Leading Through Complexity: How Online Leaders Can Drive Digital Institutional Transformation
3) Invest in faculty support and development.
Faculty buy-in is crucial to the success of any online learning initiative. Unfortunately, many instructors remain skeptical of, or overwhelmed by, the demands of teaching online, which is why fostering a supportive and motivating culture for faculty is so critical. By providing resources that ease the development burden, such as instructional design support and flexible LMS templates, institutions can reduce faculty workload while ensuring high-quality course design. Academic leaders can help build "grassroots" support to motivate faculty teams by highlighting accomplishments and showcasing exemplary courses.
Equally important is providing faculty with the resources and support they need to succeed. Professional development and mentorship programs are crucial — too often, the shift to online education is focused on technology, not teaching . In some cases, faculty are expected to adapt without implementation support or resources, creating unnecessary hurdles for faculty and students alike. To address this, some institutions are stepping up their support. At North Carolina Central University, for example, the Office of e-Learning has collaborated with department chairs and deans to create faculty development workshops and training sessions that address the specific needs of their academic units.
Past research has shown that investing in faculty professional development for online teaching can not only help with technology use and adoption, but ultimately change faculty assumptions about online and improve face-to-face instruction through exposure to new ideas and teaching methods. Expanding these resources can not only build the foundational trust with faculty but also boost their confidence and improve their ability to teach online effectively.
As online learning continues to grow, the role of the academic leaders charged with the development of online programs undoubtedly will as well. Increasingly, they are not just not technology advocates, but bridge builders driving a shift in culture where online learning is seen as a sustainable strategy rather than a temporary fix. Those who can bridge the gap between institutional ambition and the realities of implementation will define the future of higher education — expanding access, maintaining quality, and preparing students to thrive in a dynamic workforce.
About the Author
Bethany Simunich is vice president of innovation and research at Quality Matters and former director of online pedagogy and research at Kent State University.