Growing into an academic leadership role

Most new faculty members do not imagine that one day they could become an academic administrator. However, the enthusiasm to ignite, inspire and lead change at a committee, departmental or faculty level is not lost upon colleagues wondering who the next chair, head, dean or director might be. The pathways into academic leadership are never straight and predictable. 

A blend of passion, humility and commitment to continuous learning and personal transformation marks the transition into an academic leadership role. Whether intentional in their pursuit of leadership or not, future leaders in academia are often driven by a deep passion for their field or a specific area of service from the beginning of their journey.

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Five attributes of successful university administrators

So, what are key qualities in new faculty members that mark their potential for success as administrative leaders?

Practise attentive listening

Effective leaders understand the value of hearing diverse perspectives and fostering an inclusive environment where all voices are heard. This openness to hearing and understanding ideas not only enriches the academic community but also enhances decision-making processes. Offering meaningful contributions that build upon others’ ideas and asking insightful questions demonstrates thoughtful and attentive listening. Being curious, setting assumptions aside and allowing space for others to share their voices also facilitate respect through the act of listening.

Seek out mentorship from experienced leaders

Mentorship is pivotal in the development of academic leaders. Seeking mentorship, whether formal or informal, from experienced leaders provides guidance, helps aspiring leaders to navigate challenges and offers insights into the nuances of leadership. A good mentor can help rising academics to refine their skills and strategies. 

As many institutions do not have formal academic leadership mentor programmes, informal mentorship can be an effective substitute if one purposefully fosters such relationships. After identifying your goals (How do I run a more effective meeting? What experience do I need to become a department head?), reflect on who in your primary and secondary networks has demonstrated positive experiences that you value. Asking someone who is familiar with you and your work helps to facilitate an effective informal mentorship relationship. Informal mentorship is enhanced through the careful observation of your mentor and other academic leaders as they navigate committee meetings, academic governance and the implementation of deliverables. Observational learning is a valuable way to reflect upon how to have a positive impact within your educational institution. 

Seek opportunities and initiate progress

Proactively seeking opportunities to lead is another vital step towards more senior roles. Whether it’s heading up a research project, chairing a committee or organising an internal teaching workshop, these experiences build confidence and demonstrate leadership potential. Taking initiative shows a readiness to assume more significant responsibilities and a willingness to contribute to the institution’s growth. 

If you are asked to chair a committee or represent the university at an external meeting, ask about the expectations and whether any specific concerns or issues need to be addressed. Also, enquire about who will be part of the committee and any agendas to be cognisant of. Understanding the issues and the people involved is essential for all academic leaders. Being proactive and well prepared lays the groundwork for successful outcomes. Your colleagues will notice small successes from the opportunities you pursue and the initiatives you undertake.

Cultivate humility and emotional intelligence

Academic leaders who recognise that there is always more to learn and who are open to feedback give themselves room to grow. Humility fosters a collaborative environment where team members feel valued and respected. For example, a research or teaching excellence recipient who has been asked to chair a committee can create a more inclusive environment by recognising the strengths of other members and being modest about their own accolades. 

Integral to this dynamic of safe and collaborative environments is emotional intelligence. Emotional intelligence encompasses self-awareness, self-regulation, motivation, empathy and social skills. Academic leaders with high emotional intelligence are skilled in perceiving and considering the emotions of others, which strengthens interpersonal relationships and communication. Tips for enhancing emotional intelligence include the ability to maintain a positive perspective even when challenged with barriers, and the ability to pause (and suppress the urge to act or solve problems immediately). With humility and emotional intelligence, academic administrators create a supportive atmosphere where innovation and creativity can flourish, conflicts are managed constructively and team members are inspired to contribute their best efforts.

Having emotional intelligence does not mean that an academic administrator always reads their own emotions or accurately perceives the emotions of others. Showing reflection and acknowledging when you misread a situation demonstrates humility.

Work with openness and reflection

Finally, be open to change and innovation. Effective leaders must be adaptable and willing to embrace evolving technologies, methodologies and ideas. The ability to alter our ideas or plans in light of changing information illustrates both flexibility and authenticity to the outcome of the process. Reflecting upon the impact of holding to previous ideas and alterations to those plans helps ensure we identify the most suitable solutions or outcomes for the department or institution.

Equally important, academic administrators should regularly assess their experiences, decisions and outcomes to learn from both successes and failures. By engaging in reflective practices, aspiring academic leaders can gain deeper insights into their own leadership approaches, identify areas for improvement, and develop strategies for personal and professional growth. By re-evaluating one’s decisions with respect to goals and commitments, academic leaders expand their repertoire of leadership skills and approaches.

Questions to guide aspiring leaders

The five attributes of emerging academic leaders can be enhanced through reflection on the following questions:

• How do you foster open communication? Do others feel valued when responding to your questions?
• Do you seek advice from a diversity of academic members regarding how to navigate an actionable idea?
• What did you learn from taking responsibility for a specific task? 
• How do you maintain a positive perspective when other academics challenge an idea you are advancing?
• How do you demonstrate adaptiveness and reflection?

Growing into an academic leadership role requires a balance of passion, active listening, mentorship, willingness to embrace opportunities no matter how small they seem, humility and emotional intelligence, and staying open to new ideas and reflection. As a new academic who may not yet realise their potential as a leader, delivering on commitments with positive impact and a personal dedication to developing the essential characteristics of an academic administrator can pave the way to more senior roles. Cultivating these qualities not only enhances personal growth but also contributes to the overall success and advancement of the institution. 

William J. Owen is interim vice-president (academic) and provost of the University of Northern British Columbia.