A Shared Vision Within Contexts

Leadership, first and foremost, must have a clear vision of where it wants to take the organization. This requires a deep understanding of two key elements: the industry in which one operates and the nature, traditions, and politics of the institution itself.  In higher education, the context matters profoundly. It makes a significant difference whether one is leading a large state university or a small private liberal arts college. The economic forces shaping these institutions, and the contexts within which they operate, are very different. For instance, a state university typically functions under the governance of a Chancellor and Board of Regents who are political appointments. As such, political realities, ideological influences, legislative priorities, and state-level expectations inevitably shape decision-making. These dynamics require presidents to navigate complex bureaucratic structures and competing interests.

By contrast, private liberal arts colleges are often more nimble and agile, allowing for quicker implementation of change. However, this is not universally true. Each institution carries its own traditions and constraints, often rooted in deeply held academic values. Liberal arts colleges, for example, tend to be more resistant to altering curricula in response to shifting workforce demands. Disciplines such as philosophy and art history remain central to their mission and identity, valued for their intellectual and cultural significance. Still, connecting these disciplines to professional and career-oriented programs, such as nursing, business, or education, is essential for demonstrating their relevance to today’s students and parents.

Location is also an essential factor. The state, city, and whether an institution is rural and remote or urban and centrally located will profoundly influence its programs, delivery modalities, student services, and overall student experience. For institutions in rural or remote regions, robust online and distance education capacity becomes crucial for sustainability and growth. In contrast, urban institutions situated in densely populated areas may find that face-to-face evening or hybrid courses are both feasible and successful in serving diverse student populations.

While these are broad generalizations, the central point remains: a vision must be grounded in context, that is, in the institution’s nature, traditions, location, culture, and political realities. Most importantly, it must express a deep understanding of the institution's identity, values, and mission. Who are we, and what do we stand for? These questions form the foundation of an authentic and enduring leadership vision.

A second essential element in shaping an institutional vision is a well-informed understanding of industry trends. In higher education, online and distance learning have become defining features of curricular development. Resistance to these modalities persists, but the shift toward online education is not a passing trend; it is a structural response to the changing demographics and needs of today’s students. For example, at Sul Ross State University, we provide faculty with demographic data at the beginning of each semester. Our student body is approximately 67 percent Hispanic, 51 percent first-generation, and 95 percent work while attending college. In addition, 34 percent are parents, and 90 percent are between the ages of 18 and 25. Many faculty were surprised to learn that nearly all our students work, an experience that differs greatly from the traditional college model many faculty experienced themselves.

National data reflect the same pattern: more students today are working adults and parents than ever before. This reality underscores the growing importance of flexible delivery models and accessible online learning. Our collective inability to adapt quickly enough to these realities contributes to the nation’s staggering number of students who have “some college but no credential” - approximately 42 million - compared to only about 19 million currently enrolled in college.

Once a leader fully understands the institution’s culture, traditions, politics, values, and mission (i.e., once the leader understands its identity) and grasps the industry’s evolving trends, the next step is to think both short-term and long-term. Reviewing the existing strategic plan, the leader must begin to chart a path forward that is custom-made for the institution. No two universities are identical; their goals will be driven not only by financial and economic considerations but also by their histories, missions, and communities. Remaining true to one’s core identity requires a deep, philosophical reflection on who we are and what we stand for and how to make that identity relevant, vital, and valuable to today’s students and families.

Finally, a leader’s vision, no matter how insightful or ambitious, will not succeed unless it is a shared vision. A vision becomes “shared” when stakeholders embrace it with enthusiasm and see themselves as abn essential part of this future. A shared vision aligns with the institution’s mission, traditions, values, and culture, while also inspiring optimism and confidence in the institution’s sustainability and growth.

Ultimately, effective leadership in higher education requires a vision that is inspiring, forward-looking, financially sound, and deeply authentic; it should be a vision that balances innovation with tradition and offers a hopeful, confident path toward the future.