Candidate: Daryl J. Delabbio

Degree of: Doctor of Philosophy

Department: Teaching, Learning, and Leadership

Title: Non-traditional Paths to Presidencies of Higher Education Institutions in Michigan

Committee: Dr. Van E. Cooley, Chair
Dr. Louann Bierlein Palmer
Dr. Michael S. Shibler

Date: Wednesday, April 26, 2006 2:30 p.m. – 4:30 p.m.
3306 Sangren Hall

Abstract: Historically, it has not been uncommon to have 300 or more presidential positions in higher education open in any given year. The number of college and university presidents coming from a career path outside of higher education has seen a steady increase, from just over 8% in 1986, to over 15% in 2001 (Corrigan, 2002). This qualitative study examined four current or former presidents of institutions of higher learning in Michigan that were elected to their positions without having experienced the traditional academic career path commonly associated with college and university leaders. Four presidents, along with the current or former chief academic officers and two current or former members of the governing board from each institution, were interviewed to determine: (1) the factors that motivated the individuals appointed to lead the institution to seek such appointment; (2) how past experiences have benefited these individuals in their current roles; (3) any obstacles that existed and required the individual to overcome; and (4) any significant differences existed in the leadership qualities necessary to lead an institution of higher education versus what is necessary to lead a governmental, non-profit, or private organization.

The most significant findings of the study are: (1) there is a relationship between prior affiliation with the institution and the non-traditional president leading the institution; (2) the past experiences of the non-traditional president are no less valuable, and in many respects are more valuable, than that of the traditional president; (3) in addition to a different point of view, non-traditional presidents bring a “sense of urgency” and “measurables” to the campus community; (4) leadership skills from the public, private, and non-profit sectors are transferable to higher education; (5) there are more similarities than differences between public/non-profit administration and higher education administration; (6) traditional institutions of higher education cannot be operated entirely like a business, and individuals with non-traditional backgrounds who are considering a move into higher education, will in all likelihood fail; (7) while barriers and obstacles do exist for non-traditional presidents, they can be successfully overcome; (8) Non-traditional presidents surround themselves with strong leadership teams; and (9) it is critically important that the person and the institution are a “fit” for one another, with the person embracing the mission, culture, and tradition of the institution.

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