short- and long-term challenges within your library
• Participate in meaningful personal reflection and professional renewal among a supportive community of colleagues
WHO SHOULD ATTEND
College and university librarians with management/leadership responsibilities
• Librarians who lead major programs, such as library deans, directors, unit heads, and their direct reports
• Non-library campus leaders whose work impacts library-related functions
FACULTY
CHAIR
Alex R. Hodges | Member of the Faculty of Education, Librarian and Director of the Monroe C. Gutman Library, HGSE
MODALITY On Campus
LEADING STRATEGIC STUDENT SUCCESS (LSSS)
College and university students rely on strong institutional support throughout their academic careers—and higher education professionals have a responsibility to develop the collaborative systems and policies that will help them succeed. In this cutting-edge course, participants will investigate innovative structures, practices, and tools for equitable learning— culminating in the creation of an action plan that empowers better outcomes for every student.
OBJECTIVES
• Identify how different institutional structures and practices can support the achievement of student success in a changing educational landscape
• Gain a deeper understanding of how your institution can achieve equitable student outcomes
• Leverage research-based tools and strategies to develop an equityfocused action plan for your institution
• Explore the critical factors that are key to cultivating success for students of all backgrounds
WHO SHOULD ATTEND
Individuals and teams working in the following roles:
• Faculty and staff of higher education institutions
• Leaders committed to helping students achieve greater success throughout their learning lifecycles
FACULTY CHAIR
James P. Honan | Senior Lecturer on Education, HGSE
LEADERSHIP IN STRATEGIC ENROLLMENT MANAGEMENT
(SEM)
From improving the quality of educational opportunities to expanding access to a more diverse student population, student enrollment and retention leaders face a range of critical issues that can be difficult to overcome. In this rigorous week-long program, participants will gain the data-informed tools they need to develop, implement, assess, and continuously improve upon a strategic enrollment plan—customized to meet their institution’s admissions, retention, and financial goals.
OBJECTIVES
• Explore strategic enrollment management fundamentals
• Learn to implement and assess effective enrollment strategies
• Foster a shared understanding of enrollment challenges and solutions
• Identify opportunities and build partnerships for strategic enrollment management
WHO SHOULD ATTEND
Higher education leaders and admissions professionals involved in student enrollment and retention, including:
• Directors of admissions
• Vice presidents, vice provosts, and assistant/associate deans
• Staff from departments such as enrollment, management, marketing, communications, financial aid, student success, student services, and institutional research
FACULTY CHAIR
Drew Allen | Associate Provost for Institutional Research and Analytics and Senior Lecturer on Education, HGSE
MODALITY On Campus
PROBLEMS OF PRACTICE
The Harvard Institutes for Higher Education also offer programs that address more focused leadership challenges and contexts. These programs offer a deeper dive into those leadership challenges that contemporary administrators find at the top of their action lists, from aligning strategic priorities with financial resources to facing racism, building educational equity, and leading effectively during crises.
“Even during the first week, this program provided tools and insights that I could use immediately in my day-to-day work. I’m amazed by what I’ve learned, how I’ve been influenced, and the ‘tools’ I can use in just 8 short sessions.”
–PAULA STOSSEL ASSOCIATE VICE PRESIDENT, ENROLLMENT MANAGEMENT, INDIANA UNIVERSITY OF PENNSYLVANIA
ALIGNING STRATEGIC PRIORITIES WITH FINANCIAL RESOURCES IN HIGHER EDUCATION (SPFR)
Today’s colleges and universities grapple with increased competition for limited resources and face funding challenges for everything from financial aid to learning technologies. Yet innovative leaders can leverage these complex financial circumstances into opportunities for growth and transformation. This new virtual institute helps higher education leaders adapt to changing circumstances and develop the skills needed to strategically allocate financial resources.
OBJECTIVES
• Gain a deeper understanding of the relationship between strategic choices and financial implications
• Learn to make better, more impactful financial decisions for your institution
• Recognize how strategic finance foundations build institutional capacity and foster increased adaptability through creative solutions
• Learn to activate financial levers to enable strategic priorities and sustainability through resource allocations/reallocations
WHO SHOULD ATTEND
Higher education leaders, including department chairs, deans, provosts, financial officers, presidents
FACULTY CHAIR
James P. Honan | Senior Lecturer on Education, HGSE
MODALITY
Online Live
BRAVELY CONFRONTING RACISM IN HIGHER EDUCATION (BCR)
Audits continue to reveal evidence of equity gaps within the higher education community. These institutions must respond to racism within their communities by developing and enacting concrete and fully accountable plans and strategies to create equitable working and learning environments for students, faculty, and staff. This program enables participants to effectively confront issues of inequality and racism in the academic environment.
OBJECTIVES
• Understand the history of racism and inequality in higher education
• Examine the methods necessary to integrate diversity and inclusion endeavors into programs and institutions
• Develop a deeper understanding of anti-racism and its manifestation within higher education systems, policies, practices, and attitudes
• Discuss and clarify the various components of a practical and sustainable practice of anti-racism
• Explore a range of individual and institutional interventions to address racism
• Learn skills to intentionally engage with a community of support
WHO SHOULD ATTEND
• Higher education leaders working in the following capacities:
• Diversity and inclusion
• Student affairs, alumni relations
• Academic affairs, admissions
• Human resources, information technology, and finance/administration
• Department chairs
• Faculty
• Higher education practitioners, with or without experience addressing anti-racism
FACULTY CHAIRS
Richard Reddick | Senior Vice Provost for Curriculum and Enrollment and Dean of Undergraduate Studies, The University of Texas at Austin
Robbin Chapman | Dean of Diversity, Equity, Inclusion, and Belonging, Harvard Kennedy School
MODALITY
ORGANIZATIONAL CHANGE IN UNCERTAIN TIMES: A LEADERSHIP PROGRAM FOR HIGHER EDUCATION (OCH)
The enduring lesson of the past few years is how all-encompassing—and far-reaching—change and uncertainty can be. Led by faculty from the Harvard Graduate School of Education (HGSE), this institute is designed for administrators who are responsible for change agendas within higher education—from initial strategy to implementation and evaluation. Within the context of a supportive learning environment, you and your cohorts will explore how well-positioned your institutions, departments, or areas are to meet current and future challenges. As you reflect on your own leadership strengths and opportunities for growth, you will gain the knowledge and skills necessary to lead your teams through future periods of change and uncertainty.
OBJECTIVES
• Deepen your understanding of the factors that both inhibit and advance organizational change in higher education
• Increase your personal effectiveness as a leader as you drive innovation and lasting impacts
• Develop a blueprint to address and lead through anticipated challenges
WHO SHOULD ATTEND
This program is designed for experienced higher education faculty, staff, and administrators who are responsible for securing the short- and long-term future of their areas, departments, or institutions, including all levels of:
• Directors
• Deans
• Department chairs
• Vice presidents
• Provosts
FACULTY CHAIR
Matthew Miller | Senior Lecturer on Education; Associate Dean for Learning and Teaching, HGSE
MODALITY
Online Live
MENTAL HEALTH IN HIGHER EDUCATION (MHH)
Student mental health issues rightfully demand the attention of higher education professionals. Using a theory-grounded approach, this program empowers participants to explore common mental health challenges in colleges and universities, collaborate with accomplished peers to solve shared institutional problems, and craft targeted, impactful support programs that help students when they need it most.
OBJECTIVES
• Analyze the range of complex challenges impacting student well-being
• Examine contemporary data and literature on student mental health
• Learn and apply theories and models of student support to your institution
• Discover strategies for developing an institution-specific action plan
WHO SHOULD ATTEND
Higher education professionals who work directly with students and/or make decisions about student life in U.S. institutions, including:
• Faculty
• Academic/career advisors and student counselors
• Staff in residential life and housing or student life offices
• Deans of Students
FACULTY CHAIR
Alexis Redding | Faculty Co-Chair, Higher Education Concentration; Lecturer on Education, HGSE
MODALITY
Online Live
CRISIS LEADERSHIP IN HIGHER EDUCATION (CLHE)
Drawing on the combined expertise of the Harvard Kennedy School in crisis management and the Harvard Graduate School of Education in higher education, this unique program prepares college administrators to respond to crises effectively, develop protocols and practices that minimize the potential for future occurrences, and inspire confidence in the long-term safety, security, and success of their institutions.
OBJECTIVES
• Learn to diagnose and understand an event, recognizing distinctions among different types of crises
• Explore the role of training and practice exercises in preparing your campus
• Discover how to manage policy and operational concerns that arise in a crisis
• Determine how you will ensure appropriate accountability during and after crisis events
• Prepare how to manage the transition from immediate response to long-term recovery
WHO SHOULD ATTEND
• College and university presidents and chancellors, provosts, vice presidents, deans, and other senior-level administrators with responsibility for crisis planning, communication, and external relations
• Administrators responsible for developing and implementing the campus crisis management plan, including chief administrative officers, heads of institutional communication, and directors of campus safety and security
FACULTY CHAIRS
Judith Block McLaughlin | Senior Lecturer on Education, HGSE
Herman Leonard | Eliot I Snider and Family Professor of Business Administration at Harvard Business School; George F. Baker, Jr. Professor of Public Sector Management at Harvard University’s John F. Kennedy School of Government
MODALITY Online Live
Harvard Seminar for New Presidents (NP)
Management Development Program (MDP)
Institute for Management and Leadership in Education (MLE)
Institute for Educational Management (IEM)
Leadership Institute for American Librarians (LIAL)
Leading Strategic Student Success (LSSS)
Leadership in Strategic Enrollment Management (SEM)
Aligning Strategic Priorities with Financial Resources in Higher Education (SPFR)
Bravely Confronting Racism in Higher Education (BCR)
Organizational Change In Uncertain Times: A Leadership Program for Higher Education (OCH)
Mental Health in Higher Education (MHH) Crisis Leadership in Higher Education (CLHE)
Lifelong learning THAT CHANGES THE WORLD
