A New Era of Accountability

The clash of whether higher education should serve the public good or economic stimulation seems more alive than ever to some, and to others, it has come to an end. Not agreeing on the purpose of American higher education certainly makes it difficult to know whether educators are being responsible for delivering what is expected of them. Rather than reviewing the important debate that has already taken place, this chapter seeks to merge the two seemingly juxtaposed disagreements and discuss how bringing the two purposes together may influence how we examine accountability. As such, an inquiry model, including ways to gather and interpret institutional performance indicators for accountability is posited. Practical suggestions for implementation of this methodology are provided.

Nails on a Chalkboard

This chapter examines faculty leadership from the perspective of the historical context, the role of faculty, the current landscape of faculty leadership, the critical climate of higher education, and looking into the future. The authors provide a plan to foster faculty leadership through the Trilateral Mentorship Model and the CEM Leadership Framework to facilitate institutional leaders in preparing and cultivating the next generation of faculty leaders. Through these models, silos will start to diminish.

Management Quandary

Higher education is changing in significant ways and cannot continue to operate in the same ways it once functioned. This multifaceted complexity requires leaders to manage and lead not only the business enterprise of higher education, but also societal demands within the context of multiple institutional structures and values. Every leader must understand their role in managing and how to be nimble enough to respond and adapt to the needs of society, students, and business while also developing the quality of education and experience that restores the faith of the public in higher education. Higher education leaders must be willing to take on the management quandary before them—maintain a strong business acumen, manage the multiple relationships inside and outside the Academy, and address the needs of society and business in knowledge and skill acquisition. The current climate presents a scenario where it is difficult for a leader who focuses heavily on only one element and lacks the historical perspective of higher education to be successful.

The Dilemma of Politics and Policies in Online Academic Progress

Higher education is criticized for failing to be nimble and flexible in meeting student professional development needs in a cost-effective and timely manner. This assessment is advanced through conservative policy agendas in which elected and social decision-makers argue the primary mission of higher education should be narrowly focused on workforce development to propel the American economy. Yet, many influencers misunderstand the efficiency and effectiveness of higher education in providing broad access to a quality education that meets students where they are at. An excellent illustration of this is the dramatic growth of institutions offering online academic programs. However, this highly popular delivery mechanism is still emerging in the higher education competitive marketplace. These trends already illustrate that the substantial fiscal risks require that institutions have absolute clarity in what and how they will invest in costly start-up programs.

Institutions Respond to Changing Federal and State Environments

Institutions of higher education must respond to the changing landscape of federal and state expectations. This chapter explores how that landscape has changed over the past two decades and how some institutions are responding. At the federal level, changes have affected financial aid, research funding, and government regulation. Changes at the state level include significant reductions in state support and increases in tuition. These changes are occurring as higher education becomes more of a marketplace than a public service. The chapter offers some strategies for institutions hoping to garner increased support, particularly at the state level.

Esports on Campus

This chapter includes an overview of collegiate esports, which represents a relatively new competitive and involvement opportunity on campus, but which has its origins as far back as 1972. The authors begin with a timeline of video games and their evolution, transitioning to the advent of esports as a varsity activity on college and university campuses. The balance of the chapter deals with student considerations for an esports program in light of a wellness model (i.e., emotional, environmental, financial, intellectual, occupational, physical, social, and spiritual), followed by institutional considerations such as mission, student eligibility, academic supports, finances, and legal issues. The chapter concludes with future considerations related to governance of esports, opportunities for academic program synergies, and research opportunities.

Transforming the Promise of Education in a Rapidly Changing Society

While society rapidly changes, higher education is often viewed as slow to respond. Higher education is even seen by some as completely out-of-touch with today's society. Universities are entrusted with tuition money, grant funding, tax-exempt status, and federal tax dollars, but what returns can society expect from these investments? In response to this criticism, there is pressure to rapidly create a different present and a new future for their higher education. Preparing students to be active citizens and to serve the public good may be the best way in which universities can deliver a lasting investment in their communities, in society, and in the lives of the students they graduate. In order to make the swift changes necessary, higher education institutions and leaders must work with students and communities to solve shared issues created by a rapidly changing environment.

Effective Teaching

This chapter addresses active learning, one type of student-centered learning, as a paradigm for effective teaching based on the science of learning. Some of the elements for active learning as well as the research supporting these approaches are summarized for non-instructional professionals at colleges and universities. The chapter includes a discussion of how administrators and other college and university professionals can support effective teaching and student success. In order to create a culture of active learning, faculty need resources and professional support for making the shift to active learning. They also must be able to rely on other professionals within the institution to support the learning process and the work done by faculty and students within this process.

Campus Crime and Victimization

Federal law requires colleges and universities to annually report their crime statistics. Case law further defines what liability these institutions face for failing to adequately and promptly respond to student victimization. Administrators and campus law enforcement should be aware of the factors associated with student victimization and the context in which it takes place. There are several theories found in the criminological literature that can inform these stakeholders. Furthermore, there are specific community policing programs that campus law enforcement can implement to help prevent student victimization within a harm-reduction framework. This chapter discusses crime and victimization on campus, federal reporting requirements, theories of student victimization, and related policy implications for institutions of higher education.

Crime and Victimization on College Campuses

Federal law requires colleges and universities to annually report their crime statistics. Case law further defines what liability these institutions face for failing to adequately and promptly respond to student victimization. Administrators and campus law enforcement should be aware of the factors associated with student victimization and the context in which it takes place. There are several theories found in the criminological literature that can inform these stakeholders. Furthermore, there are specific community policing programs that campus law enforcement can implement to help prevent student victimization within a harm-reduction framework. This chapter discusses crime and victimization on campus, federal reporting requirements, theories of student victimization, and related policy implications for institutions of higher education.