The Zen of Annual Meeting Attendance and Conferencing

I have attended and been involved in dozens of annual meetings and conferences across the United States over the past decade. My experiences at these events, I am certain, are likely to be very similar to those of most readers. At these conferences the basic format involves a large number of people coming together to presumably learn something new, to interact with colleagues, to network and meet new colleagues within the context of bringing what is learned back ones institution

Trading in One Set of Keys for Another: Suggestions for Success Self-Management of Senior Academic Job Changes and Transitions

This essay discusses the transition process for academic vice presidents from the perspective of an academic vice president. Given that many institutions do not adequately plan for the exit and entry of academic vice presidents, and the lack of literature on this topic, as well as the importance of this position at many institutions, this essay is offered as a beginning for further study. The movement of academic administrators from one institution to another is done with perhaps more regularity today than in past years and decades. It has been argued that while many academic vice presidents spend most of their careers at the same type of institution, it has is also been the case that many have moved among several institutions (Allen 1984, 9). This job change activity is apparently similar for academic leaders at many levels whether they are department chairs, coordinators or directors of programs, deans and with particular respect to vice presidents/provosts. It may be that job changing is the result of the challenges inherent in such positions given that some have argued that the position of academic vice president is “the toughest job in any college or university” (Allen 1984). Conversely, one can also make a case that senior academic leadership positions are the most rewarding and interesting as well as important administrative positions at colleges and universities. It is clear that successful transitions into and from such positions are critical to colleges and universities and that the senior academic leader is an important position in every academic institution (Miller and Pope 2002). Academic leaders often, and rightly should, feel a sense of obligation to both institutions involved in a job transition. Similarly, once one “crosses over to the dark side” (Dowdall and Dowdall 2005) to fully embrace an administrative career track the value system of those who are successful requires full dedication to the leadership role requiring one to take on both the responsibilities and trappings commensurate with such positions rather than hold onto a more faculty-centric approach and mind-set. This paper was written in part while the author was in an academic vice presidency at a previous institution and finished once the transition to a new vice presidency, at a new institution, was completed (e.g., after one year in the new position). While the perspective of this paper is decidedly from the perspective of an academic vice president at private institutions, one can argue that the issues of transition are similar for many academic administrative positions both in higher and secondary education. That is, leadership positions that work directly and broadly with faculty and staff across large multifaceted institutions have similarities in responsibilities, expectations and complexity. One can also reason that the basic job of academic leadership has consistent rhythms and routines that are known to the academic vice president in transition. Broscio and Scherer (2003) have suggested that transition advice that addresses confidence, mindset and emotions is more valuable than nuts-and-bolts topics. Certainly these suggestions have implications for academic administrative positions of many types and levels. The premise of the current article is to provide a set of illustrations of what may be important when one moves from a senior academic administrative position at one institution to a senior academic position at another institution. There is very little published research or conceptual articles on job change of academic administrators and much fewer on senior level positions. “It has been more common to ask current position holders whether they are considering a position change or whether they would again accept an administrative appointment” but more typically the questions are about a presidency (Cejda, McKenney and Fuller, 2001). There is even less literature on the position of vice president for academic affairs or provost and job change at that level. This lack of focus in the literature implies that there is a place for discussions on topics of interest concerning these positions such as is offered in the current paper. Moreover, and given the broadening role of vice president for academic affairs or provost at most institutions as the internal operating officer and the large range of responsibilities and personnel that they typically oversee for their institutions (Martin, Samels, & Associates 1997), it is important to support smooth transitions based on more consideration than the simple process of handing in one set of keys for another. Institutions are sometimes inattentive to the proper orientation of a new academic vice president to their culture and organization and perhaps also less than focused on the necessary transition work with a departing provost. Given this reality, it is incumbent upon these leaders to focus on their transition and to bring the necessary transition skills to their new institution and to close their time at the departing institution in a way that places it in the best position possible

Jail Utilization Over Time: An Assessment of the Patterns in Male and Female Populations

Abstract This study examines jail populations over time. More specifically, the purpose of this analysis is to identify cycles of local jail utilization for male and female populations. Th

Defining Scholarship at Johnson and Wales University: A White Paper

This paper provides background discussion and information to begin the process of considering a more explicit definition of scholarship at the University in the coming decade and broadly discusses several of the issues that should be reviewed. The benefits to the University in creating a broad formal JWU definition of scholarship and encouraging faculty to engage appropriately in it both as they do at this time and to increase that focus as appropriate over the next decade. This could lead to increased faculty involvement in the various and multiple forms of learning, improved faculty satisfaction and retention, and an improved ability to attract new faculty. It is also important that the context of the definition of scholarship at Johnson and Wales University be placed in proper perspective to the standards of the New England Association of Schools and Colleges and that is discussed in this paper. Ernest Boyer’s work is a typical starting point for many institutions when considering their definition of scholarship and especially when one has the luxury to engage in creating such a focus with a broader definition anew. Boyer’s vision was to encourage colleges and universities to look beyond simply creating research for its sake and to consider a broad range of activities as scholarly (e.g., discovery, integration, service and teaching scholarship. This conceptualization seems to fit such a consideration at JWU. This paper then presents a review of each of the JWU Eduventures Refined Peer Comparison Group members on their apparent focus on scholarship. Most of these colleague institutions focus on traditional discovery research and sponsored projects. There are interesting examples of teaching linkages and other forms of scholarship examples at these institutions. The key take away from a review of these institutions is that scholarship is recognized, supported and integrated into the culture. Last, this paper presents a few of the next steps for consideration in formulating an appropriate and mission connected formal definition of scholarship at JWU. The three areas that need to be broadly considered on the way to better defining what scholarship is at JWU are: the support systems, communications and the faculty culture. A first step before discussing these areas and perhaps iteratively with such a consideration is to create a formal definition of what “scholarship” is at JWU based on an iterative and heavily consultation based process

The Institutional Challenges of Full-time Faculty Retirement: Has The Expedition Accomplished All That it Promised and That it Should Accomplish?

This paper provides a discussion of the issues and challenges that are presented in the recent literature concerning faculty retirement and the impacts this phenomenon has on colleges and universities as well as practical suggestions for administratively planning. Faculty retirement is an issue that has the potential for tremendous impact on institutions of higher education. In the coming decade there will likely be a generational shift in the faculty through retirements and rehiring and this will test many institutions in their efforts to maintain a strong core faculty strength in their curricula, research and service missions not to mention the affects this change with have on institutional governance and culture. It is also important that academic administrators and others involved in leading institutions of higher education consider how retirement should be managed, encouraged, perhaps tactically discouraged and strategically planned for in the present and over the next few decades