In higher education, leadership is often associated with those in the highest ranks—presidents, vice presidents, provosts, and chancellors. However, much of the critical work occurs in the "middle"—positions held by associate provosts, assistant provosts, vice provosts, deans, associate deans, directors, and other mid-level administrators. These leaders play an essential role in the success of institutions, serving as the bridge between strategic vision and practical execution. In today’s rapidly evolving higher education landscape, leading from the middle has never been more vital yet challenging.
The Critical Role of Middle Leadership
Middle leaders occupy a unique space where they translate institutional strategies into actionable plans while navigating the complexities of day-to-day operations. Research underscores that these roles are crucial because they are the "interpreters and implementers of strategy," ensuring alignment between senior leadership's objectives and the needs of their teams (Stuart & Klinke, 2024). Middle leaders are often the steady force behind the continuity of institutional progress, ensuring the stability needed during times of change (Eddy, Mitchell, & Amey, 2016).
Middle leaders also hold significant responsibility in fostering institutional culture. Their influence extends across teams, making them vital in shaping a positive work environment. This is particularly important in the current higher education landscape, which is marked by significant challenges such as demographic shifts, declining enrollment, political pressures, and financial constraints (Stuart & Klinke, 2024). However, this role in fostering institutional culture can be increasingly more difficult depending on the culture and climate set, and projected by, senior leadership.
The "Middle Manager Paradox" in Higher Education
Middle leaders face a paradox: they bear substantial responsibility but often lack the authority of senior leaders. Their peer support group is often small and they must advocate for their teams while ensuring alignment with institutional priorities. This balancing act requires middle leaders to be both strategic and empathetic, capable of managing up, down, and across their organizations (Mautz, 2020). For example, they frequently lead efforts such as curriculum development, accreditation, and student success initiatives—tasks that require a nuanced understanding of both institutional goals and on-the-ground realities (Stone & Coussons-Read, 2011).
The leadership role of middle managers is often underappreciated despite their critical contribution to institutional success. As highlighted by Hargreaves (2024), these leaders are responsible for "managing change, resolving conflicts, and fostering collaboration" while being expected to maintain operational efficiency and staff morale. Additionally, in times of higher staff turnover or reductions, academic professionals in the middle often are given additional responsibilities with little acknowledgement or compensation, further adding stress and pressure.
Six Areas of Influence for Middle Leaders in Higher Education
Drawing on Mautz’s framework and other leadership studies, middle leaders in higher education can exert influence in several key areas:
Leading from the Middle in a Volatile Landscape
Today’s higher education environment is marked by unprecedented volatility. Institutions are navigating demographic shifts, declining enrollments, and increasing political scrutiny, all while facing financial pressures that lead to program closures, staff turnover and reductions, and even institutional mergers. In this context, middle leadership is more critical than ever.
Hargreaves (2024) and Stuart and Klinke (2024) emphasizes that middle leaders are uniquely positioned to guide institutions through these turbulent times. Their ability to connect the strategic with the operational makes them key players in ensuring institutional stability and adaptability. Furthermore, as Eddy, Mitchell and Arney (2016) along with Hargreaves (2024) argue, middle leaders must be equipped to manage conflict, make ethical decisions, and take calculated risks that align with the institution’s mission and values. However, institutions should leverage resources to support and prioritize mental health and holistic well-being due to the increased pressures and strain that result on all staff and faculty during these turbulent and challenging times.
Rethinking Support Structures for Middle Leaders
Despite the significant demands placed on middle leaders, there is often a lack of targeted support and professional development tailored to their unique needs. Research indicates that while some in-house programs exist, there is a scarcity of external leadership development opportunities specifically designed for those leading from the middle in higher education (Stone & Coussons-Read, 2011). Addressing this gap is crucial for ensuring that these leaders are well-prepared to meet the complex challenges they face.
One important step universities can take is to ensure that faculty development centers, even if primarily focused on teaching and learning, incorporate leadership training and programming. This is especially vital at smaller institutions where leaders often need to take on multiple roles, such as department chairs, program directors, or leads for various initiatives. Offering leadership development through these centers builds internal capacity and prepares faculty to step into leadership roles when needed. Additionally, the office of human resources is usually responsible for providing staff development and resources should be devoted to staff professional development opportunities on par with that of faculty. Although some of the dynamics and functions are different, key skill development in durable skills are common across both groups.
Additionally, universities should invest in utilizing external sources like the AALI Senior Leadership Academy, the CIC Workshop for Department and Division Chairs, or the ASHE Academic Leaders Workshop. These programs provide targeted training that is invaluable across disciplines and backgrounds, equipping future leaders with the skills and knowledge necessary for higher education administration.
Looking back on my own career, the professional development I received as a faculty member, department chair, director of an academic program (Honors), faculty fellow in our faculty development center, and faculty liaison to our advising office were instrumental in preparing me for leadership roles as an assistant and associate provost. These experiences provided practical leadership skills that could be applied across various contexts and roles, underscoring the importance of structured development opportunities for those leading from the middle. Looking to provide project based or time-based leadership opportunities for faculty and staff can significantly increase institutional leadership capabilities and capacity.
In summary, universities must be intentional in supporting the leadership development of their middle managers. By integrating leadership training into faculty development centers and staff professional development as well as investing in external professional development programs, institutions can create a stronger pipeline of leaders ready to take on complex challenges and drive success at all levels.
Leadership in Action: Guiding Strategy and Student Success from the Middle
Leading from the middle is about more than managing operations—it’s about creating lasting impact. Middle leaders in higher education are the linchpin that connects strategy with execution, ensuring that institutional goals are not just aspirational but achievable. As institutions continue to navigate an uncertain future, the role of middle leadership will be pivotal in driving innovation and sustaining organizational resilience.
However, what must never be forgotten in all the work that university leaders, middle managers, staff, and faculty do is the central purpose of higher education: serving students. At the heart of every strategic initiative and operational decision should be the goal of ensuring student success, retention, and ultimately graduation. Middle leaders play a critical role in creating environments that support students academically and personally, putting them on a trajectory toward fulfilling and meaningful lives. Whether through innovative curriculum design, student support services, or cross-departmental collaboration, the work of middle leaders directly impacts the student experience and their long-term success.
Leading from the middle is not just about balancing institutional priorities; it’s about ensuring that those priorities remain focused on students and their future. By keeping students at the center of their leadership, middle managers can ensure that every action taken ultimately contributes to helping students achieve their academic goals and prepare for rewarding careers and lives beyond graduation.
Written by Greg Pillar, Ph.D (Associate Provost of Academic Affairs, Queens University of Charlotte), previously published on gregpillar.com
References
Eddy, P. L., Mitchell, R. G., & Amey, M. J. (2016). Leading from the middle. The Chronicle of Higher Education. https://www.chronicle.com/article/leading-from-the-middle/
Hargreaves, A. (2024). Leadership from the middle: The beating heart of educational transformation. Teachers College Press.
Mautz, S. (2020). Leading from the middle: A playbook for managers who lead from the middle. Wiley.
Stone, T., & Coussons-Read, M. (2011). Leading from the middle: A case-study approach to academic leadership for associate and assistant deans. American Council on Education.
Stuart, M., & Klinke, C. (2024). Leading from the middle: The importance of emerging leaders in higher education. Leading from the Middle Report., Minerva
Sunderman, H. M., & Orsini. J. (2023). Introduction to leading from the middle in higher education: Mentoring. Journal of Leadership Studies, 17(3), 40-43. https://doi.org/10.1002/jls.21869
