Running head: LAYERS OF LEADERSHIP

Layers of Leadership: Exploring Leadership at Various Career Levels in Higher Education

Courtney Bishop, Samantha Ng and Aesha Williams
Loyola University Chicago

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Leadership as a practical matter in higher education can look different depending upon
ones stage of employment, the institutional type, and functional area. We were tasked with
interviewing a variety of higher education professionalsultimately nine, three each in entry,
mid, and senior level positions. These conversations, coupled with the theories we learned in
class, provided us with insight into how leadership is contextualized at different levels. In this
paper, we will examine these interviews and analyze leadership themes emerging within each of
the three employment levels. We will also discuss the common leadership practices, successes
and challenges, and advice for future leaders gathered from our interviewees.
Entry Level Leadership in Higher Education
We first had the pleasure of interviewing higher education professionals who currently
hold entry-level positions within the field. Aisha Ali began her career two years ago as an
academic advisor at Richard Daley College, later switching to be an academic advisor in the dual
enrollment/credit department. She is currently taking classes to receive her certification to teach
in Illinois. Elizabeth Reynders found her path to higher education while working in the
programs abroad office as a student assistant in Copenhagen during her study abroad experience.
She chose to pursue a masters in higher education, graduating from Loyola University Chicago
three years ago. Reynders worked part time at the University of Chicago Booth School of
Business, where she later became the manager of the office and then the Assistant Director of
Academic Services. She now serves as the associate director of student services at Booth.
Megan Daly graduated in May 2015 from Loyola University Chicago from the higher education
program; while a part-time student, she has worked in the field for four years. Daly works in
both the College of Arts and Sciences and in the math department as an office assistant at Loyola

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University Chicago. She is currently seeking employment in an advising role at an institution.

Leadership in Practice
As entry-level professionals, leadership roles are almost non-existent. Among the three
women interviewed, they held no leadership titles or demonstrated leadership roles with respect
to their colleagues and coworkers. Instead, they found ways to become leaders amongst their
students, which is a typical starting place for leadership in entry-level roles. Professionals learn
to lead students and are led by supervisors or directors. Here they begin to learn their own
leadership styles versus those of their superiors.
All three women held different leadership styles. Daly held social constructivist views of
leadership. Kezar, Carducci, and Contreras-McGavin (2006) defined social constructivism as
the belief that reality is developed through ones interpretation of the world and a denial of
essences or universal qualities (p. 19). For Daly, leadership is informed by her experiences and
background working in the College of Arts and Sciences. Reynders leadership style is that of a
situational leader, in which she adapts her style to different situations (Northouse, 2016).
Depending on the situation she may step up to the plate and lead or step back and let someone
else lead. Ali had a combination of social constructivism and postmodernism leadership styles.
Postmodernists focus more on human agency and the ability of people to shape their existence
rather than studying followers as victims of leaders and those in power (Kezar et al., 2006, p.
24). Ali likes to have independence in her work and a leader who helps grow their employees.
When she was not receiving either of these, she took agency over her professional life and began
to shape her existence somewhere that better suited her, which led to switching positions. As
these entry-level professionals home in on their leadership styles, it is important to note that it is

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only the beginning of their careers; as they gain experience in the field, hold different positions,
and potentially advance, their leadership styles may change.
Successes and Challenges
There were a few common themes among the challenges that these entry-level
professionals face. The first theme was the lack of opportunity provided to allow them to lead.
In their entry-level positions they are seen at the lower end of the organizational chart and
therefore might not be given opportunities to lead or learn to lead. Daly and Ali have not felt
supported by their supervisors to be leaders in their positions. Both struggle in their interactions
with their supervisors, feeling their supervisors do not provide them with skills to develop in
their current positions nor prepare them for advancement. These two women also viewed their
supervisors as assigned leaders, which is related to ones position in an organization (Northouse,
2016). This is distinct from emergent leadership, which is related to how one influences their
followers to gain support. Both Ali and Daly suggest their supervisors lack critical reflection
necessary in leadership. As noted in Preskill and Brookfield (2009), critical reflection requires us
to not only reflect upon ourselves, but also on what we can do to support the effectiveness and
growth of those around us. It is interesting to note how these two professionals navigate their
supervisors leadership styles. Ali decided that remaining in her position was not conducive to
her overall growth, and found a new job with a different supervisor who held views similar to her
own about leadership. Daly has remained in her position and is learning to find little ways to
become a leader in her office by speaking out on matters that can improve the office.
Reynders has had different challenges than the other two women; her challenges come in
the form of the campus climate and culture. At Chicago Booth, she was placed in an

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environment where students are known to be very intelligent and question everything. Also the
school is made up of primarily male students who can be combative and demanding. She had to
learn to build confidence in herself and the knowledge she had that would benefit her students
and allow her to be a leader for them. She has a supervisor who is supportive and allowed her
space to grow and lead her colleagues with the knowledge that she has gained in her professional
career. The most important thing to note is that each of these women has learned to work within
the field under a variety of leadership styles that hold different challenges. Though it has not
been easy, they are finding ways to be leaders in their current roles and developing their own
leadership philosophies, despite the leadership under which they are managed.
Looking Forward: Advice for Future Leaders
As Daly, Ali, and Reynders reflected on leadership they were asked what advice they
would give to others entering the higher education profession. Daly advised to always be true to
who you are and never let someone else allow you to question that. Ali advised to be the kind of
leader you would follow. She also suggested not taking things too seriously, admitting when you
are wrong, and asking yourself if what you are doing is helping. Reynders advised finding a
good mentor to help grow you as an emergent leader. She also advised increasing ones own
leadership self-efficacy is crucial, and stressed the importance of believing in ones potential as
an influential leader. All three women advised growing as a leader any way possible, regardless
of how small or large that opportunity may be. Supervisors may not always provide help, so you
have to help yourself; alternatively, you may have supervisors who are supportive and therefore
you can follow them for advice. Either way, do not stay stagnant and believe that you can be a
leader. That is the first step: believing!

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Mid Level Leadership in Higher Education

Our mid-level interviewees have a variety of backgrounds. David Bennett has been in
admissions at Lake Forest College for 12 years. He began his career as the Assistant Director,
and most recently has assumed the role of interim Vice President of Admissions. Bennett has
always considered himself an educator of some sort, and his drive to have an impact on others is
now manifested through his interactions with his staff. Jennifer Engel, a 15-year veteran in the
international higher education sector, leads the Office of International Programs (OIP) at Loyola.
Her career began in marketing, but she found something was missing; the business world was
not a good fit. After a time of reflection she decided to pursue a masters degree in college
student personnel; given her undergraduate degree in international relations, it is no wonder that
her path led her to working in study abroad. Katie Ward-Mytinger was actively involved as an
undergraduate, spending a year as a resident assistant and acting as the vice president of
operations for the Model U.N. at Michigan State University. Her experience in these roles
fanned a flame that led her to the National Student Leadership Conference (NSLC), where she
recently ended her tenure as the Director of Operations. While there she had the opportunity to
develop leadership efficacy in students as well as provide guidance and direction to her staff.
Leadership in Practice
Bennett firmly believes that leadership is an acquired skill, and that one can be trained in
order to develop leadership, as postulated by Northouse (2016). However, he describes his
personal style as that of a servant leader (Greenleaf, 2007; Northouse, 2016). He suggests that
when one is uncertain of their value to their institution, they will leave; yet its human resources
are the most valuable assets an institution can claim. Given this, he solicits feedback from his
staff, listens to their concerns with great sincerity, and perhaps most importantly makes sure his

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staff recognize their impact amongst the whole. Care and support of his staff is a manifestation
of his leadership style.
Ward-Mytinger, too, identified herself as a servant leader. A key aspect of this style of
leadership is putting the needs and development of others over ones own (Hale & Fields, 2007).
As an example of this, she advocated for policy change within her organization when a staff
member began the gender transition process. There was some difficulty along the way, both in
navigating parental concerns and staff biases. Yet it was important to her that her staff member
feel accepted, even at the cost of losing outside support and participation. Aligning her goal to
create a more inclusive environment for all staff and ensuring the NSLC lead by example, she
was able to create real change in the organization.
By contrast, Engel is best described as a situational leader (Northouse, 2016). Perhaps,
given the breadth of OIPs responsibilities, this comes as no surprise. Situational leaders must
adapt their behavior to the situation at hand, and interacting with various stakeholderspartner
universities, students, and faculty, for instancerequires a different approach for each
constituency. In working with the director of the Rome center, a data-driven tactic is most
effective; for the Vietnam center director, a personal and supportive tack is best.
Successes and Challenges
A common experience amongst the mid-career leaders was lack of support. All
mentioned that they were tasked with responsibilities but given limited authority or monetary
support to achieve their goals. In addition, both women suggested that their gender led to some
unique challenges. Engel acknowledged the systemic sexism that keeps many women from
advancing in their careersor requires them to forge a labyrinthine path in much the way Eagly
& Carli (2007b) suggest. However, she does describe her greatest success as mentoring newer

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professionals in the field.
Gender-related issues also came into play for Ward-Mytinger as both challenges and
successes. She found some difficulty in managing the male, mostly older staff, and managing
their interactions with students to ensure there were appropriate boundaries. In the win column,
however, she was able to help focus attention on the need for greater diversity in the
organization. As the sole full-time female on staff for a number of years, and given the
challenges developing leadership efficacy in women, she found the lack of women on staff
particularly hypocritical.
Looking Forward: Advice for Future Leaders
Mentorship emerged as a theme amongst these three, particularly with the women
interviewed. Although Bennett described his invaluable relationship with his mentor, he did not
share how he continues that with others. Yet both Ward-Mytinger and Engel spoke to the
importance of mentorship, especially given the challenges women face advancing their careers.
Engel lamented her own lack of mentorship, which is why it is so important to her now to
provide that to others. For these women, having access to a mentor, and being a mentor for
others, is an important tool for finding ones way in the professional realm.
Our mid-career leaders left us with other pertinent advice as well. Ward-Mytinger
stressed the importance of generative leadership, and that this builds trust both ways. Bennett
suggested that informational interviews are important in order to gain varying perspectives in
order to develop ones own leadership style. For Engel, leading with integrity was the most
important parting thought she had to offer. In essence, each of our mid-career leaders felt that
the relationship aspect of leadership is paramount. Without that relationship, one may be in
charge, but will not be a true leader.

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Senior Level Leadership in Higher Education

For the last set of interviews we facilitated, we spoke with senior level professionals.
Those interviewed were Paula Luff, Assistant Vice President of Financial Aid at DePaul
University; Dr. Patricia Mooney-Melvin, Interim Dean of the Graduate School and Associate
Professor of History at Loyola University Chicago; and Victoria Romero, Vice President of
Enrollment at Scripps College. All three women came from different backgrounds in the higher
education field.
Luff has an extensive background in financial aid administration. She began her career in
higher education as a financial aid officer in the MBA program office at Carnegie Mellon. Luff
also briefly worked as an admissions representative before deciding to take some years off to be
a stay-at-home parent. Eventually, she re-entered the higher education field and has worked at
several colleges, including Loyola University Chicago and UIC. She has been at DePaul for
over 12 years (P. Luff, personal communication, October 28, 2015).
Mooney-Melvin began her career at the University of Arkansas at Little Rock in the
history department, expanding the public history program. Over ten years ago, she became the
director of the history department at Loyola, and then the associate dean at the graduate school.
Almost two years ago, Mooney-Melvin became the interim dean of the graduate school
(personal communication, November 5, 2015).
Romero has been in the admissions world for the majority of her professional career. She
started working in the admissions office as an undergraduate tour guide at her alma mater,
Whitman College. Since then she has worked in admissions at a variety of colleges including
University of Nebraska at Lincoln, Grinnell College, and Claremont McKenna College. As the
current Vice President of Enrollment at Scripps College, she oversees the admissions and

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financial aid departments (V. Romero, personal communication, October 28, 2015).
Leadership in Practice
When reflecting on our three interviews, we find each leader has a different style of
leadership. Luff appears to be a combination of a servant, transformational, and authentic leader
because of the incredible amount of concern she has for her staff and a focus on goal-setting
(Northouse, 2016; personal communication, October 28, 2015). As a leader, Mooney-Melvin is
focused on both tasks and people, with an emphasis on goals (personal communication,
November 5, 2015). Romero is a team leader because of her belief that trusting her staff and
setting clear goals is important (Northouse, 2016; personal communication, October 28, 2015).
Although each of these senior level leaders had different leadership styles, there are still
commonalities among them. A common theme among the three interviews with senior level
professionals was the belief that the individual should not use their positional power to lead their
team members. While it may be easy to tell staff what to do, our three leaders believed it was
important to provide a space for their teams to flourish, which can only be done if there is trust.
We found this surprising because most people would assume that leaders with that much power
would utilize their titles more to accomplish tasks. However, our three senior level leaders
utilized their influence to lead their departments. Mooney-Melvin stated, You have to set
direction and you have to be humble. You cannot dictate (personal communication, November
5, 2015). Luff and Romero both agreed that it was important that they were able to trust their
staff members to do well (P. Luff, personal communication, October 28, 2015; V. Romero,
personal communication, October 28, 2015).
Although all three interviewees emphasized the importance of the individuals in their
offices, they were also very goal oriented. This is unsurprising; high-level professionals who

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must make important decisions daily, these leaders must also set goals for their teams. Romero
especially stressed the importance of setting clear, long-term goals for her team. She believed
that this was necessary for her team so that they knew what they were working towards and were
motivated to do well (V. Romero, personal communication, October 28, 2015). Mooney-Melvin
echoed Romeros comments and believed that goals can create a situation where everyone feels
invested in the process (personal communication, November 5, 2015).
Successes and Challenges
One of the themes found in the interviews were the challenges of being a woman in the
workforce. Both Luff and Mooney-Melvin mentioned having to pause their careers and take
long periods of time off to begin their families. Mooney-Melvin stated that timing is the most
important for a professional woman, especially when it came to asking for maternity leave or
pursuing a doctorate degree (personal communication, November 5, 2015). In contrast, Romero
did not have any children and thus was given much more flexibility with her career path
(personal communication, October 28, 2015). Luff also mentioned that the struggles of being
one of the only women in meetings, and how she believed that she must back up whatever she is
saying with hard data and facts (personal communication, October 28, 2015).
A success amongst the three senior leaders was the ability to mentor their staff. Both
Luff and Romero agreed that a great feat as a leader is the ability to provide their staff growth,
and then eventually help them move on to bigger and better opportunities. Luff stated, If you
want more, you have to be able to let go (personal communication, October 28, 2015). When
Romero began her career, she received this kind of mentorship as well and argued that this is the
most important aspect of leadership (personal communication, October 28, 2015).
Looking Forward: Advice for Future Leaders

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With over 60 years of combined experience, the senior level professionals were able to
provide some insightful advice for future higher education leaders. The three interviewees all
suggested that leaders should constantly be learning. While each has over 20 years of
professional experience, they still emphasized the importance of being a lifelong learner as key
to exemplary leadership. Luff felt that she could always learn from someone, regardless of that
persons status in the organizational chart. Learning from people of all levels can provide one
with different points of view, and thus one can learn to be a better leader (P. Luff, personal
communication, October 28, 2015). Romero realized the importance of constant learning after
leaving the workforce for five years due to her health. Upon returning to full-time work, she
realized much had changed about the admissions world in that time and she had to learn about
new trends in enrollment management (V. Romero, personal communication, October 28, 2015).
Conclusion
As the semester began, the type of leadership that was most familiar to the authors was
that of positional leadership, even if that did not seem like the full picture of what a leader is or
should be. Through our discussions with our interviewees, it has become clear that while
positional leadership has its placeparticularly as one ascends in their careeremergent
leadership is equally important. As one rises in the ranks, focusing on leadership development
and efficacy in others, allowing them to flourish, is imperative. Critical reflection about ones
own style, its effect on ones staff, and how incorporating various leadership styles can help
ones team move forwardboth in their day to day work, and in their careersare the hallmarks
of successful leadership.

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