> Skip to content
FEATURED:
  • The Evolution of Race in Admissions
Sign In
  • News
  • Advice
  • The Review
  • Data
  • Current Issue
  • Virtual Events
  • Store
    • Featured Products
    • Reports
    • Data
    • Collections
    • Back Issues
    • Featured Products
    • Reports
    • Data
    • Collections
    • Back Issues
  • Jobs
    • Find a Job
    • Post a Job
    • Find a Job
    • Post a Job
Sign In
  • News
  • Advice
  • The Review
  • Data
  • Current Issue
  • Virtual Events
  • Store
    • Featured Products
    • Reports
    • Data
    • Collections
    • Back Issues
    • Featured Products
    • Reports
    • Data
    • Collections
    • Back Issues
  • Jobs
    • Find a Job
    • Post a Job
    • Find a Job
    • Post a Job
  • News
  • Advice
  • The Review
  • Data
  • Current Issue
  • Virtual Events
  • Store
    • Featured Products
    • Reports
    • Data
    • Collections
    • Back Issues
    • Featured Products
    • Reports
    • Data
    • Collections
    • Back Issues
  • Jobs
    • Find a Job
    • Post a Job
    • Find a Job
    • Post a Job
Sign In
ADVERTISEMENT
News
  • Twitter
  • LinkedIn
  • Show more sharing options
Share
  • Twitter
  • LinkedIn
  • Facebook
  • Email
  • Copy Link URLCopied!
  • Print

How to Meet Faculty Members Halfway

By  Lee Gardner
June 18, 2017

The last thing many faculty members want to hear is an administrator saying, “I have an idea.” It may be a great idea, but professors know that it probably means more work for them. Bernadette M.E. Jungblut, the associate provost for accreditation, academic planning, and assessment at Central Washington University, has found a few simple ways that administrators can make a new initiative seem less onerous to faculty members. Ms. Jungblut has introduced student-success efforts at several institutions, and has led workshops on how administrators can secure faculty “buy-in” on new projects. Among her recommendations:

6339 idea lab online icon
Bringing Faculty on Board
Building consensus requires finesse, strategy, and a little psychology.
  • The Subtle Art of Gaining Faculty Buy-In
  • Presidents Share What’s Worked
  • 4 Ways Professors Respond to Change

We’re sorry. Something went wrong.

We are unable to fully display the content of this page.

The most likely cause of this is a content blocker on your computer or network. Please make sure your computer, VPN, or network allows javascript and allows content to be delivered from c950.chronicle.com and chronicle.blueconic.net.

Once javascript and access to those URLs are allowed, please refresh this page. You may then be asked to log in, create an account if you don't already have one, or subscribe.

If you continue to experience issues, contact us at 202-466-1032 or help@chronicle.com

The last thing many faculty members want to hear is an administrator saying, “I have an idea.” It may be a great idea, but professors know that it probably means more work for them. Bernadette M.E. Jungblut, the associate provost for accreditation, academic planning, and assessment at Central Washington University, has found a few simple ways that administrators can make a new initiative seem less onerous to faculty members. Ms. Jungblut has introduced student-success efforts at several institutions, and has led workshops on how administrators can secure faculty “buy-in” on new projects. Among her recommendations:

6339 idea lab online icon
Bringing Faculty on Board
Building consensus requires finesse, strategy, and a little psychology.

Go to them. Don’t call a meeting that will force harried faculty members to schedule another obligation alongside classes, committee work, and other duties. “Ask them if you can meet with them in their office at a time that’s maximally convenient for them,” she says. “If that means you have to take five or 10 meetings instead of one meeting, that’s what you do. It’s amazing to me how appreciative faculty members are of that.”

Make things as easy as possible. Is there a new way to use familiar software to track a new metric? The more such shortcuts and accommodations minimize the trouble for professors, “the more willing they’ll be,” she says.

Follow through. Faculty members may be reluctant to embrace the next big thing because the last big thing went nowhere, or its successes weren’t shared. Ms. Jungblut says, “Faculty want to know, if I put the time in, are we tracking to see that they’re doing what we tell them to do, and is it making a difference?”

Bring something to the table. If you’re asking the faculty to do something extra, do something extra for them: a teaching schedule that will help with new duties, or even cash. “It is amazing to me how very small stipends can make a huge difference,” she says. “Two hundred bucks is half a plane ticket to a conference.”

ADVERTISEMENT

A version of this article appeared in the June 23, 2017, issue.
Read other items in this Bringing Faculty on Board package.
We welcome your thoughts and questions about this article. Please email the editors or submit a letter for publication.
Lee Gardner
Lee Gardner writes about the management of colleges and universities. Follow him on Twitter @_lee_g, or email him at lee.gardner@chronicle.com.
ADVERTISEMENT
ADVERTISEMENT
  • Explore
    • Get Newsletters
    • Letters
    • Free Reports and Guides
    • Blogs
    • Virtual Events
    • Chronicle Store
    • Find a Job
    Explore
    • Get Newsletters
    • Letters
    • Free Reports and Guides
    • Blogs
    • Virtual Events
    • Chronicle Store
    • Find a Job
  • The Chronicle
    • About Us
    • DEI Commitment Statement
    • Write for Us
    • Talk to Us
    • Work at The Chronicle
    • User Agreement
    • Privacy Policy
    • California Privacy Policy
    • Site Map
    • Accessibility Statement
    The Chronicle
    • About Us
    • DEI Commitment Statement
    • Write for Us
    • Talk to Us
    • Work at The Chronicle
    • User Agreement
    • Privacy Policy
    • California Privacy Policy
    • Site Map
    • Accessibility Statement
  • Customer Assistance
    • Contact Us
    • Advertise With Us
    • Post a Job
    • Advertising Terms and Conditions
    • Reprints & Permissions
    • Do Not Sell My Personal Information
    Customer Assistance
    • Contact Us
    • Advertise With Us
    • Post a Job
    • Advertising Terms and Conditions
    • Reprints & Permissions
    • Do Not Sell My Personal Information
  • Subscribe
    • Individual Subscriptions
    • Institutional Subscriptions
    • Subscription & Account FAQ
    • Manage Newsletters
    • Manage Your Account
    Subscribe
    • Individual Subscriptions
    • Institutional Subscriptions
    • Subscription & Account FAQ
    • Manage Newsletters
    • Manage Your Account
1255 23rd Street, N.W. Washington, D.C. 20037
© 2023 The Chronicle of Higher Education
  • twitter
  • instagram
  • youtube
  • facebook
  • linkedin