bodner089

Over the past year, I’ve spoken with several people whose institutions are considering whether to pursue separate regional accreditation for their branch campuses.   The University of South Florida did that, just a few years ago, but now I wonder if there might be broader interest in the idea. In the past, I’ve made a strong distinction between multi-campus institutions, such as the University of North Carolina, where campuses have a relatively high level of autonomy, and institutions with a main campus and branches.   Shared accreditation and curriculum oversight from the main campus are almost part of defining what it is to be a “branch.”   (See my previous posts on branch characteristics; the blog is searchable.) Nevertheless, I can understand why separate accreditation for branches might be attractive.   As branch campuses become more deeply engaged in their communities and mature as institutions in their own right, they need to provide those c...

These days, colleges and universities seek new ways to expand their reach and enrollment. Much of the attention goes to creating online courses and programs, and that is understandable. Delivering high quality programs and services, from a single, central location has appeal. As always, executing from a solid business plan is critical. Nevertheless, there still are times when it makes sense to create branch campuses. Strong branch strategies emphasize partnership, community engagement, and other advantages that come with a physical presence. Check out a recent New York Times article about a new branch established in Charlotte, NC, by Northeastern University: http://www.nytimes.com/2011/12/28/education/northeastern-university-expands-its-geographic-reach.html?_r=1&hpw. (You may have to copy and paste the address into your browser.) I should disclose that I have a modest consulting relationship with Northeastern, and I was quoted in the article, although I had no part in their s...

I think often about the implications of so-called "strengths-based leadership." A key element of focusing on strengths is that we talk and worry less about our deficits than about how we can release the capacity in individuals and organizations, so that the work environment is more positive, and the sense of excitement and accomplishment grows. Recently, I listened to someone interviewing for a very senior administrative position talk about his commitment to being an effective leader. He told us that he had taken a workshop on leadership that included an assessment of various leadership qualities and provided a list of how those qualities applied to him, from strongest to weakest. He then went out and got training on the three qualities that were most weak, so he could get better in those areas. Clearly, he thought he had done something significant and, perhaps, even a bit courageous. I thought it was a remarkable waste of time and energy. Why would anyone do that? Whatever s...

Communities almost always appreciate having a local branch campus of a university or community college. Just the existence of a branch campus has some economic development impact--companies considering locating in a community value having a local institution of higher education--and branches tend to offer more affordable access to courses and programs. However, some branches are perceived as being truly engaged in the life of their community, whereas others seem aloof and relatively unresponsive to needs that are specific to the local environment. My own thinking about community engagement has evolved over the years. As a faculty member, my views weren't very different from those of my main campus colleagues: I enjoyed teaching and research; I preferred teaching brighter or more advanced students; I had my complaints and areas of satisfaction, but the theme was always about my own career. As an associate dean, I became much more aware of the obstacles and occasional mistreatment th...