A Title Does Not a Leader Make

Employee engagement does not happen without effective leadership. Effective leadership, however, doesn’t always come from those with executive authority–the folks with the titles. Without question, great leadership can come from faculty and staff who own their expertise and authority and who have moved the needle on their respective campuses. This episode explores the critical role that leadership development plays in employee engagement through the eyes of Vicki Baker, an economics and management professor who wrote an Inside Higher Ed op-ed called “A Title Does Not a Leader Make.”

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Key Takeaways

• Leadership Isn’t Defined by Titles: True leadership stems from behaviors like transparency, accountability, and investing in others—not from the authority of a title.
• Engaged Leadership Drives Employee Satisfaction: Employees thrive when leaders prioritize their growth and create opportunities for career advancement.
• Succession Planning is Essential: Institutions must invest in knowledge management and identify high-potential talent to ensure long-term success and stability.
• Growth Plans Should Be KPIs: Leadership roles should include measurable accountability for mentoring and developing team members as part of performance evaluations.

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Episode Summary

Leadership Beyond Titles: What Makes a True Leader?

Dr. Vicki Baker’s op-ed, A Title Does Not a Leader Make, was inspired by her experiences working with leaders across higher education. She notes that leadership is not about the title someone holds but about their behaviors, actions, and ability to inspire others. True leaders foster trust, engage their teams, and invest in the development of others.

Vicki explains that poor leadership behaviors—like micromanaging, failing to hold people accountable, or neglecting transparency—are easy to identify because they leave employees feeling undervalued and disengaged. She recalls how her grandfather, a drill instructor in the Marine Corps, would say, “You don’t demand respect; you command it.” This sentiment underscores her belief that leadership must be earned through consistent actions, not automatically granted by a title.

When employees encounter ineffective leaders, it erodes trust and sends a clear message that there are no opportunities for growth or advancement. In higher education, where workplace culture is already complex, this kind of leadership can lead to disillusionment among faculty and staff, who may feel undervalued or trapped in their roles.

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Why Higher Education Struggles with Leadership Development

One of the challenges in higher education is that leadership roles often go to individuals based on tenure or institutional knowledge rather than their ability to lead effectively. As Vicki points out, strong individual contributors don’t always transition well into organizational leadership roles, which require a completely different skill set.

This approach can lead to leaders who are familiar with the institution’s inner workings but lack the capacity to craft a vision, execute a strategy, or engage others in meaningful ways. Institutions often rely on promoting from within because it feels safer and more familiar. While internal promotions are important for retaining talent, they shouldn’t come at the expense of thoughtful leadership development.

Vicki emphasizes that higher education must balance internal promotions with fresh perspectives from external hires who bring diverse experiences. Leaders should also be prepared for the leap from individual contributor to organizational contributor by being equipped with the skills to motivate and support others.

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The Importance of Succession Planning in Higher Ed

Succession planning is another area where higher education institutions often fall short. Vicki observes that many colleges and universities neglect to prepare for leadership transitions, leaving a void when key employees leave. This can be particularly problematic at small institutions where one-person departments or specialized roles are common.

Without proper planning, the departure of a key leader can result in lost institutional knowledge and stalled progress. Vicki stresses the importance of knowledge management systems, regular reviews of critical positions, and team conversations to identify future needs.

Institutions must also prioritize identifying and developing high-potential employees—referred to as “hypos” in the business world—who could step into leadership roles down the line. This requires deliberate investment in professional development, mentoring, and career pathways to prepare these individuals for future opportunities.

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Leadership Without Titles: Shifting Perspectives

One of the most powerful moments in Vicki’s workshops and consulting sessions is when faculty or staff realize they’ve been leaders all along—even without a title. Many higher education professionals lead through their scholarship, teaching, service, and community engagement but don’t recognize it as leadership.

Vicki notes that leadership can happen in many contexts, from faculty governance to advancing institutional priorities to mentoring colleagues. Encouraging employees to see themselves as leaders, even in nontraditional ways, can be transformative. It empowers them to take ownership of their contributions and see their value within the institution.

Interestingly, individuals without formal leadership titles often have more freedom to enact meaningful change. While leaders with titles must navigate politics and stakeholder relationships carefully, those without titles can focus on the work itself and drive progress in impactful ways.

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Five Calls to Action for Leadership Development

In her op-ed, Vicki outlines five actionable steps to enhance leadership development in higher education:

1. Develop Robust Recruitment Strategies: Expand the talent pipeline by looking beyond conventional sources for leaders.
2. Diversify Internal Search Committees: Ensure search committees include diverse voices to bring fresh perspectives to leadership selection.
3. Prioritize Growth Plans in Annual Evaluations: Include measurable goals for mentoring and employee development as part of leaders’ KPIs.
4. Think Long-Term, Not Just for the Moment: Align leadership decisions with future needs rather than short-term fixes.
5. Encourage Leadership Beyond Titles: Empower employees at all levels to embrace leadership behaviors in their roles.

Of these, Vicki feels most strongly about integrating growth plans into performance evaluations. She argues that leaders must be held accountable for developing their team members. By including mentoring and career development as key performance indicators, institutions can foster a culture of engagement and growth.

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