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The Hechinger Report is a national nonprofit newsroom that reports on one topic: education. Sign up for our weekly newsletters to get stories like this delivered directly to your inbox.

TEMPE, Ariz. - Devon Mills pulls out his smartphone at a Starbucks on the Arizona State University campus, and maps out how long it will take him to finish his undergraduate degree.

Just exactly the right amount of time, his phone tells him.

Despite double-majoring in political science and justice studies with a minor in sustainability, serving as president of the college council and vice president of the Residence Hall Association, working as a page in the state Senate, and cramming for the Law School Admission Test, Mills is on schedule to become one of the distinct minority of American college and university students who actually receive their four-year bachelor's degrees in four years.

"I can see the goal in sight," he says, serenely scrolling through an online color-coded plan that shows him the requirements he's finished and the ones he still needs to fulfill before graduating in 2014.

While academics are debating whether students can effectively learn online, the program Mills is using harnesses technology to provide something else that is surprisingly essential to success in college: advising that can help prevent an education from slipping off track.

"The research clearly shows that when a student is more engaged on a campus they are more likely to remain enrolled and persist to graduation," says Charlie Nutt, executive director of the National Academic Advising Association, or NACADA. "Academic advising is the key mechanism, and on many campuses the only mechanism, through which students have a person they're connected with."

But just when it seems to be needed most, face-to-face advising is getting harder for students to find as the number of advisors shrinks and case loads soar because of budget cuts and enrollment increases.

U.S. universities had, on average, one advisor for every 367 students last year, down from one for every 282 in 2003, according to a survey by NACADA and the college-admissions testing company ACT. Though more students than ever work to pay tuition and expenses, advisors are seldom available at night or on weekends. And waits for appointments during business hours can stretch for weeks.

As a result, many students flounder through college, changing majors, piling up and paying for credits they don't need, and taking more time than they planned to graduate.

On average, students rack up 136.5 credits toward bachelor's degrees that require only 120, the advocacy organization Complete College America reports. One of every three switches majors, according to the Higher Education Research Institute at UCLA. And the Department of Education's National Center for Education Statistics says that fewer than one in four students at public universities, and around a third at private ones, graduate within four years.

"There's too much wandering around," says Anthony Carnevale, director of the Georgetown University Center on Education and the Workforce. "It makes sense that if you know where you're going, you're more likely to get there."

The picture is even worse at community colleges, whose students are particularly likely to struggle. Academic counselors at community colleges typically handle 1,000 students each, according to MDRC, a nonprofit research organization. In some cash-strapped California community colleges, the ratio is as high as one to 1,700.

Half of community-college students don't even know advising is available to them, says Davis Jenkins, a researcher at the Community College Research Center at Teachers College, Columbia University. The one third of them who finish their two-year programs within even three years take, on average, 80 credits toward associate degrees they could have gotten with just 60, according to Complete College America.

"We have a situation of almost completion by accident rather than completion by design," says Jenkins.

The problem has grown more urgent as the type of student changes. More students today are older than traditional age, or the first in their families to go to college, or they attend part time while working or raising children of their own.

That makes navigating the bureaucracy of higher education even harder than it already was. Arizona State, for instance, offers 250 majors, and 3,071 undergraduate courses-many with prerequisites that, in turn, have their own prerequisites.

Even 18-year-olds who come from college-going families are so overscheduled by helicopter parents in their earlier grades that they struggle when they're set free in college.

"They have to learn to manage time," says Nutt, who is also a professor of education at Kansas State University. "An advisor is essential to that."

In focus groups, students say they just want someone to tell them what to do, says Shanna Jaggars, also of the Community College Research Center.

Or if not someone, at least something.

Arizona State's eAdvisor, which was launched in 2008, puts the information students need online, night and day, and follows their progress as a live advisor would.

"We've waited too long to use technology in this way," says the university's president, Michael Crow.

Students start by entering their interests, search engine-style-"I like to work with people," for example, or, "I would like to do something with music"-and eAdvisor helps them pick a major. Each then gets a "major map," which charts a trail through the complicated combination of requirements. If a student wanders off the trail by failing to finish a required course or threatening to fall below a certain grade-point average, eAdvisor tells him so, in big red letters, and sends him off to see a face-to-face advisor.

The results have been dramatic. The proportion of freshmen who don't return for sophomore year has fallen from 24 percent to 16 percent, much lower than the national average, and 42 percent graduate in four years-up from less than 26 percent in 1997, and almost double the proportion at public universities nationwide.

"It's about looking at universities from the perspective of the students," says Elizabeth Phillips, the provost, who first introduced a form of eAdvisor when she worked at the University of Florida and brought it with her to Arizona State.

Human advisors are expensive, error prone, and soft, says Phillips, whose academic field is psychology. Part of advising, she says, is taking the hard line of "telling a kid they're not going to be what they thought they were going to be." There are still real-life advisors at Arizona State. But eAdvisor frees them from the drudgery of scheduling courses. "By the time you go in to see your face-to-face advisor, you can focus on strategy and life issues," Crow says.

The eAdvisor system helps in other ways, too. Since students are planning their courses in advance, it helps the university provide the right number of seats. Not being able to get into required courses is another reason students take so long to graduate at other universities. At Arizona State, administrators say and students confirm, it almost never happens.

The system tracks whether students do well in the kinds of subjects that are essential to careers they want. If they want to major in psychology, for instance, it makes them take statistics first-and if they don't do well, suggests that they consider other majors. If they're in danger of failing, it freezes their ability to continue until they meet with an in-person counselor.

There are other ways the university is using technology to track its students-and, for that matter, its advisors. Phillips gets a report if an advisor gives too many overrides, for example, waiving prerequisites or restrictions on class sizes. The system also captures information from the financial-aid and residence-hall offices, the campus police department, and judicial boards about financial or behavior problems students might be running into.

"Now we're a machine, to provide the kids exactly what they need," says Phillips.

There are some shortcomings. Meant to be simple to use, eAdvisor seems at first glance almost indecipherable.

"When I first looked through it, I was a little confused," says Steven Denke, a senior electrical-engineering major in the honors college who had to take five different technical electives, plus the university's core requirements, and transfer credits from advanced-placement and dual-enrollment courses that he passed in high school. "It was daunting at first, just looking at the major map."

Phillips says the university is working on making eAdvisor more user friendly. Adds Crow: "What we have is a very early precursor of where this is going to go."

Christina Arregoces, a junior majoring in English and creative writing, likes being able to monitor her progress at any time.

"I'm one of those people who double-checks everything," Arregoces says. "It's nice to have a map so you know what you're doing and what you need to do."

Not everyone is ready for technology to supplant advisors, however.

"Technology cannot replace one-to-one advising with a person," Nutt says. "It's enhancing that. It's a bad idea to depend only on the technology and not the interaction, but also a bad idea to depend only on the interaction and not on the technology."

Still, Phillips says she's inundated by requests for information about eAdvisor from her counterparts at other universities, which are struggling to provide advising.

"We're seeing universities and colleges becoming more focused on advising," Nutt says. "But the advising they end up with may not look at all what advising looked like five years ago."

Some schools are testing so-called group advising, in which an advisor meets with groups of students with identical academic and career goals.

"Instead of saying the same thing to, say, 40 nursing students 40 times a day, they meet as groups and say it once to 40 people in a room," Nutt says.

A few universities promote advising weeks. And Beloit College in Wisconsin cancels all of its classes one day each semester so students can meet with their advisors.
This story also appeared on NBCNews.com on November 13, 2012.
"A lot of students come in because of social expectations or because it's the next step toward a career, and not always with a clear sense of their own motivations for being there," says Natalie Gummer, Beloit's co-director of first- and second-year programs.
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"We're trying to help them prepare to move from a liberal-arts education into the job market," Gummer says. "And it helps to keep them on track."

The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn't mean it's free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.
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Student advising plays key role in college success -- just as it's being cut

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Advertisement Advertisement The Hechinger Report is a national nonprofit newsroom that reports on one topic: education. Sign up for our weekly newsletters to get stories like this delivered directly to your inbox. TEMPE, Ariz. - Devon Mills pulls out his smartphone at a Starbucks on the Arizona State University campus, and maps out how long it will take him to finish his undergraduate degree.

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Great leadership starts with self-leadership | Lars Sudmann | TEDxUCLouvain

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We made this short video to help leaders and colleagues at Barclaycard to learn more about Servant Leadership. Our people loved it so we decided to share it with everyone. Let us know what you think, leave a comment, share your story about leadership in your organisation or team. Enjoy!

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In her latest post, ACE Fellow Audrey Bilger argues for a leadership style that stresses "adaptive authenticity."

The ACE Fellows Program can be hard to explain.

For anyone interested in taking on the challenges of higher education leadership, it sounds too good to be true. Fellows have access to executive leaders at a host institution, receive special mentoring by their home institution and benefit from an array of resources designed to pave the way for future success, such as training, case studies, and an established network.

When I tell colleagues and friends about my ACE experience, they often look at me in disbelief, expressing amazement that home institutions would make such a significant investment and that host institutions would open their doors-and even confidential meetings-to outsiders. I am frequently asked, "What's in it for them?"

I usually explain that fellows bring "fresh eyes" to our hosts and return to home with new ideas and perspectives; we work on projects, assignments, and reports. Now that I am at the mid-point of my ACE fellowship, however, I have come to the gratifying and somewhat daunting realization that the product of this year will be me-not as I was when I started this journey, but what promises to be a dramatically altered me.

Every experience I have had so far has required a level of self-scrutiny and questioning that has made the year unlike any other in my career. At the start of my year as an ACE Fellow, I pondered whether I was suited for a leadership role in higher education. Now, I spend time imagining what sort of leader I will be.

In shadowing the talented, energetic and creative executives at my host institution, the University of California Riverside, I get to see leadership styles that both resemble and differ from mine. I witness what works for them and imagine whether their approach might work for me in a similar situation.

As I contemplate how I might learn from these examples, I think a great deal about authenticity. While I recognize that some styles will simply come more naturally to me than others, at the same time, I am eager to try new approaches and see how they fit.

In a recent Harvard Business Review article, " The Paradox of Authenticity, " Herminia Ibarra discusses the current emphasis on authenticity in theories of leadership and declares, "a simplistic understanding of what it means can hinder your growth and limit your impact."

According to Ibarra, "true-to-selfers"-people with a fixed sense of their own identity who say, what you see is what you get-are less able to lead effectively because that rigidity impedes their ability to consider other points of view. To combat the downside of an inflexible authenticity, she proposes that leaders cultivate an "adaptively authentic" style, one that evolves out of a "playful frame of mind."

Think of leadership development as trying on possible selves rather than working on yourself-which, let's face it, sounds like drudgery. When we adopt a playful attitude, we're more open to possibilities. It's OK to be inconsistent from one day to the next. That's not being a fake; it's how we experiment to figure out what's right for the new challenges and circumstances we face.

ACE Fellows have a unique opportunity to develop the kind of adaptive authenticity Ibarra advocates. If, as she argues, "An important part of growing as a leader is viewing authenticity not as an intrinsic state but as the ability to take elements you have learned from others' styles and behaviors and make them your own," then the fellowship year is the perfect setting for playful experimentation. ACE Fellows are perfectly situated to follow one of Ibarra's key pieces of advice: "Don't copy just one person's leadership style," she writes, "tap into many diverse role models."

Over the past months, I have gotten to know a remarkable team of leaders and have learned a great deal from their rich range of expertise. When I complete my fellowship and move on to whatever comes next, I am certain I will find myself recalling what this or that person did or said in a given circumstance. If it makes sense in the moment, I may echo their words or actions. In doing so, I will strive to preserve the learning spirit of my time as a Fellow and grow rather than limit my authenticity.

Ultimately, my class of ACE Fellows will be entrusted with the responsibility of serving as college and university leaders at a time when the very nature of our enterprise is embattled on many fronts. The stakes are high for everyone.

If we get it right, remaining true to our ideals and adaptably authentic, then the answer to that commonly asked question about the program could be profound: "What's in it for the institutions we represent and visit?" A brighter future for higher education.

Audrey Bilger is the faculty director of the Center for Writing and Public Discourse and professor of literature at Claremont McKenna College. Her most recent book, Here Come the Brides! Reflections on Lesbian Love and Marriage, coedited with Michele Kort, was a 2013 Lambda Literary Award finalist. She is the author of Laughing Feminism: Subversive Comedy in Frances Burney, Maria Edgeworth, and Jane Austen. She is a member of the Ms. Committee of Scholars and serves on the editorial boards of Pickering and Chatto's Gender and Genre series and the Burney Journal. Her work has appeared in Ms magazine, the Ms blog, the Paris Review, the San Francisco Chronicle, the Los Angeles Times, and The Los Angeles Review of Books. Follow her on Twitter at @AudreyBilger. Photo above by Greg Allen.

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Leadership and Authenticity - Higher Education Today

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In her latest post, ACE Fellow Audrey Bilger argues for a leadership style that stresses "adaptive authenticity." The ACE Fellows Program can be hard to explain. For anyone interested in taking on the challenges of higher education leadership, it sounds too good to be true. Fellows have access to executive leaders at a host institution,...

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Transactional Leadership in Higher Education

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Transactional Leadership in Higher Education

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At the beginning of each advanced leadership workshop session, business thought leader John Spence asks attendees how many currently have a written list of their key leadership values. Much to his surprise, only one or two out of 100 to 150 executives raise their hands.

As a result, Spence wonders how executives successfully lead their organizations and project teams. "I just have a hard time believing that if you've never taken the time to truly think through what kind of leader you want to be, what your leadership values are, what sort of leadership legacy you want to leave ... and then write those things down so that you have a clear and focused guide for your self-leadership ... that you would be a truly effective leader of others," he wrote.

Defining your leadership philosophy and then completing your personal leadership philosophy can help guide and direct how you'll lead others.

What Is a Leadership Philosophy?

A leadership philosophy provides insight into the ideas, values, attributes and expectations that comprise how you approach leadership. Your leadership philosophy reflects what is important to you as a leader, so that you'll be grounded in it and so that others can understand what you stand for and what they can expect from you as a leader.

Leadership coach Deb Calvert identifies three defining aspects of a leadership philosophy.

It's personal. There is no right or wrong.

It's something that you choose. Not having a leadership philosophy leads to an "accidental" philosophy that is vague and unclear to others - as well as to you, even. By having a leadership philosophy, you're making a deliberate and intentional choice based on reflection and determinations.

It's meant as a foundation. Your leadership philosophy provides clarity to guide decisions and a focus for everyday activities and responsibilities.

There are key elements in your leadership philosophy that you'll want to model as a leader. Spence noted some of the most important characteristics people feel make an "ideal leader."

Honest/integrity/character

Visionary

Highly competent

Excellent communicator

Team player/collaborative

Innovative/risk taker

Decisive

Fair and supportive

Creates clear goals and direction

Respect/recognition

Passionate/inspiring

Personally accountable

Proactive/action oriented

Customer/quality focused

How to Develop Your Personal Leadership Philosophy (PLP)

While some leaders may be aware of their leadership philosophy, few have written down these leadership characteristics. For communicating your personal leadership philosophy (PLP), Calvert provides a description of what it means to have a PLP, with bolded verbs that create a step-by-step process for building your PLP.
Successful Leaders know their Personal Leadership Philosophy (PLP) and communicate it by living it passionately every day in all they say and do. They have taken the time to determine who they are, their values and priorities. They know their course and have set their internal compass, which gives them greater self-knowledge, greater self-confidence, and improved effectiveness as a leader. This is accomplished by writing a Personal Leadership Philosophy, which states the core values you live by, what you expect of your people, what they can expect of you, and how you will evaluate performance. -Ed Ruggero, The Leader's Compass: A Personal Leadership Philosophy Is Your Key to Success
You can't develop a meaningful PLP without first determining who you are as a leader, including your values and priorities. What do you believe? What values do you refuse to compromise? And what causes you to have these values? What is the single most important thing to you?

Communicate Your Core Values and Expectations

The act of writing out or communicating your PLP is important. By putting it in writing, you:

Provide clarity and objectivity

Signal that you're serious

Make a commitment

Keep your values and expectations consistent

Cause self-reflection

Make yourself accountable

Make it easier to share

You need clarity, commitment, consistency and accountability. By putting something in writing, you'll take a step back and evaluate your PLP more objectively. Writing it down will help you insert a great deal of thought and analysis - not just emotion - into your philosophy.

Determine Who You Are Through Your PLP

The next step involves becoming intimately familiar with your PLP.
"You have to know your own PLP so well that you live and breathe it," Calvert says. "If it is to guide your actions and provide examples to others of who you are and what you stand for, then you need to be intimately familiar with your PLP. This can't be an occasional thing that you bring out when it suits you ... It needs to be a constant expression."
Once you truly know your PLP, you'll have a strong hold on what you believe in and what you stand for. This leads to authenticity, credibility, clarity, determination and other outcomes.

Set Yourself to Your PLP and Live by It

Let your PLP guide how you lead others. By doing this, you'll project confidence because you know exactly where you're going and you'll have no doubts how you're going to get there. Others will notice, get inspired and be more willing to follow you.

Writing Your PLP Communicates What Matters to Those You Lead

Communicating your PLP takes place through your actions and by distributing it to others. Make sure you're clear and confident in what you stand for; you shouldn't change your PLP very often. Allow some time for it to reach a point where you can live with it for a long time.

Personal Leadership Philosophy Examples

There are different styles of PLPs that you can emulate when you write your document. Leadership training company Academy Leadership has several examples of PDFs. The second example is especially noteworthy for its structure and approach.
"My Leadership Philosophy is based upon the [principles] that I have learned through the study of both strong and weak leaders," Dennis C. Parker, president and CEO of Active Minerals International, wrote in the introduction of his PLP. "It is my belief that following these [principles] will be the most profitable and rewarding way to lead my life and positively impact the lives of those around me."
Parker used the following headers to structure his PLP.

I lead by: Making and keeping commitments, integrity and character, setting goals and earning credibility, along with other leadership qualities.

I place great value in: Honesty, trust, credibility, communication, knowledge, quality and other traits.

What I expect: Telling the truth in a timely manner, showing respect through words and deeds, being a team player and other expectations.

Things I do not accept: Unsafe working environments and safety violations, lying, negligence, types of disruptive or disrespectful behavior and other negative behavior and motives.

Understanding and applying leadership principles requires a strong understanding in business theory and practice. This might mean you'll want to obtain some relevant formal education such as Aurora University's online MBA program that helps students develop the knowledge and skills needed to lead others and advance their careers.

This post was authored by Brian Neese
Brian has been writing about online education for more than five years, with specialties in health care, business and education. In his spare time, he enjoys sports, movies and spending time with family and friends.
Ms. Career Girl was started in 2008 to help ambitious young professional women figure out who they are, what they want and how to get it.

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Developing a Leadership Philosophy - Ms. Career Girl

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At the beginning of each advanced leadership workshop session, business thought leader John Spence asks attendees how many currently have a written list of their key leadership values. Much to his surprise, only one or two out of 100 to 150 executives raise their hands.

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A good objective of leadership is to help those who are doing poorly to do well and to help those who are doing well to do even better. - Jim Rohn, American entrepreneur.

Everyone on Samit's team knows that he's "there for them." He checks in with them often to see how they are, and he helps them develop the skills they need to advance their careers, even if this means that they may move on.

Samit also makes an effort to see situations from others' perspectives. He makes decisions with the team's best interests in mind, and ensures that everyone has the resources and knowledge they need to meet their objectives.

As a result of this, his team is one of the most successful in the department, with low staff turnover and high engagement.

Samit is an example of a "servant leader." In this article, we'll explore what servant leadership is, and the advantages it can bring you as a leader. We'll also look at situations where it isn't appropriate.

What Is Servant Leadership?

Robert K. Greenleaf first coined the phrase "servant leadership" in his 1970 essay, " The Servant as a Leader." However, it's an approach that people have used for centuries.

As a servant leader, you're a "servant first" - you focus on the needs of others, especially team members, before you consider your own. You acknowledge other people's perspectives, give them the support they need to meet their work and personal goals, involve them in decisions where appropriate, and build a sense of community within your team. This leads to higher engagement, more trust, and stronger relationships with team members and other stakeholders. It can also lead to increased innovation.

However, servant leadership is problematic in hierarchical, autocratic cultures where managers and leaders are expected to make all the decisions. Here, servant leaders may struggle to earn respect.

Important:

Remember that servant leadership is about focusing on other people's needs - not their feelings. Don't avoid making unpopular decisions or giving team members negative feedback when this is needed.

Also, do not rely on it exclusively - use it alongside styles like Transformational Leadership, where you develop an inspiring vision of the future, motivate people to deliver this, manage its implementation, and build an ever-stronger team.

How to Become a Servant Leader

According to Larry C. Spears, former president of the Robert K. Greenleaf Center for Servant Leadership, these are the 10 most important characteristics of servant leaders:

1. Listening.

2. Empathy.

3. Healing.

4. Awareness.

5. Persuasion.

6. Conceptualization.

7. Foresight.

8. Stewardship.

9. Commitment to the growth of people.

10. Building community.

Once you've decided to prioritize other people's needs over your own in the long term, you can work on developing your skills in each area. Let's look at how you can do this.

1. Listening

2. Empathy

3. Healing

This characteristic relates to the emotional health and "wholeness" of people, and involves supporting them both physically and mentally.

4. Self-Awareness

You can become more self-aware by knowing your strengths and weaknesses, and asking for other people's feedback on them. Also, learn to manage your emotions, so that you consider how your actions and behavior might affect others.

5. Persuasion

There are many tools and models that you can use to be more persuasive, without damaging relationships or taking advantage of others. You should also build your expert power - when people perceive you as an expert, they are more likely to listen to you when you want to persuade or inspire them.

6. Conceptualization

This characteristic relates to your ability to "dream great dreams," so that you look beyond day-to-day realities to the bigger picture.

7. Foresight

Foresight is when you can predict what's likely to happen in the future by learning from past experiences, identifying what's happening now, and understanding the consequences of your decisions.

You can use tools such as SWOT Analysis and PEST Analysis to think about your current situation and environment, while Scenario Analysis helps you understand how the future could play out. Use the ORAPAPA checklist when you make a decision, to learn from experience and make sure that you've considered all the angles.

Also, learn to trust your intuition - if your instinct is telling you that something is wrong, listen to it!

8. Stewardship

Stewardship is about taking responsibility for the actions and performance of your team, and being accountable for the role team members play in your organization.

9. Commitment to the Growth of People

Servant leaders are committed to the personal and professional development of everyone on their teams.

10. Building Community

The last characteristic is to do with building a sense of community within your organization.

You can do this by providing opportunities for people to interact with one another across the company. For instance, you could organize social events such as team lunches and barbecues, design your workspace to encourage people to chat informally away from their desks, and dedicate the first few minutes of meetings to non-work-related conversations.

Encourage people to take responsibility for their work, and remind them how what they do contributes to the success and overall objectives of the organization.

Tip:

See our article on Leadership Styles to explore popular leadership approaches and the advantages and disadvantages of each one.

And see this Expert Interview for a valuable discussion on the misconceptions and realities of servant leadership.

Key Points

You are a servant leader when you focus on the needs of others before you consider your own. It's a longer-term approach to leadership, rather than a technique that you can adopt in specific situations. Therefore, you can use it with other leadership styles such as Transformational Leadership.

You can become a servant leader by working on these 10 characteristics:

1. Listening.

2. Empathy.

3. Healing.

4. Awareness.

5. Persuasion.

6. Conceptualization.

7. Foresight.

8. Stewardship.

9. Commitment to the growth of people.

10. Building community.

Servant leaders are likely to have more engaged employees and enjoy better relationships with team members and other stakeholders than leaders who don't put the interests of others before their own.

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Servant Leadership: Putting Your Team First, and Yourself Second

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A good objective of leadership is to help those who are doing poorly to do well and to help those who are doing well to do even better. - Jim Rohn, American entrepreneur. Everyone on Samit's team knows that he's "there for them."

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Jim Collins is the author of Good to Great, Built to Last and How the Mighty Fall.

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College Athletes Push for More Mental-Health Care, Fighting 'Tough It Out' Culture

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A growing movement of college athletes is pressuring athletics departments to treat mental illness with the same urgency as musculoskeletal injury.

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What Is Emotional Intelligence (EQ)? Why It's Key to Career Growth

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Qualities of a Transformational Leader

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Qualities of a Servant Leader

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