Craig Downing
Associate Dean for Lifelong Learning and Professor of Engineering Management
In the article The Skills Future Higher-Ed Leaders Need to Succeed, authors Amit Mrig and Patrick Sanaghan observe, “The playbook of the past does not offer a sustainable path forward for all institutions.” [1] They further suggest that academic challenges are too complex and dynamic for senior-level leadership to resolve on their own. The path forward, they argue, is characterized by multi-level, internal and external, collaboration:
“These [issues] are whole-campus challenges, and they require whole-campus solutions. Identifying and actually implementing appropriate responses requires the engagement and participation of the whole campus.” [1]
I find this last statement both encouraging and concerning. Seeking a whole-campus solution will require contributions from a new array of individuals, including individuals who do not consider themselves as change agents or influential. Additionally, the array may contain individuals who are against changing the status quo. From my perspective as a change agent on a tight-knit college campus, I am always seeking out tools that can help me persuade faculty to look at themselves from a very different perspective.
For those who have the opportunity to influence possible changes, Mrig and Sanaghan suggest we consider the adoption of a refined skill set. More specifically, they believe leaders (agents of change) should be:
- Anticipatory thinkers
- Risk-tolerant and supportive of creativity and innovation
- Effective conveners/brokers/facilitators
- Courageous decision makers
- Resilient and able to “bounce forward” after a crisis or setback
Left — Participants at the 2015 MACH Workshop categorize their problems in different dimensions. What perspective will turn out to be the most productive, in guiding change?So, you may be thinking, for the most sweeping changes, perhaps the broadest possible perspectives can be useful? Well, what are those?
Making Academic Change Happen 