Academic leaders typically come into their roles directly from faculty ranks, but the transition from faculty member to leader can be challenging. The author will present the development and evaluation of a cohort-based faculty leadership program for mid-career faculty in two cohort-based studies. In study one, 83 faculty members participated in a six-month leadership program. Three years after the program, curriculum vitae were obtained updated 82% of participants. Within three years post-program, 53% of faculty alumni had transitioned into new administrative leadership positions (e.g., dean and vice provost). Women outpaced men in the acquisition of leadership positions with 46% of female participants and 29% of male participants having moved into university leadership roles post-program. All three Black female faculty participants moved into department chair and associate dean position. Two of six Latinx faculty also transitioned into leadership roles. For qualitative data, sixteen of 28 (57%) participants engaged in focus groups, resulting in the identification of four themes: confidence; networks and visibility; continuous learning; and a greater understanding of university administration and decision making. Participants reported a positive shift in self-confidence. Participants nearly universally valued the opportunity to meet and build relationships with faculty outside of their departments. Professional relationships not only expanded but also grew stronger after the program. Two primary results were a better understanding of the motivations and intentions of others and a better understanding of oneself, allowing for stronger team management. In study two, a leadership program designed specifically for faculty of color will be described and evaluation results will be presented. Twenty faculty of color (Black or Hispanic) faculty from the Science, Technology, Engineering, and Mathematics fields from 12 universities participated in a six-month program funded by the Alfred P. Sloan Foundation. At post-program, statistically significant positive changes in participants’ confidence were found in three key competencies: organizational dynamics, communities of practice, and personal/professional leadership skills. Participants’ post- evaluation indicated increases in self-awareness, the development of specific leadership skills, and learning from university leaders were viewed as the most effective elements of the program. Six-month follow-up interviews indicated that most participants had moved into or were considering moving into a leadership position. Recognition of the need to intentionally promote faculty into effective leadership training programs, and eventually into positions of leadership, will be key to creating successful leaders and moving the needle to change the face of academic leadership for the future.

At the conclusion of this event, attendees will be able to:

1. Identify the core components of academic leadership development which are required for faculty and staff to effectively take on leadership roles;
2. Understand the process, outcome, and implications of two leadership programs focused on development of self, development of others, and grounded in theory and empirical research;
3. Create a leadership program at their institution, applying the research presented to make data-informed decisions about optimal ways to develop leaders.