The Scourge of Avoidant Leadership in Higher Education

The 1978 movie National Lampoon’s Animal House, set in the 1960s at fictional Faber College, offers some unexpected leadership lessons. Despite the problematic and unconscionable scenes, there is one bit worth noting. ROTC Chip Diller (Kevin Bacon) stands amid the chaos caused by the Deltas. Diller, in a fit of hysteria, clenches his fists, jumps up and down and screams, “Remain calm! All is well!” while the crowd stampedes, eventually knocking him down and flattening him like the Road Runner in a Warner Bros. cartoon. The scene is funny because it’s not funny—Diller, trying to stay in control, is hilariously out of control. Lately, this scene loops in my head whenever I think about the crisis of higher education leadership amid monumental unrest in the sector and the world.

My inappropriate sense of humor aside, I seriously contemplate what higher education leaders must do to ensure the longevity of their institutions and uphold their mission. I try to identify which leadership styles and traits are least helpful in a crisis. I think about Chip Diller. He relies only on his position for authority. He believes his word and uniform should be enough to wield power and influence, yet he is ignored. He doesn’t recognize the size and scope of the problem. He lacks empathy. He takes no decisive actions. He is an avoidant leader.

Relatedly, I’ve seen leaders insist on everyone getting along rather than leaning into conflict to untangle complex issues, make decisions and create lasting, beneficial change. Whenever I hear a leader make a statement like “we all must work together” in the face of problems that require deep thought about the moral, ethical and legal ramifications of a situation, I do an internal primal scream (unlike Diller’s, mine is more like “WTF!”). Why? Is it because I’m an Aquarius? Gen X? Type A? A Myers-Briggs ENTJ? A StrengthsFinder Future-thinker? Or in the words of Elle Woods (Legally Blonde, 2001), “I’ll take the dangerous one, because I’m not afraid of a challenge”? I think not. Well, not entirely.

Platitudes like “we all must work together” can have immense value in the academy, especially in enacting shared governance and upholding the ideals of collegiality. In a community of scholars, peer collaboration in decision-making is important. It represents a partnership between administrators and faculty. The basis of collegiality is respect and civility. However, some leaders believe this means avoiding conflict entirely. For some, collegiality becomes a veiled excuse for indecision and a lack of accountability. It can mask fear and a need for personal survival over ethical responsibility.

Collegiality can be avoidant leadership in disguise, providing a false sense of harmony. In times of crisis, which higher education now faces—government threats, political operatives, mounting public distrust, a broken financial model and civil unrest—this type of leadership can be especially dangerous. It is only a matter of time before conflict breaks the bounds of false harmony, leading to chaos or dissolution.

Principles that should never be up for debate include an institution’s mission, values and vision. Higher education leaders must act fearlessly to:

1. Vociferously protect the institution’s mission as if they were Marion Pritchard. If your university’s mission is to provide access to all worthy students, you must stand up to those who don’t believe in diversity, equity and inclusion instead of dissolving programs, offices and positions.
2. Vocally uphold the values as if they were Malala Yousafzai. If your university values a liberal arts education, you must publicly argue for the arts and humanities. Advocate, rather than acquiesce by simply adding a business school or similar programs to your institution.
3. Protect the vision as if they were Eleanor Roosevelt. A world of citizen leaders who create a better society and fulfill their potential isn’t just a nice idea. It is everything in a democratic society.

If leaders refuse to confront threats directly and act with courage and conviction, institutions risk irrelevance or collapse. The future of higher education depends on those willing to step forward, embrace difficult conversations and make principled decisions, even when they are uncomfortable. It is only through such bravery that our institutions can survive—and thrive—in times of uncertainty. Remember: Instead of being like Chip Diller and shouting, “Remain calm! All is well!” during the crises at hand, exclaim, “Hold my earrings. I’m going in.”