College Leadership: Learning from Experience

Abstract

Executive Summary This research paper is based on a content analysis of speeches and writings of 32 college presidents representing all institutional types. The data analysis yielded five themes that presidents discuss in their addresses: restructuring, leadership and governance, technology and the future, university as citizen, and diversity. Recommendations, from the presidents, to undertake these issues are also discussed. ********** People interested in issues affecting higher education listen closely to college presidents. Perhaps this is because in times of crisis or concern many recognize that presidents occupy strategic positions from which to interpret and articulate information about the academy. This may be why the presidency carries an aura of credibility (Flawn, 1990). As with most aspects of higher education, the presidency has been through a slow historical evolution (Brubacher & Rudy, 1997). The history of higher education in America has seen the college presidency move from an instructional and basic administrative role, most often held by clergymen, to an extensive position as chief executive officer of the institution. The former tended to be a weaker post as compared to the more potent modern presidential offices (Birnbaum, 1999). Early presidential power was not so much a function of personal character as it was a function of the degree of board, faculty or state control. During the 19th century, as scholarship began to outweigh clerical credentials in the academy, presidents emerged through the faculty ranks and were regarded as primus inter pares (Brubacher & Rudy, 1997). It was at this time that notable educational leaders such as Daniel Coit Gilman and Charles Eliot transformed the college presidency into a distinguished and powerful office. Today, the American college presidency has been elevated to great importance by tradition, formal title, institutional by-laws, and symbolism (Balderston, 1995). Organizational changes in contemporary higher education administrations have taken many specific tasks out of the hands of presidents and placed them into the hands of several subordinate offices. However, even with vice presidents, deans, chairs, registrars, librarians, and others working on many day to day campus operations, certain leadership responsibilities remain the duty of the president (Balderston, 1995). These areas of responsibility include: (1) reflecting upon and articulating the institutional values, goals, and mission; (2) acting as a local and regional community leader on issues affecting society; and (3) contributing, as a professional educational leader, to the national conversation on the present and future state of higher education. Specifically, presidents often reflect and articulate upon these three areas of responsibility in the forum. As chief spokesperson for the institution, both internally and externally, the president is in an influential and powerful position to muse publicly about his or her institution, the larger societal issues, and higher education as a whole (Fisher & Koch, 1996; Green, 1997). Through published speeches, editorials, and articles in scholarly and lay journals, the office of the college and university president can be transformed into a public office and become a powerful platform from which to speak. From this platform the president's ideas may be widely disseminated and contribute to the national debate regarding these issues. The purpose of the study discussed in this paper is to present and analyze published works of contemporary college and university presidents who contribute to the national discourse on current and future affairs in higher education. Higher education is currently under fire from diverse constituencies to be both productive and accountable. American colleges and universities are often subject to what Stephen Trachtenberg, president of George Washington University, calls bad press (Trachtenberg, 1994, p. …