By Melissa Morriss-Olson
“We can’t solve problems by using the same kind of thinking we used when we created them.”
—Albert Einstein
Higher education leaders today face unprecedented challenges: shifting demographics, declining public trust, financial fragility, and rapidly evolving student needs. Within this complex landscape, some leaders are standing out—not because they have all the answers, but because they are asking better questions, seeing the whole system, and designing change from the inside out. They are applying the principles and practices of design thinking—empathy, collaboration, systems thinking, curiosity, and rapid experimentation—to reimagine what’s possible in their institutions. These aren’t abstract ideals; they’re habits in action.
In this fourth installment of the IngenioUs Leadership blog series—drawn from my book IngenioUs Leadership: Creating Solutions to Wicked Problems in Higher Education—we explore the insights and leadership practices featured in Chapter 7: Architects of Impact—Leading by Design. Each post in this series lifts up one of the seven core themes from the book that emerged through my interviews with higher education leaders across the country. This chapter focuses on those leaders whose effectiveness stems not from rigid strategy, but from a design mindset—leaders who blend empathy, systems thinking, curiosity, collaboration, and rapid experimentation to transform their institutions from the inside out.
1. Lead Beyond Ego: Empathy as Your Superpower
Empathetic leadership is not soft—it is strategic. It builds trust, fosters inclusion, and creates the conditions for transformation.
Take Dr. Beverly Daniel Tatum, President Emerita of Spelman College. Her lived experience as both insider and outsider—from being the only Black child and youngest student in her classes to her career as a psychologist and educator—shaped her remarkable ability to empathize deeply. Tatum’s leadership is not only informed by her understanding of systems of oppression but also by her reverence for human stories. In her classroom and as a college president, she made space for others’ experiences, listening actively, and using her platform to foster dialogue and justice.
Her story reminds us that leading with empathy is not an abstract ideal—it’s a practice grounded in listening, reflection, and responsiveness.
At Southern Utah University, Scott Wyatt led with similar intentionality. “People support people they like,” he explains. “We’re willing to have more grace for those that we think are sincere, working hard, and that we have a relationship with.” For Wyatt, empathetic leadership meant taking the time to understand each constituency—from students to board members—and building authentic, trust-based relationships.
Dr. Hilary Link, President of Drew University, brings yet another dimension to empathy: the value of perspective. Having lived abroad for years, she developed a deep appreciation for what it feels like to be “the other.” Her experience of being outside her comfort zone cultivated a leadership style rooted in humility, dialogic decision-making, and authenticity.
Habit to Practice: Ask yourself, “Whose perspective am I missing?” Create space for divergent voices. Lead from a place of curiosity and care.
2. Put Constituents First: Design Around the User
Design thinkers begin with the end user in mind. In higher education, that means understanding your students—not as data points but as human beings.
Stephen Standifird, former President of Bradley University, draws a powerful distinction: “There’s a big difference between being student-concerned and being student-centered.” While many institutions care about students, few are truly designed around them. Under his leadership, Bradley interviewed over 1,600 students to understand what they needed and redesigned programs accordingly—creating new pathways for both “functional” and “aspirational” learners.
At UMass Global, Gary Brahm adopted a similar ethos. His institution doesn’t blame students when they struggle—instead, it asks what the system must do differently. With personalized advising, real-time analytics, and faculty training, UMass Global became a national model for serving working adults, Pell students, and single parents.
And then there’s Dr. John Maduko, President of the Connecticut State Community College System, who is leading one of the most complex institutional mergers in the country. His approach? Deep empathy and radical student-centricity. He lowered advisor ratios, invested in mental health support, and prioritized equity. As he puts it, “If our students are going to thrive, we have to do right by that.”
Habit to Practice: Re-center your strategic conversations with one simple question: “What does this mean for our students?” Build systems that meet people where they are.
3. Go Beyond Handshakes: Build Sustainable Networks
Leading by design requires more than isolated innovation—it demands collaboration. Today’s challenges are too big for any one institution to solve alone.
Dr. Mary-Beth Cooper, President of Springfield College, is a fierce advocate for partnerships. Whether collaborating with health systems or youth foundations, she seeks out values-aligned relationships that multiply impact. “We can’t do anything alone,” she says. “The only way we’re going to thrive is in collaboration.”
Michael Alexander, former President of Lasell University, took this even further. He spearheaded the LCMC (Lower Cost Models for Independent Colleges) Consortium—a groundbreaking initiative that allows small colleges to share courses, credentials, and ideas. What began with 19 schools has grown to over 125 institutions, proving that cooperation is not just noble—it’s essential for survival and innovation.
Their stories underscore a powerful truth: Networks aren’t just for visibility. They are infrastructure for shared learning, experimentation, and resilience.
Habit to Practice: Identify three potential partners who share your values but bring different strengths. Invite a “curiosity conversation” to explore what’s possible together.
4. Understand the Entirety: See the Forest and the Trees
Design leaders don’t just act—they connect. They understand that decisions in one area ripple across the whole system.
Dr. Daniel Greenstein, Chancellor Emeritus of Pennsylvania’s State System, approached the merger of state universities not as a consolidation—but as a design opportunity. He asked his teams to build “the university of the future,” and to consider how each functional area intersected with others—from enrollment to academics to finance.
Similarly, Dr. Michael Crow at Arizona State University restructured the entire institution to reflect interconnected realities. He replaced 85 traditional departments with transdisciplinary schools and launched the Global Futures Laboratory to address the planet’s most pressing problems. His work exemplifies systems-level thinking driven by bold aspiration.
Dr. Andrew Hsu, President of the College of Charleston, used systems thinking to rethink enrollment, industry partnerships, and philanthropy. Drawing on his background in aerospace engineering and work with NASA, Hsu sees the institution not as a set of silos but as a living, breathing ecosystem.
Habit to Practice: Map your decision’s ripple effects. Who else is affected? What are the upstream and downstream impacts? Think in systems—not silos.
5. Sharpen Your Inquiry: Ask Better Questions
Design leadership thrives on inquiry. Leaders who embrace a mindset of “What if?” and “Why not?” open doors to possibility.
Dr. Christina Royal, former President of Holyoke Community College, calls curiosity her superpower. By asking the right questions—and inviting others to do the same—she uncovered transformative insights, like the fact that over 60% of her students were part-time. That one data point reshaped institutional priorities.
Dr. Bernard Bull, during his time at Concordia University Wisconsin, discovered that “rockstar” faculty in face-to-face settings were struggling online. Why? His team asked better questions, observed behaviors, and ultimately created a tool to allow audio feedback. The results? Student satisfaction soared.
Both leaders remind us that questioning is not about having the answers—it’s about unlocking better understanding.
Habit to Practice: Practice “Five Whys.” For every challenge, ask “Why?” five times to uncover root causes and surprising insights.
6. Prototype Boldly: Turn Ideas into Impact
Design isn’t theory—it’s action. Prototyping allows leaders to test ideas, learn from mistakes, and scale what works.
Paul LeBlanc at Southern New Hampshire University learned this the hard way. During SNHU’s explosive growth, operational systems broke down. Instead of retreating, LeBlanc embraced the moment as a prototype. His team reimagined student services and built scalable, resilient systems. His philosophy? “Mistakes are incredible opportunities to learn.”
At Drexel University, John Fry led bold experiments in university-community partnerships. From public safety to K-8 education to neighborhood development, Fry has shown how leaders can turn vision into visible, lasting change—by prototyping with the people they serve.
Habit to Practice: Pick one bold idea that hasn’t moved forward. What’s the smallest possible version you could test next week? Start there—and learn fast.
Conclusion: Design Thinking is the New Leadership Superpower
The leaders featured in this post do not merely react to disruption—they reshape it. They lead by design, embodying the principles of empathy, experimentation, collaboration, and systems thinking.
In a time when higher education must reimagine itself, these leaders are showing the way. They are Architects of Impact—leaders who understand that innovation begins not with rigid plans, but with purpose, perspective, and the courage to start small.
So we leave you with a few questions to ponder:
- Where am I designing for ease rather than impact?
- Who have I not yet invited into the conversation?
- What assumptions am I ready to challenge?
- How might I turn insight into action—this week?
The future of higher education depends not just on what we do—but on how we do it.
Let’s lead with design.
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