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In a previous piece, we provided advice on how to navigate a transition from early- to mid-career. Based on our own experiences, we offered practical suggestions for shifting your mindset and creating a strategic vision for your role and/or unit. But the work is only beginning when you start a new role. Part of the shift for some could also include a transition in seniority, often with more leadership focus.
What does it mean to be a mid-level leader? Titles may vary across institutions, but there are a few defining characteristics. According to Drs. Amey and Eddy, individuals in these roles are often the ones to oversee day-to-day operations, executive strategic plans, and engage with students. These are positions where you have advanced beyond the entry-level roles and have some level of authority or decision-making power. However, you still report to supervisors and/or upper administration to receive directives from them on what the overall vision is for a unit or institution. There may be people to manage, but individuals may also find themselves as “an office of one.”
Staff positions that fit this category may include directors (executive, senior, or associate), managers, and unit heads. This group of employees is the lifeblood of higher education, but these roles tend to experience a high level of burnout and turnover. So, what can be done to mitigate this reality?
In the following sections, we highlight three themes: 1) embracing leadership, 2) defining success, and 3) maintaining one’s own well-being. We will explore how these categories present themselves at the mid-level career stage and consider how you can navigate them if you are a mid-level leader at your institution. We will also share key insights for those who manage people in these roles and offer suggestions for supporting individuals who play such an integral part in the higher education ecosystem.
Embracing Leadership
For previous generations, management and leadership were often synonymous. However, more people are becoming aware and versed in these two different yet intersecting concepts. For those in mid-level positions, there is a sizable effort that goes toward project and people management. Managers may focus on their supervisees’ performances to deliver results. Leaders will also consider the context while focusing on what is possible and how to advocate for their unit and supervisees’ bandwidth. These different approaches underscore that leadership prioritizes not only results but also people.
For mid-level leaders: We acknowledge that many mid-level leaders may find themselves doing both the groundwork and creating strategic visions with varying levels of personnel support. You are inevitably involved in people management, whether through supervision within or collaboration with others. Achieving cross-unit goals, “influencing without authority,” or being able to pull in other mid-level leaders and advocate for resources all become critical to how you are perceived as a leader on your campus.
For those who manage mid-level leaders: As a supervisor, your role is to empower your mid-level direct reports to embrace their roles as both managers and leaders. Some of them may have been strong individual contributors, and the mentorship you provide could help them better delegate and focus on relationship, capacity, and resource building. Since everyone is on an individual path of leadership development, you can also help them further lean into their strengths and identify areas of improvement through training and regular check-ins.
Determining Success
Another key topic that may be top of mind is the idea of professional success. For some, success may be quantifiable with metrics. For others, however, success may refer more to how you are feeling about your accomplishments and how they align with your personal values and purpose. A common pain point for those in mid-level leadership, especially in higher ed, can be reconciling the desire for advancement within a system where career mobility is often undefined or unavailable. This often creates tension, or at least a feeling of stagnation, that leads to turnover when individuals leave their current jobs for opportunities elsewhere.
For mid-level leaders: Since the idea of professional success can be highly individualized, stay grounded and clear about your own definition. Having proactive and regular conversations about your future with trusted connections can help bring clarity and creative strategies to your current situation. Embrace the 80-20 rule: spend 20% of your time focusing on your own professional development, whether it’s attending training, networking, or building new skills. The time spent will make you more competitive whenever you are ready to launch your next job search.
For those who manage mid-level leaders: To alleviate the stress related to career advancement, it is important for supervisors to maintain a clear line of communication about pathways with mid-level leaders on their team. Be honest if the opportunity to advance does not exist, and do what you can to support the individual’s next steps. If advancement is possible but requires support from upper administration, be willing to advocate for them.
Prioritizing Well-Being
The definition of success is increasingly intertwined with individual and organizational well-being in higher education. This trend has been evident among students for decades, with a shift from solely focusing on academic achievement to holistic development. For faculty and staff, the discussion is more recent and ongoing. It may be prominent for you, especially if you are at the mid-level.
For mid-level leaders: Mid-level leaders need to recognize how professional lives play a significant role in people’s mental health, including our own and that of our supervisors, supervisees, and the stakeholders we serve. The collective reckoning since the COVID-19 pandemic and this year’s many federal-level changes also point to the importance of stability for careers in higher education, especially financially and emotionally. As institutions are grappling with unprecedented levels of anxiety and burnout, mid-level leaders can and should advocate for more systemic approaches to address these universal challenges.
For those who manage mid-level leaders: To support mid-level leaders and their direct reports, those who have the power to define unit-level culture, resources, and policies should think about how to set the tone for well-being from a “top-down” approach. An example is to engage mid-level leaders and get their input when crafting a unit-level hybrid work schedule agreement. Additionally, what can leaders and managers model for early- or mid-career professionals? For example, taking time off and encouraging others to do so after a demanding project — or the willingness to be vulnerable in professional spaces and share lessons learned — can help normalize imposter fears and other personal emotions that are deeply tied to our professional identities.
Conclusion
With a changing landscape impacting almost all areas of higher education, we hope this piece brings clarity and support for those mid-career and mid-level leaders, especially those like us who recently transitioned. Our goal in writing this piece is to identify common themes of this experience and provide some tangible ways for supervisors to be in tune with mid-career challenges. At a time when many institutions are struggling with succession planning, focusing on mid-level leaders can support both individual career development and the institution’s overall success and culture.
