The field of higher education is currently facing a leadership void characterized by several challenges. These challenges include navigating the complexities of academic leadership, crisis management, and a lack of strategic preparation. Moreover, higher education leadership professionals are facing diverse and conflicting demands, and may be inexperienced in navigating these demands. Conversely, military veterans by nature of their service in the United States Armed Forces, possess the skills needed to address the challenges regularly faced by higher education professionals. In keeping with Clemens & Milsom, veterans receive high-quality training in many areas, but often find themselves not utilizing this training in higher education. When a comprehensive search to obtain information regarding veterans employed at institutions of higher education is performed, only information pertaining to veterans as students is found. The lack of information regarding veterans employed in higher education indicates a lack of focus on this important area.

Why has higher education not realized the leadership skillset of veterans employed in higher education and how can the “Peter Principle” be applied to its leadership? According to Peter & Hull (1969), “members of an organization are promoted based on achievement, success, and merit and ultimately promoted beyond their level of ability.” Given the state of higher education’s leadership void, this principle, while effective, is time-consuming and does not address the immediate leadership need of higher education institutions. Additionally, leadership, in an academic context, requires a unique list of competencies, knowledge and skills in addition to “traditional” leadership skills, such as managing change, adaptability, empathy, motivating individuals, and setting direction and vision among others; all of which are satisfied with veteran leadership.

Understanding the Leadership Challenges in Higher Education

Higher education leadership is laden with challenges, inclusive of aging leadership, impending retirements of presidents, deans, and other executives, creating a leadership gap and retention issues. These leadership challenges impact institutional continuity and stability, institutional continuity is essential for organizational longevity, thus threats to that continuity demands attention. The illumination of this demographic shift calls for addressing urgent need for succession planning and the cultivation of a robust pipeline of emerging leaders, of which veterans are uniquely prepared. In the military, servicemembers are trained for worst case scenarios including the absence of leadership. Military servicemembers are trained to learn the duties of their position, the duties of the individual they report to, and the duties of those who report to them. When this level succession planning is missing, it feeds the anti-continuity monster, the loss of institutional memory, and valuable networks, compounding the challenge.

In addition to the demographic shift at higher education institutions, academic leaders must understand the necessity of multifaceted leadership styles. Multifaceted leadership addresses areas of contention, which can lead to proactive leadership development strategies. Through understanding its leadership necessities, higher education should develop and implement leadership development programs and mentorship opportunities, preparing the next generation to step into these roles with confidence and competence. An essential part of such a shift must include comprehensive evaluation of personnel, including veterans and develop and implement changes at the institutional level.

Recommendations for Institutions

For higher education to add the knowledge, skills, and abilities of veterans into their ranks, a logical place to start is with the U.S. Department of Labor (DOL), Department of Defense (DOD), and Department of Veteran Affairs (VA). Other industries consult with these organizations to understand what skills veterans possess and then seek out veterans to fill their ranks. Higher education institutions should implement strategic approaches to recruit and identify veteran leaders by leveraging partnerships and creating inclusive employee recruitment strategies. Collaborations with organizations such as the VA, the American Council on Education (ACE), and Student Veterans of America (SVA) can help institutions tap into networks of veteran talent. Additionally, establishing a relationship with programs like DoD SkillBridge and Hiring Our Heroes can provide an opportunity for institutions to obtain a steady pipeline of highly skilled veterans transitioning to civilian careers. Institutions should also craft job postings that emphasize competencies like strategic thinking, resilience, and organizational leadership while explicitly encouraging veterans to apply. Internally to the institution, staff should identify veterans among current faculty and staff and encourage their progression into leadership roles through targeted leadership or mentorship programs.

Another way is through the initial onboarding process that institutions conduct when employees are hired. In keeping with Newsom, employed veterans should be interviewed to improve the onboarding process, and if no veterans are within the institution, then external actions should be initiated. With tailored onboarding programs, veterans can transition smoothly into higher education environments. Customized onboarding should focus on bridging the gap between military and academic cultures, pairing new hires with experienced mentors within the organization to provide guidance. By adopting these strategies, higher education institutions can effectively recruit, onboard, and develop veteran leaders, fostering a culture of inclusivity and leveraging the unique strengths veterans bring to academic leadership roles.

Establishing veteran employee resource groups (VERGs) offers an additional layer of support, fostering a sense of community and belonging. Institutions should also utilize learning management systems (LMS) to deliver flexible online courses tailored to veteran leaders’ needs, supporting their ongoing professional development.

Next Steps to Alleviate Leadership Voids

The leadership void in higher education represents a pressing challenge, exacerbated by demographic shifts, aging leadership, and a lack of effective succession planning. Addressing this gap requires a reevaluation of traditional higher education leadership pipelines and a commitment to cultivating diverse and skilled leaders. Military veterans, by virtue of their training and experiences, offer a unique solution to this problem. Their ability to manage change, adapt to challenges, and lead with strategic vision aligns seamlessly with the multifaceted leadership needs of academic institutions.

To harness the leadership potential of veterans, higher education institutions must adopt strategic and inclusive recruitment approaches. Collaborating with organizations like the VA, DOD, and ACE can help establish robust pipelines for veteran talent. Internally, institutions should focus on mentorship programs, tailored onboarding processes, and leadership development initiatives that bridge military and academic cultures. By doing so, they can foster a culture of inclusivity and continuity while addressing the immediate and long-term leadership needs of the sector.

Ultimately, leveraging veteran leaders not only addresses the current leadership challenges but also strengthens the resilience and adaptability of higher education institutions. This approach preserves institutional memory and positions higher education to navigate future challenges with confidence and competence.

Article Topics

Job Search Advice Military Friendly Institutions Serving Military in HigherEd Women Veterans Working as a Veteran in HigherEd

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