Talent Management in Higher Education: Developing Emerging Leaders Within the Administration at Private Colleges and Universities

This research focused on identifying a series of successful practices relating to administrative talent management within the higher education setting. The field study included a thorough examination of seven small to mid-size private colleges and universities that have incorporated employee development strategies. These strategies were aimed at growing future leaders from within the organization in order to achieve continuity and support institutional priorities. Specifically, several focus areas were investigated including presidential vision, leadership commitment, talent management’s place among institutional priorities, program characteristics, and program evaluation. Among the commonalities that were gathered included support at the senior officer level who serve as advocates, mentors, and program facilitators, a strong connection between talent management and the institutions’ strategic plans, and a holistic approach to developing talent at all levels of the organizations. In addition, both coaching and opportunities for growth in the work environment were evident within several of the institutions. Also, academic leadership development was considered to be a part of the talent management strategy within three of the colleges and universities. The key differentiators included the incorporation of organizational and leadership competencies to provide focus toward the performance development process at two institutions, the implementation of a succession planning model at another institution, and the location of human resource generalists in departments across two of the institutions to identify learning opportunities for both individuals and work teams. Based on both the findings from the field study and the literature review, a comprehensive procedural model is introduced that serves to support human resource departments and higher education professionals, in general, who are looking to either begin or broaden their own talent management approach. However, despite the progress that has been made across several institutions noted throughout the research study, much more must be learned in terms of how the time and resources invested in talent management translates to institutional success. Advisor: James O‘Hanlon

Elk in Nebraska: Opportunity or Another Private-Public Land Conundrum

We conducted a comprehensive research project on elk in the Pine Ridge region of northwestern Nebraska from 1995 to 2002 to determine ecological factors that could be used to improve management and reduce damage. The population ranged from 120 to 150 animals, with an average calf:cow ratio of 0.5:1 and bull:cow ratio of 0.4:1. We located 21 radio-collared female elk 6,311 times during 1995 to 1997. Seasonal home ranges of 2 herds were 10 and 44 km2, while average annual home ranges of the herds were much larger (483 and 440 km2, respectively). All wintering areas (n = 21) and 80% of the calving areas (n = 22) were located on privately-owned land. Active timber harvest temporarily displaced elk, most notably during the calving season. Elk shifted home ranges in association with the seasonal availability of agricultural crops, in particular, alfalfa, oats, and winter wheat. Population models indicated that static levels of hunting mortality would lead to a stable population of about 130 elk over 10 years. Most landowners in the Pine Ridge (57%) favored free-ranging elk, but 26% were concerned about damage to agricultural crops and competition with livestock. Habitat suitability models and estimates of social carrying capacity indicate that up to 600 elk could be sustained in the Pine Ridge without significant impacts to landowners. We recommended an integrated management program used to enhance elk habitat on publicly-owned land and redistribute elk from privately-owned land.

Chicana, Indian and Sudanese Perspectives of Teaching in the Academy: Three Levels of Experience in the Teaching-Learning and Social Environment

“Women of color from any culture or country face additional barriers in predominantly white institutions. This panel presents perspectives and experiences of three women from three cultures and three different levels of academia—a Chicana Latino visiting professor, a graduate teaching assistant from India, and a Sudanese graduate research assistant.”