George Ferguson

This module brought the leadership series full circle for me by placing it squarely inside the world I work in every day. Professor Bowen's research named what many of us in higher education already feel in our bones — that completion, not access, is the defining challenge of our industry. Students are getting through the door, but too many never make it to the finish line, and the ones most at risk are those from modest and middle-income circumstances.

The research on financial aid was especially powerful. Low-income students are deeply price-sensitive to completion — not just enrollment — while… >>>

This final section of the course pulled everything together in a way that turned theory into something I can actually use. The interactional framework — leader, followers, situation — gave me a structured way to think about my own growth, and what struck me most is how interconnected each piece really is. When one element shifts, the others feel it. The SWOT exercise for personal leadership development was particularly valuable because turning that lens inward revealed both strengths I've underestimated and blind spots I need to take seriously. The research reinforces why this matters: 61% of leaders experience smoother transitions… >>>

This module reshaped how I think about leadership in the most practical way possible. Before this course, I mostly thought about leadership as something I did — a set of behaviors, decisions, and communications I was responsible for delivering. What the interactional framework showed me is that leadership is actually something that happens between people, in a context — and no single piece of that equation operates in isolation.

The three components — leader, followers, and situation — each carry real weight, but the magic is in the overlap. That's where leadership actually lives. A great leader with disengaged followers… >>>

This module on leadership impact was a meaningful pivot from the broader conversation about leadership styles and moved me into a more personal space — one that forced me to examine the effect of my own leadership, not just its form.

The idea that leadership impact can be either supportive or restrictive was especially clarifying. As a leader in higher education, I sometimes default to processes and procedures because they feel safe and predictable. But processes alone do not inspire. They do not build trust. They do not foster hope. That's the work of leadership — and it requires a… >>>

This topic hit home for me in ways I didn't expect. The question "How do you lead?" forced me to slow down and honestly examine my own patterns rather than just theorize about leadership in the abstract.

A few things really stood out:

First, the idea that the most basic requirement for leadership is having followers — not a title, not a vision, not even a desire to lead. That reframed everything for me. Leadership doesn't begin when I receive a new responsibility or step into a role — it begins the moment someone chooses to follow. That puts the… >>>

This module gave me a framework I didn't know I needed. I've been in education administration long enough to have worn both hats — manager and leader — but I never had the vocabulary to articulate the difference as clearly as John Kotter does. Managers cope with complexity; leaders cope with change. That simple distinction hit home for me.

The "Assign the Trait" exercise was genuinely reflective. Going through words like "maintain" versus "innovate," or "accept the status quo" versus "challenge the status quo," made me ask myself honestly: where am I spending most of my time? In a role… >>>

This module really helped me reframe how I think about leadership in my day-to-day work. The myth that resonated with me most was Myth #4 — that leadership is tied to a position. In my role as College Director, I interact with students, faculty, and staff at every level, and I've seen firsthand that some of the most influential people in an organization never hold a formal leadership title. Leadership truly happens at every level, and that's something I want to be more intentional about recognizing and cultivating in the people around me.

The breakdown of the leadership definition —… >>>

Out of the five management myths covered in this module, which one surprised you the most — and why? Have you personally witnessed any of these myths play out in a real workplace?

This module really challenged some assumptions I've carried for a while — particularly around Myth #1. In my role as College Director, I've seen firsthand that promoting a top performer doesn't always translate into effective management. The skills that make someone an excellent individual contributor are genuinely different from the people skills required to lead others well.

What stood out most to me was the Gallup statistic that only one in ten people naturally possesses the talent to manage effectively. That's a sobering number, but it also reframes how we think about hiring and developing managers. It's not just about… >>>