Leading Through Complexity: How Online Leaders Can Drive Digital Institutional Transformation
- By Bethany Simunich
- 03/18/25
As colleges and universities navigate an era of enrollment declines and financial uncertainty, many are betting big on online education as their path to long-term growth and sustainability. Yet, as nearly 70% of online learning leaders report that their institution is prioritizing the development of online courses for on-campus programs, the path forward is far from simple. The rapid transition to remote learning during the COVID-19 pandemic revealed numerous challenges, from ensuring quality instruction to maintaining student engagement. And while more institutions are turning to online programs to expand access, outcomes remain mixed — fewer than half of students at major nonprofit online institutions graduate within eight years, according to a recent Inside Higher Ed analysis.
Leaders charged with developing and expanding online programs at their institutions are finding themselves in increasingly complex roles. They are tasked with the tricky balancing act of bridging institutional ambitions with the needs of faculty and students, all while driving the quality and scalability of online education. To succeed, these leaders need to master the art of "leading through complexity," acting as a bridge between the senior administrators making decisions and the faculty and staff responsible for delivering online programs.
But while the process can be complicated — and dependent on institutional context and culture — there are a few core steps institutional leaders can take to ensure success.
1) Engage a broad group of stakeholders.
Effective collaboration is the foundation of scaling an institution's online learning. Bringing together a committee that includes online faculty, student representatives, administrators, instructional designers, IT staff, and other key stakeholders is a vital first step in developing an organizational culture able to scale and sustain effective online learning programs.
By fostering collaboration between departments from the start, institutions can more effectively address challenges that will arise as they scale. The committee can serve multiple purposes, from brainstorming solutions to operational challenges to advocating for faculty resources and student support systems. For example, the Community College of Philadelphia established an Online Learning Advisory Group composed of 15 faculty members that ultimately became instrumental in shaping distance education policies, refining online course approval processes, developing comprehensive faculty training in online course design, and implementing an intensive quality assurance program.
2) Don't just look at data; put it into action.
In higher education, data is often the most effective tool for influencing institutional decision-makers. What gets measured, gets managed, the saying goes. Academic leaders can enhance their impact by collecting and analyzing institutional data and other information — from faculty satisfaction to student retention and performance in online courses.
Such data can be used to evaluate the efficacy of online learning initiatives, identify potential challenges, and provide possible solutions. That last point is especially important. Framing the data as part of a solution — rather than as a list of problems — can increase the likelihood of buy-in from more senior administrators. Institutional leaders are more open to hearing from "solution providers" than "problem-bringers." If student engagement in online courses is lagging, for instance, academic leaders can propose implementing specific, evidence-based instructional design or technology strategies to address the issue.
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.