The Case for Academic Leadership in HBCUs: A Commitment to Excellence and Self-Determination

As Larry Robinson steps down from Florida Agricultural and Mechanical University (FAMU) after a distinguished presidential tenure, the conversation about his successor brings to light a pressing issue: the role of academic versus corporate leadership in higher education. Despite Robinson's remarkable achievements in elevating FAMU to the #3 spot among HBCUs nationwide, a troubling narrative suggests corporate or military executives might be better suited to lead our universities than seasoned academic leaders. This notion not only underestimates the unique value of academic experience but threatens to undermine the very principles that have historically guided our institutions to excellence.  

I categorically disagree and believe the solutions to the challenges in this space can only be solved within said space.

The idea that a corporate leader might outperform an academic leader is gaining traction in higher education. Yet, this perspective overlooks the profound contributions and nuanced understanding seasoned educators bring to their roles. Academic leaders are not just administrators but custodians of an institution’s values, culture, and mission. They navigate complex accreditation processes, manage strategic planning, and balance budgets with an eye on maintaining educational quality—a feat that goes far beyond the profit-and-loss statements of a corporate setting.

Robinson’s tenure at FAMU exemplifies the exceptional impact of a leader with deep academic roots. Under his guidance, FAMU strengthened its academic reputation and achieved unprecedented research funding and national standing. His leadership was marked by a commitment to research and student-centeredness, essential for steering an institution of higher learning.

The incident involving a donation should indeed be investigated thoroughly, but it should not overshadow Robinson’s outstanding contributions.

The belief that corporate leaders are better equipped for university leadership fails to appreciate the distinct competencies required for such roles. Academic leaders who rise through the ranks of higher education are well-versed in the intricacies of educational programs, faculty dynamics, and student needs. They understand that financial management in academia is intertwined with academic priorities, requiring a delicate balance that respects fiscal responsibility, educational mission, and the politics that swirl within and around both.

The concept of shared governance—where faculty, administrators, and sometimes students collaborate in decision-making—is a cornerstone of academic institutions. Corporate executives, accustomed to top-down management styles, may struggle to adapt to this collaborative model. An academic leader, on the other hand, is more likely to navigate these governance structures effectively, fostering a community that thrives on mutual respect and collective effort.

The call for diversity in leadership should not equate to rejecting academic qualifications. Diversity encompasses a range of experiences and perspectives within the academic sphere. Leaders can and should come from diverse academic disciplines and backgrounds, enriching the institution with varied insights while remaining grounded in the core values of higher education.

While business executives bring valuable skills to the table, the unique demands of leading a university necessitate a profound understanding of academia. Effective university presidents must balance financial acumen with a dedication to academic excellence, shared governance, and the broader educational mission. The rich tradition of academic leadership in HBCUs, exemplified by Robinson’s legacy, underscores the importance of valuing academic expertise in shaping the future of higher education.

As Kevin Lawson, FAMU Trustee, aptly noted, “We have a lot to offer ourselves.” Our HBCUs possess a wealth of experience and cultural competency that are crucial for their continued success. As we search for Robinson's successor, let us remember that true excellence in university leadership is rooted in a deep understanding of academic values and a commitment to the institution’s mission.

Mass firings may not be the best approach to building that understanding.

Context is of paramount importance when considering the historical significance of Historically Black Colleges and Universities (HBCUs). A comprehensive grasp of the circumstances from which these institutions emerged, the enduring resilience necessary for their establishment and continued existence, and the solemn responsibility to safeguard them as custodians of their invaluable legacies is essential. The mounting pressures for HBCUs to conform to evolving societal norms and narratives, often imposed by external or internal influences, are incessant.

It is incumbent upon the stewards and administrators of these esteemed institutions to symbolize unwavering resistance, each akin to a vital grain of sand on the vast shore, to shield these diverse and unique establishments from attempts to homogenize them with the latest, bright ideas pushed by voices whose motives are often misaligned with institutional imperatives, culture, and mission.

Herman J. Felton, Jr., holding a Ph.D. and a J.D., is the 17th President of Wiley University. Prior to his tenure at Wiley University, he served as the President of Wilberforce University.