IN-PERSON Prague Research & Teaching Conference

Abstract

This paper explores the preparedness of academic leaders in design to navigate unstable and disruptive contexts, proposing sustainable leadership frameworks grounded in collaboration and care. Scarcity of resources, hostile state politics, the enrollment cliff, and a post-pandemic culture of isolation challenge U.S. higher education. (O’Connell-Domenech; Essential Partners) Faculty and administrators must address both disciplinary and global concerns while defending the value of academia. Constant pressures to grow, rank, and innovate risk sidelining sustainability in leadership. While design disciplines often emphasize sustainability in their processes, these principles are rarely applied to leadership practices. How might prioritizing long-term social impact for faculty and staff reshape administrative decisions? Research highlights a shift from rigid hierarchies to models emphasizing trust, self-organization, and team dynamics, (Rutkowska and Kaminska) yet academia often clings to outdated, machine-like structures (Hormess and Lawrence) incompatible with contemporary leadership needs. Service design and future forecasting offer complementary approaches. Service design emphasizes relational and empathetic thinking, addressing the emotional implications of decisions, while future forecasting analytically imagines interconnected systems of tomorrow. (Beckers) Together, these methodologies enable leaders to anticipate disruption while considering the long-term social and emotional impacts of their choices. By embedding sustainability into leadership through service design values, academic leaders can foster ethical, collaborative, and resilient communities. This paper outlines strategies and examples to co-create conditions for care-centered leadership, addressing current challenges and ensuring enduring, sustainable practices within academia.