Your Career: Stepping away from administration?

How higher ed can make better use of former leaders who resume faculty work ADVERTISEMENT [Your Career Logo]( You can also [read this newsletter on the web](. Or, if you no longer want to receive this newsletter, [unsubscribe](. How higher ed can make better use of former leaders who resume faculty work Leaders step away from administration for many compelling reasons. Among the most common they cite publicly: They have finished a significant campus project (like a strategic plan or fund-raising campaign); they feel called to complete a scholarly project before retiring; or they want to spend more time with loved ones. Those reasons are real. But leaders also have other motivations that they are less forthcoming about in public. Under the assurance of anonymity, many former leaders attribute their decision to step away to feeling burned out or finding that formerly interesting professional tasks had grown stale. You can weather only so many 60-hour weeks, sleepless nights, campus crises, and graduation ceremonies. Some feel they’ve stayed in their roles for too long, past their prime effectiveness. Plenty of former deans and provosts, however, are still willing to flex their administrative skills and their professional networks on behalf of the institution — albeit to a lesser extent. Their leadership skills could align with many of an institution’s most urgent needs, but that happens far less often than it should. Typically, the new leadership is hesitant or self-conscious about reaching out to “the old regime,” so many potential contributions go unrealized. Given the many pressures facing institutions today, they should be far more intentional about matchmaking between an unmet campus need and a former administrator well primed to deal with it. Continue reading: “[How to Fix the Awkward Administrator-to-Professor Transition]( by Lisa Jasinski Share your suggestions for the newsletter with Denise Magner, an editor at The Chronicle, at denise.magner@chronicle.com. If you’d like to opt out, you can log in to our website and [manage your newsletter preferences here](. Teaching alongside ChatGPT What has your fall semester been like now that ChatGPT and other generative AI tools are ubiquitous? Are students using them responsibly? Are you seeing cheating with AI on the rise? Have you redesigned your assignments to either promote or mitigate AI use? Are you talking with colleagues about the issues it raises for teaching and learning? Whether you love these new tools, hate them, or fall somewhere in between, we want to hear from you. Please fill out [this Google form]( and, with your permission, your experiences may appear in a story The Chronicle plans to run later this fall. 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