Ph.D., Antioch University, 2020, Leadership and Change
Even before the COVID-19 Pandemic, higher education has been facing unprecedented threats to existing business models. Small, private colleges heavily dependent on tuition revenue are particularly at risk. These at-risk small, private colleges need to make significant changes if they are to stave off decline and turn themselves around. Most of the literature on turnarounds of colleges and universities is focused primarily on the president, and is largely the reminiscences of former presidents. The board of trustees, however, is the ultimate governing authority of a college/university. If an at-risk institution needs to change in order to survive, the board must recognize and accept the need to change, and then use its authority to take the necessary actions. Private college boards, however, are not generally known for embracing change. This dissertation used comparative case study of three small, private colleges that successfully turned around to examine how their boards of trustees that oversaw and contributed to their decline became capable of overseeing and contributing to their turnaround. Each of the colleges studied had experienced at least three consecutive years of seven figure operating deficits followed by at least two consecutive years of seven figure operating surpluses. Semi-structured interviews with the presidents, board chairs, influential trustees, CFO's, and other cabinet level staff members were done at each institution. The interview data were triangulated with Integrated Postsecondary Data System (IPEDS) data, tax returns, audited financial statements, articles in the press, trustee bios, presidential speeches and writings, and legal filings. The current findings suggest that in the decline phase, boards of trustees suffer from problem blindness, loss aversion, and optimism bias. Turning around required hiring a president more similar to a corporate CEO than an academic, moving fast to cut expenses, and recruiting diverse board members open to (open full item for complete abstract)
Committee: Jon Wergin Ph.D. (Committee Chair); Laurien Alexandre Ph.D. (Committee Member); Terrence MacTaggart Ph.D. (Committee Member)
Subjects: Education Finance; Educational Leadership; Higher Education; Higher Education Administration