Mapping a Career in Academic Administration: An Example of Life-long Learning
By Virginia Coombs, Provost and Vice President for Academic Affairs, Keuka College

When I have interviewed for positions as chief academic officer, search committees are often curious to know what the “plan” for my career has been. This line of questioning suggests some differences in ages and generations of the women seeking higher education administrative positions. I can truthfully say that I did not complete both a masters and doctorate in Germanic linguistics with any intention of becoming a college or university administrator.

The opportunity to make the switch from faculty to administration arose from the intersection of some interesting opportunities, the recognition of a set of skills that I was developing, and the encouragement of more senior colleagues to pursue these new paths. I did, however, make a conscious decision to seek out the opportunity to participate in Harvard’s Institute on Educational Management–Management Development Program during the summer of 1991; it was the first of several professional development programs designed to prepare future administrators.

After serving in my first administrative position as an assistant to the president at a small private university, I made deliberate decisions about the next career moves. For example, international education opportunities for faculty professional development, as well as for undergraduate students, form the core of my philosophy of education and my commitment to faculty and students.

As an undergraduate student, I benefited from an extended stay abroad to develop and enhance my second language skills and knowledge of German culture. As a faculty member, I received both internal and external grant support to conduct research and participate in international seminars that resulted in publications and enhanced performance in the classroom.  As an administrator, I have assisted in developing opportunities for faculty members to develop international themes and create more global awareness in course offerings and, along with students, to discover other cultures through the short-term travel.

I learned about developing curricular programming as a faculty member when I was involved in early writing-across-the-curriculum programs. Moving into my first administrative role, I carried the responsibility for evaluating and revising undergraduate curricula, most notably an honors curriculum. When I accepted my first chief academic officer position, I was charged with developing a general education curriculum, revising the academic calendar to accommodate a semester format, and implementing both tasks within the first two years of my appointment. That was a daunting responsibility, but one which was completed on time due to the hard work of a team of faculty and academic staff members. At the conclusion of the initial implementation phase, I was convinced that one need only do this once in a career. Since then, I have done it again twice!

As I reflect on each of the processes that resulted in a new general education curriculum, I realize how different they were from one another. Those differences resided in the institution, its history, and the context in which the general education curriculum previously existed. Each project developed at its own pace and with its own set of issues to be resolved. I have witnessed a transformation in the structure of general education programs from a fairly narrowly-defined distribution model to a well-articulated set of learning outcomes that produce measurable data.

My role as a chief academic officer has been to provide the faculty with the resources for professional development workshops and seminars, and a staffing plan to design and implement new curricular programs. What I have learned to value as an administrator is the ability to make things happen by bringing the “right” set of people together, by working as part of a team, by sharing the accolades with my colleagues.

Writing grants to support both faculty development and curricular initiatives was a part of my early administrative career as an associate dean. I drew on my experiences in teaching writing as I prepared numerous drafts of grant proposals. As in the writing process, I had those drafts critiqued at each stage. I had to practice what I preached to students and rid myself of my own ego in favor of the best interests of the curriculum, the institution, and a solid competitive proposal. In those early years I wrote constantly, producing more finished pieces in the form of grants in shorter time periods than I had devoted to traditional faculty scholarly writing. 

As a senior administrator I feel an obligation to mentor younger colleagues who are considering administrative jobs. It gives me a great deal of pleasure to work with these colleagues, watching them grow and develop their particular style.  I am humbled that I am asked to serve in this role, since I still depend on my mentor to perform those same tasks for me. I prefer to see myself as a coach who can suggest strategies for solving problems, help rehearse an interview situation, or offer a critical eye for a letter of application or the layout of a CV.

My own style can be summed up in the word “networking.” I encourage all of my colleagues to develop their own networks using their disciplinary or professional association connections. Membership in the American Conference of Academic Deans (ACAD) has provided me with an exceptional network of wonderful colleagues and friends who understand the academic affairs business. The mission of this organization is to serve the professional development of academic administrators who serve at every level in campus administration. Workshops and conferences on topics such as the relationships between deans and their supervisors, deans and members of the faculty, and the “lifecycle” of a dean have sustained my work in academic administration. Membership in higher education organizations such as the Association of American Colleges and Universities (AAC&U) and the National Council on Undergraduate Research (CUR) keep me current on curriculum and pedagogical approaches.

As I head into a new position as Provost and Vice President for Academic Affairs at Keuka College, I look forward to being  interviewed by the student newspaper about how I came to be in my position, what the job entails, and what the term “Provost” really means. And the question will be asked: “Do you miss teaching?” I used to answer that one by saying that I miss the contact with students but I don’t miss grading papers and computing grades. I have resolved that the best way to interact with students on a regular basis is by attending many of the activities that they are involved in outside of their formal classes. From where I sit as provost, I have a different opportunity to teach on a daily basis – without a syllabus, textbook, or final exam.