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NCAA_logo.svgI have recently had the opportunity to serve on the search committee to find our university’s next athletic director.    Following are ten interview questions that we asked each candidate.  Enjoy!

Question 1: Please tell us why you would like to become the athletic director at our university?

Question 2: What are your long term professional goals and how does this position fit into those goals?

Question 3: Please explain your philosophy and approach to external work (i.e., fundraising, corporate alliances and partnerships, marketing and social media) and how you would apply it to our athletic program. In which of these three areas have you had the most experience?

Question 4:  What is your history around recruiting, hiring, promoting and elevating females, ethnic minorities and LGBT staff in your organization?

Question 5: Excellence is one of our guiding principles for selecting a “next tier leader” for our athletic program. Can you provide an example of moving a “good” program, project or initiative from “good to great” and how were you instrumental in leading this change?

Question 6: Please tell us how you have or would be able to assist scholar athletes in establishing a balance between a successful athletic career and their all-important academic pursuits?

Question 7: Please provide us with one or two examples of major successes with regards to revenue generation in which you were directly involved.

Question 8: Where do you see areas for growth and, in this context, what do you feel a next tier leader would be engaged in to take this athletic program to that next level of athletic success?

Question 9: What will you have accomplished in your first year at our university?

Question 10: The NCAA and our athletic conference are highly disciplined organizations that require members to be in compliance with a multitude of regulations. What role do you see the AD playing to make sure our university is compliant and also has a voice to help set regulations?

from the pen of Dr. Percy Trappe

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us versus them

Which way? Of course – “Us”!

I just got out of a faculty meeting.    It turns out that we have an “Us” vs “Them” department head in one of our academic programs – a university department head who generates intense loyalty on the part of his own faculty, but who creates much ill will with faculty and administrators across the college and the campus.

On the one hand, the faculty in his department have the following to say:

  • “How can we possibly move forward without him as our department head?”
  • “He is the reason why I come to work each day.”
  • “He makes this a safe place to work.”
  • “He is our irreplaceable leader.”
  • “Please ask him to not quit.”

What do you think?   Is this a healthy relationship between faculty and department head?    It all depends who you ask.

On the other hand, our “Us” vs. “Them” department head was generally viewed unfavorably across the college and across the campus.   Why?    Here are some examples:

  • He led an effort to “declare war” on other department’s faculty when they gave academic advice to “our students”.
  • He “declared war” on the college administrators when they allowed other departments to schedule student events that conflicted with events in “his” program.
  • He has led a relentless campaign to convince the world that his faculty were underpaid and overworked.     This is a consistent theme with anyone who will listen.   As a result he actively encouraged his faculty to ‘boycott’ college and university activities that weren’t part of the annual faculty contract.  (FYI – his faculty are among the highest paid on campus and are at or above benchmark standards for similar schools.)
  • He has let it be known that he sabotaged the search for a faculty hire in his department because the Dean, in his opinion, had not allocated sufficient funds for the position.
  • He will tell anyone that will listen “The Dean cannot fire me because no one else in my department will take the department head job – too much work and not enough pay.”

From where I sit, this is an unfortunate situation.   Here we have a very talented individual who achieves department level success through “Us vs. Them”.   Frankly, it is quite interesting to see how this approach can be effective in building team cohesion and loyalty.    From a higher level perspective,  I can assure you that this is destructive behavior for both the faculty and the department as a whole.     More on this later ……    Your thoughts?

from the pen of Dr. Percy Trappe

 

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The Magical Department Head!

Is your university or college searching for a new department head?  Following is a series of phone interview questions used in a recent department head search.    I hope that you find these interview questions to be useful.

Question One:  What generated your interest in the department head position at our university?

Question Two:  Key dimensions of the department head position include nurturing undergraduate student learning, supporting faculty development, and developing external relations. Give examples of your leadership experience in each area and indicate how you would prioritize these three areas as the department head.

Question Three: Describe your experience supporting interdisciplinary collaboration across departments and across colleges.

Question Four: Describe your leadership style. What have been your most significant leadership successes and challenges?

Question Five:  The successful candidate for this position must continue their scholarship to remain academically qualified. How might you stay active in publishing scholarly research while serving as department head?

FINAL QUESTION
What can we share with you about the department, the college, or our university that would be useful in evaluating your interest in the position?

FOLLOW-UP
If we go further, can we contact your references? Can we contact other people in addition to your references?

– from the pen of Dr. Percy Trappe 

 

 

 

Dwight Eisenhower at Columbia University

Columbia University President: Dwight Eisenhower

Below is a list of famous non-living U.S. university or college presidents followed by a brief biography for each.

  1. Dwight Eisenhower (president of Columbia University from 1948 – 1953).  Dwight David “Ike” Eisenhower was the 34th President of the United States from 1953 until 1961. He was a five-star general in the United States Army during World War II and served as Supreme Commander of the Allied Forces in Europe. He was responsible for planning and supervising the invasion of North Africa in Operation Torch in 1942–43 and the successful invasion of France and Germany in 1944–45 from the Western Front. In 1951, he became the first Supreme Commander of NATO while still serving as president at Columbia University.
  2. Woodrow Wilson (president of Princeton University from 1902 – 1910).    Thomas Woodrow Wilson served as the 28th President of the United States from 1913 to 1921. Wilson earned a Ph.D in political science, working as a professor and scholar at various institutions before being chosen as President of Princeton University, where he worked from 1902 to 1910. In 1910 he was elected the 34th Governor of New Jersey, serving from 1911 to 1913. As President, Wilson was a leading force in the Progressive Movement, bolstered by his Democratic Party’s winning control of both the White House and Congress in 1912.

    Princeton University President: Woodrow Wilson

    Princeton University President: Woodrow Wilson (1902)

  3. Joshua Chamberlain (president of Bowdoin College from 1871 – 1883).    Lawrence Joshua Chamberlain was an American college professor from the State of Maine, who volunteered during the American Civil War to join the Union Army. Although having no earlier education in military strategies, he became a highly respected and decorated Union officer, reaching the rank of brigadier general (and brevet major general). For his gallantry at Gettysburg, he was awarded the Medal of Honor. After the war, he served four one-year terms of office as the 32nd Governor of Maine. He served on the faculty, and as president, of his alma mater, Bowdoin College.   [see blog post “Joshua Chamberlain – When the Soul Overmasters Sense“]
  4. Robert E. Lee (president of Washington & Lee University from 1865 – 1870; superintendent of the U.S. Military Academy from 1852 – 1855).   Robert E. Lee  was an American soldier known for commanding the Confederate Army of Northern Virginia in the American Civil War from 1862 until his surrender in 1865.  Lee was a top graduate of the United States Military Academy and an exceptional officer and combat engineer in the United States Army for 32 years.  Lee transformed Washington College into a leading Southern college expanding its offerings significantly and added programs in commerce, journalism, and integrated the Lexington Law School. Lee was well liked by the students, which enabled him to announce an “honor system” like West Point’s, explaining “We have but one rule here, and it is that every student be a gentleman.”
  5. William Tecumseh Sherman (first superintendent of the Louisiana State Seminary of Learning & Military Academy which would later become Louisiana State University (LSU) from 1860 – 1861).  Sherman was an American soldier, businessman, educator and author. He served as a General in the Union Army during the American Civil War (1861–65), for which he received recognition for his outstanding command of military strategy as well as criticism for the harshness of the “scorched earth” policies that he implemented in conducting total war against the Confederate States.  [see blog post  “Yankee President, Southern University: William Tecumseh Sherman at Louisiana State University (LSU)“].
  6. James Garfield (president of Hiram College from 1857 – 1860).  Garfield was the 20th President of the United States, serving from March 4, 1881 until his assassination later that year. Garfield had served nine terms in the House of Representatives, and had been elected to the Senate before his candidacy for the White House.
  7. Millard Fillmore (chancellor of the University of Buffalo from 1846- 1874).   Fillmore was the 13th President of the United States (1850–1853), the last Whig president, and the last president not to be affiliated with either the Democratic or Republican parties.  As Zachary Taylor’s vice president, he assumed the presidency after Taylor’s death. Fillmore was a lawyer from western New York state, and an early member of the Whig Party. He served in the state legislature (1829–1831), as a U.S. Representative (1833–1835, 1837–1843), and as New York State Comptroller (1848–1849).  Fillmore founded the University at Buffalo and was the university’s first chancellor.
  8. Thomas Jefferson (rector of the University of Virginia from 1819 – 1826).   Jefferson was an American Founding Father, the principal author of the Declaration of Independence (1776), and the third President of the United States (1801–1809).    In 1819, the 76-year-old Jefferson founded the University of Virginia. He initiated and organized the legislative campaign for its charter and with the assistance of Edmund Bacon, procured and purchased the location. Jefferson was the principal designer of the buildings. Their innovative design was an expression of his aspirations for both state-sponsored education and an agrarian democracy in the new Republic. He also planned the University’s curriculum and served as the first rector. Upon its opening in 1825, it was the first university to offer a full slate of elective courses to its students. With no campus chapel included in the original plans, the university was notable for being centered about a library rather than a church, reinforcing the principle of separation of church and state.
  9. James Madison (rector of the University of Virginia from 1826 – 1836).   Madison was an American statesman, political theorist, and the fourth President of the United States (1809–17). He is hailed as the “Father of the Constitution” for being instrumental in the drafting of the U.S. Constitution and as the key champion and author of the Bill of Rights.

It is interesting to note that only one individual on this list earned a Ph.D. – Woodrow Wilson earned a Ph.D. in 1886 from Johns Hopkins University.

Who is missing from this list?    Please leave a comment if you are aware of additional “famous, non-living” U.S. university presidents.    Thank you!

from the pen of Dr. Percy Trappe

k2-_a5f2dc38-8463-431a-9f33-a0dc59db67fa.v1.jpg-66018fc2406f3216cfcf368a64aa376585858c5b-optim-450x450I have long been fascinated by famous individuals who served as university president.  The Academic Anchor has highlighted a few of these famous university presidents: Dwight Eisenhower (Columbia University), Joshua Chamberlain (Bowdoin College) and Clark Kerr (University of California).    Recently I discovered the most unusual university presidency.  It turns out that General William Tecumseh Sherman, Union Army General during the Civil War, was the first superintendent of the Louisiana State Seminary of Learning & Military Academy which would later become Louisiana State University (LSU).   

LSU was founded in 1853 in what is now known as Pineville, Louisiana, under the name Louisiana State Seminary of Learning & Military Academy.  ….    In 1853, the Louisiana General Assembly established the  Louisiana State Seminary of Learning & Military Academy near Pineville, Louisiana. The institution opened January 2, 1860, with Colonel William Tecumseh Sherman as superintendent. A year later, Sherman resigned his position after Louisiana became the sixth state to secede from the Union, on January 26, 1861. The school was forced to close on June 30, 1861, with the start of the American Civil War.

Apparently many of Sherman’s professors resigned to join the Confederate Army while Sherman, as you know, became known for his “March to the Sea” where his scorched earth policies were devastating to the South and the Confederacy.  As stated by David Shribman in his article ‘Sherman’s March Through the South Still Resonates at LSU’ (2007):

It is one of those curious wrinkles of history that the man who, at the beginning of one of the most frightful decades in American history, was a pioneer at one of the signature institutions of the modern South, was also, before the decade had reached its midpoint, the signature villain of the region. Life is not predictable, which is why it is so fascinating.

The legacy of Sherman is still reflected in the culture Army ROTC program at LSU.   According to the LSU ROTC web site:

Yes, from the day it opened its doors in 1860, Louisiana State University has been influenced by its military tradition. In return, for more than a century, LSU has produced a continuing line of military men and women who have greatly influenced United States military history. This long relationship can be seen in countless symbols, including two Civil War cannons, which were used at Fort Sumter and later presented to the University by General William Tecumseh Sherman. It is represented in the Oak Grove and the 175-foot Memorial Tower honoring LSU students and other Louisianians killed in World War I. It is reflected in the War Memorial flag pole and reviewing stand and wall of honor listing the names of those who died serving our country in World War II and all subsequent wars. The heritage also lives in the tradition of LSU’s Tiger mascot, a remembrance of Wheat’s Tigers (a Louisiana unit that distinguished itself during the Civil War). LSU’s character is steeped in military tradition.

Yes, Dr. Percy Trappe believes that the truth is stranger than fiction!

[note: for a list of famous university presidents, including William Tecumseh Sherman, see the blog post “List of Famous University Presidents (United States)“.]

internet-unfollowA trend in higher education is the move towards decentralized budgeting.   Terms like ‘Responsbility Based Budgeting’, ‘Activity Based Budgeting’, ‘Responsibility Centered Budgeting’ and ‘Value Centered Budgeting’ are used to describe this concept.   Support for responsbility based budgeting at universities has been mixed.  Organizations like the NEA have expressed their concerns with it (Beware Higher Ed’s Newest Budget Twist by Leroy W. Dubeck) and organizations like the National Association of College and University Business Officer’s have generally been supportive of it (The Case for Decentralized Financial Management, by Scott Scarborough).

If your university is engaged in discussions about responsbility based budgeting, it is important to understand how it works.  I have found the following document to be the absolute best source of information:   Responsibility Center Management: Lessons from 25 Years of Decentralized Management by Jon C. Strauss and John R. Curry.   This is a relatively old document (2002), yet it is the most comprehensive and readable report on the principles, guidelines and details on how to make decentralized budgeting work.

Please consider the following quote from the preface of the report”

Decentralization is a natural act in universities. Decentralization of authority, that is.  Decentralization of responsibility is not a natural act.That requires intention and design.  Many academic leaders will say that most authority lies with the faculty in departments and schools, and most responsibility lies with central administrators. In many universities today, this state still obtains yet is more often lamented than addressed and managed.  Increasing numbers of institutions,however, are making explicit efforts to address such imbalances, to design organizational structures and incentives to make responsibility commensurate with authority, wherever that authority lies. The problem we address is the decoupling of academic authority from financial responsibility.

I highly recommend that you read this document as you consider new budeting models at your university.

from the pen of Dr. Percy Trappe

MBANerdThe following is the job description for the MBA Director at our university.   Enjoy!

The individual in this position provides academic leadership for all aspects of the Master of Business Administration program including strategic planning, admissions and daily operations. Specific responsibilities include, but are not limited to, the following:
Curriculum Management

  • Leads Graduate Curriculum Committee activities and navigates proposals through University C&I process
  • Leads and coordinates assurance of learning

Academic Program Oversight

  • Serves as primary point of contact for prospective students
  • Promotes MBA Programs at information sessions
  • Reviews applications for admission and makes admissions recommendations to The Graduate School
  • Works with Academic Unit Heads to schedule faculty for MBA class offerings
  • Provides written teaching performance feedback to faculty and respective AUH’s for development and use in faculty annual evaluation process
  • Estimates revenues and expenses, by concentration, for input into self-supporting budgets
  • Coordinates with provider for iMBA international travel; moves proposals through purchasing process
  • Updates annually the Business Administration section of the graduate catalog
  • Writes annual report for MBA Programs
  • Maintains and reports data for rankings to U.S. News & World Report, The Princeton Review and Bloomberg BusinessWeek
  • Collects data for AACSB BSQ
  • Ensures adjunct MBA instructors meet College of Business faculty qualification standards
  • Creates program objectives, sets goals and reports outcomes
  • Monitors student progression and audits graduation applications
  • Provides academic advising to students
  • Manages the student grade appeal process

Supervisory Responsibility

  • MBA Program Administrative Assistant
  • Coordinates with faculty Teaching in MBA Program
  • Leadership Development Consultants

Qualifications and Requirements

  • Academic preparation: Ph.D. degree, rank of Associate or Professor
  • Experience teaching in MBA program or previous work experience with an MBA program
  • Teaching load – 9 credits per academic year
  • 12-month position
  • Solid record of scholarship, teaching, and service
  • Excellent interpersonal, oral and written communication skills
  • Ability to work collaboratively with Department Heads, faculty, and staff, as well as with colleagues across the campus community

I would encourage anyone looking at hiring a MBA Director to look at and consider the position description for Graduate Director of Enrollment Management and Student Services.    Clarity of roles in the MBA office is extremely important when looking to maximize team effectiveness.

from the pen of Dr. Percy Trappe