Running head: NAVIGATING THE SEAS OF UNCERTAINTY

Navigating the Seas of Uncertainty

by
Josh Garrido
EDU 6201 The Landscape of Higher Education
May 2, 2016

NAVIGATING THE SEAS OF UNCERTAINTY

Navigating the Seas of Uncertainty

If a man knows not what harbor he seeks, no light will be enough to guide him. This
quote appears on an inspirational poster that hangs just outside of my office. Appropriately, it is
super-imposed onto a picture of a light house, offering guidance to ships during a dark and
stormy night. While the intention of this poster is to encourage students who visit the office to set
goals for themselves, I think it also serves as a greater reminder to the institution itself. Where is
the institution headed and how will it know how to get there? In this paper, I will be analyzing
my interview with the Senior Vice President of Student Services at a private, Christian, nonprofit, health sciences University located in Orlando, Florida. Discussed will be the history,
unique mission, culture, climate, decision-making process, and future opportunities of the
University, and how each will play an important role in the direction and ultimate success of the
institution.
Discussion
While the history of the University may be briefit will be celebrating 25 years in
existence next summerits legacy can be traced back more than 100 years, when the Florida
Hospital School of Nursing operated on the same grounds from 1913 to 1958. In 1992, the
institution was founded by the largest hospital system in Florida and by extension, one of the
largest healthcare systems in the United States, and opened its doors with the mission of
educating healthcare practitioners who will practice healthcare as ministry (S. Roche, personal
communication, April 18, 2016). Currently, the University offers ten undergraduate programs
and six graduate programs, all within the healthcare discipline.

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When asked to reflect on the history of the institution, the interviewee immediately
recalled the level of physical growth he has seen on campus compared to when he started at the
University 17 years ago. There were 500 students total at that time, where now the University
boasts an enrollment close to 3,000 students, including on-campus, online, and dual-enrollment.
A number of newer, larger buildings have also been added to the campus over that time,
providing more space for students, faculty, and staff.
However, there has also been organizational growth, in terms of how the University
strives to provide excellent education in line with its mission. Its been interesting to see how
[the institution] has evolved. First, how it has evolved with its size and number of program
offerings, and second, how it has evolved as a mature institution that serves its [parent
organization] (Roche, 2016). Hendrickson, Lane, Harris, & Dorman (2013) note that each
college and university has a unique history and culture that stems from factors determined by
how it was founded, its mission, its level of resources, and, most importantly, its organizational
philosophy (p. 19). It is clear that much of the identity of this university is easily traced back to
its founding organization, as noted by my interviewee:
While our mission is not the same as Florida Hospital, which is extending the healing
ministry of Christ, our mission is more like preparing future leaders that will extend the
healing ministry of Christ. Therefore, we are to educate students in the same milieu as to
what Florida Hospital would want. (Roche, 2016)
Over the last 18 months the University has experienced a change in leadership structure
by adding a Provost position and there has been some turnover in key leadership positions,
mainly due to promotion or shifts in responsibility. Coupled with the fast-paced growth of the

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institution, this has led to many new employees being hired is a short amount of time, which has
raised the concern of a change in both culture and climate. Though these terms may seem
interchangeable, Hendrickson, et al. (2013) defines them in this way: whereas culture pertains
to the embedded and stable beliefs, values and norms of a group, climate refers to members
assessment, views, perceptions, and attitudes toward various aspects of organizational life
(p.34). This suggests that any perceived change in culture would create a change in climate as
well. Therefore, one concern may be that the lack of indoctrination of the mission or culture
with new employees, especially in leadership positions, could water-down the founding
culture. Kezar and Eckel (2002) investigated the ways in which culture shapes an institutions
change processes and strategies. They found that change strategies seem to be successful if they
are culturally coherent or aligned with the culture (Kezar & Eckel, 2002).
When asked to comment on his perception of the institutions culture and climate, the
interviewee was quick to acknowledge the fact that the University is in a transition and growth is
happening quicker then possibly anticipated.
The climate and the culture are still very inviting. Most people love coming to work here.
The climate is mixed a little bit with the unknownone might even say fear. Not so
much like, Oh no, the sky is falling but, Man, this has been such a good ride. Whats
the next 25 years going to look like? Weve always been very good at strategic planning,
we know where were going, and we just need join arms and march in the same direction.
(Roche, 2016)
Hendrickson, et al. (2013) indicates that effective leadership in higher education can only
happen if the individuals working throughout the organization appreciate and behave within the

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context of the unique institutional culture in which they serve (p. 20). Its clear that this is a top
priority for this senior administrator and the institution as they navigate recent and future change.
Kezar and Eckel (2002) agree and acknowledge that higher education leaders may be more
successful in facilitating change if they understand and embrace the cultures in which they are
working (Kezar & Eckel, 2002).
The rapid organizational change coming to college and universities in the future will
require these institutions to evaluate their current governance structures (Hendrickson, et al.,
2013, p. 46). Kezar and Eckel (2004) note that the intense environmental demands on higher
education place great responsibility and strain on institutional leaders to make wise decisions in a
timely manner (Kezar & Eckel, 2004). When asked if his institutions decision-making
processes are clear, the interviewee stated, I think there is a good understanding of the decisionmaking processes from the assistant director-level up. From the assistant director-level down,
there is a good understanding if those individuals want to understand the process (Roche, 2016).
He added that the institutions decision-making process has remained relatively the same
since the Universitys inception. For example, the University has three top-tier committees
headed by senior administrators that deal with important academic and non-academic decisions:
the Operations Committee, Academic Polices Committee, and finally, the Presidents Council.
Anything that doesnt deal with academics goes to the Operations Committee or straight to the
Presidents Council. Anything that deals with academics goes to the Academic Policies
Committee and then comes up for final approval to the Presidents Council. Since these
committees meet fairly often, this allows for decisions to be made relatively quickly, and since
the ultimate decision falls with the Presidents Council, each decision can be viewed and decided
based upon the mission and goals of the institution (Roche, 2016).

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As the University navigates the current climate of change and transition, the interviewee
believes that the recent growth of the institution makes the future seem bright. For example,
while the institution needed to tighten budgets a bit over the last year, the recent accreditation of
the Doctorate in Physical Therapy program is expected to help increase revenue in the coming
years. Also, new resources and building additions will be available within the next few years and
new academic programs, along with strong marketing initiatives is expected to help increase
enrollment (Roche, 2016).
Looking into the future, the interviewee also sees potential for additional growth for the
University, even across state lines.
Were just now beginning to see the tip of the iceberg when it comes to where we may be
able to go with different campuses. With the shortage of healthcare educators, if we can
give didactic instruction through asynchronous methods and we can do it at the site of the
hospital . . . and other hospitals want this type of education and need these kinds of
healthcare providers, were going to have more and more opportunities to be [in those
areas]. (Roche, 2016)
While it remains to be seen if this University will enter the realm of multistate or
multinational educational institutions, there is no question that the cutting of state financial
support has caused many institutions to seek new revenue streams outside state borders
(Hendrickson, et al., 2013, p.132). This may prove to be a mutually beneficial partnership
between the University and the hospital systems needing quality healthcare education.

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Conclusion
During the course of my interview, I immediately recognized two very important
characteristics of the interviewee. First, the commitment and drive he shows in ensuring that the
University will live up to its unique mission and second, the passion for service shown to the
students, parents, and other stakeholders of the University. The interviewee stated that he always
tries remember the mission of the institution and regularly considers the Universitys brief but
impressive history when making important institutional decisions. According to Hendrickson et.
al (2013), having a clear sense of mission allows an institution to use that mission as a lens to
interpret changes in the environment and connect institutional aspirations with what is happening
in the world (p. 12). It is through this lens that the vision of the future can become clear and the
institution can successfully navigate the seas of uncertainty.

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References
Hendrickson, R. M., Lane, J. E., Harris, J. T., & Dorman, R. H. (2013). Academic leadership and
governance of higher education: A guide for trustees, leaders, and aspiring leaders of
two- and four-year institutions. Sterling, VA: Stylus Publishing, LLC.
Kezar, A. J. & Eckel, P. D. (2002). The Effect of Institutional Culture on Change Strategies in
Higher Education: Universal Principles or Culturally Responsive Concepts? The Journal
of Higher Education 73(4), 435-460. The Ohio State University Press. Retrieved April
29, 2016, from Project MUSE database.
Kezar, A. J. & Eckel, P. D. (2004). Meeting Today's Governance Challenges: A Synthesis of the
Literature and Examination of a Future Agenda for Scholarship. The Journal of Higher
Education 75(4), 371-399. The Ohio State University Press. Retrieved May 2, 2016, from
Project MUSE database.