Leadership Philosophy

Over time and the breadth of my experience, I developed a leadership philosophy informed by multiple industries and settings, collaboration with strong leaders, and ongoing professional education and development. My leadership philosophy is grounded in a genuine commitment to facilitate the continued growth and success of an organization, and I put this philosophy into each of my academic leadership positions.

  • Effective communication and collaboration with others are essential for success in the relationships that exist within any group, team, or organization. Often, the best decisions for an organization do not come from one person or top leadership; instead, those directly involved arrive at the solution that sits at the intersection of everyone’s needs. In a School of Health Professions, this involves faculty, students, staff, clinical partners, alumni, and community partners. I approach communication by centering intentionality, respect, and trust. In both specific projects and in a day-to-day professional environment, I support a consistent practice of collaboration among my teams, which is the best way to achieve goals and align priorities together.

  • Sustained institutional excellence requires both the discernment to distinguish between urgency and importance and the discipline to remain focused on the most impactful work.

    Guided by the organization’s mission, I use data, evidence, and context to strategically design the objectives under my purview in leadership positions. The health care and education sectors are often faced with challenges, and an effective health care education leader must align resources and priorities to create strong processes and systems that last over time.

  • The realms of health professions and higher education remain under pressure from various forces, and academic leaders must understand this landscape and anticipate future challenges. My leadership approach is informed by future focus related to workforce needs, technology, and educational innovations. The goal of all health professions educators is to prepare program graduates to lead their professions for decades to come. Therefore, openness to new ideas and willingness to support novel approaches to the mission and strategy is integral to the education of health professions students. It is my hope they take this enthusiasm into their research, and clinical care as they meet the ongoing needs of our school, university, and community.

  • One of the greatest things a leader can provide is a supportive, encouraging, and optimistic environment. An academic leader always needs to demonstrate the values, tone, attitudes, and commitment that can encourage or discourage others depending on context. Therefore, I lead with enthusiasm and compassion because the work we do is important but is often challenging and involves competing demands and expectations from stakeholders. Members of a team need to feel there are opportunities for recognition, development, and achievement so they are empowered to do their very best work. This supportive, productive environment needs to be built and sustained because it is essential for people to feel valued and appreciated.

  • An academic leader must lead effectively within a school and be a strong presence beyond the school. A dean needs to be a proactive and visible ambassador for the school and tirelessly build partnerships with clinical systems, community organizations, philanthropic stakeholders, and peer institutions to expand our reach and deepen our impact. Strategic external relationships are not simply relationship-building for its own sake; they are the mechanism through which we create experiential opportunities for students, secure resources that advance our mission, and position our school as a national leader in health professions education. Through professional networks, community membership, and a strategic focus on cultivating essential relationship, I support the success of the organization as a leader at the department and school level.

  • Leadership is often challenged by external conditions. Accreditation expectations, workforce shifts, funding constraints, and the ongoing transformation of health care delivery demand that academic leaders remain steady, focused, and adaptive. My professional discipline of occupational therapy prepared me to continually assess situations as part of systems. Through assessment and application, I find solutions to meet desired goals, which translates well to academic leadership. Resilience to the unknown and the ability to navigate with integrity is key to the success of a leader, especially in our field. In my professional life, I have negotiated difficult times through strong communication, facilitating decisions, and focusing others on the mission. Together, we find or create the best path forward and emerge stronger individually and collectively.