Digital Leadership in Higher Education: Purposeful Social Media in a Connected World 9781003444244

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Advance Praise for Digital Leadership in Higher Education “Josie Ahlquist gives you the tools to ensure congruence between your online and offline life so that you can be confident using social media—rather than letting social media use you.”—Ken Anselment, Vice President for Enrollment and Communication, Lawrence University “Effective leadership means we must bring our values and mission—not just soundbites—to our activity in the digital sphere. And it’s not as hard as you may think, thanks to the very practical examples and exercises Josie Ahlquist has given us in this book.”—Brandon Busteed, President, University Partners, Kaplan, Inc. “If you want to learn both the why and the how behind online leadership in higher education, read this timely book, from cover to cover—from guidance, through development, to putting principles into action, it will be your north star.”—Scott Cline, Vice President of Enrollment Management and Auxiliary Services, C ­ alifornia College of the Arts “What this well-researched and must-read book offers leaders in higher education is the case for why they need to be active in digital spaces. The reality is that either you can define yourself and your institution or you can let others do it.”—Miles K. Davis, President, Linfield College “Through her research and expertise, Josie Ahlquist has created a content-rich, ­example-filled book about digital leadership for educators, practitioners, and aspiring professionals.”—Kathy L. Guthrie, Associate Professor of Higher Education, Florida State University “Josie Ahlquist breaks new ground with Digital Leadership in Higher Education. The book has a wide range of ideas that meets the reader wherever they are in their digital leadership journey.”—Walter M. Kimbrough, President, Dillard University “Josie Ahlquist brings her superb expertise in digital technology and leadership theory to empower readers to develop an open tech mind-set through lively examples and engaging writing grounded in scholarship presented with a personal and conversational tone.”—Susan Komives, Professor Emerita, University of Maryland “Often, higher education leaders see social media as a burden. Digital Leadership in Higher Education should be required reading in any leadership program, because it clearly demonstrates how social media can and should extend leadership rather than be a burden for it.”—Russell Lowery-Hart, President, Amarillo College “What makes this book truly special, beyond the treasure trove of practical suggestions, is the emphasis on the importance of being purposeful and genuine in one’s use of digital media to support individuals and communities.”—George S. McClellan, Associate Professor of Higher Education, University of Mississippi

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“Digital Leadership in Higher Education sets a new standard for our profession. Solidly researched, the book delivers critical insights and self-directed improvement exercises in an engaging style.”—Jason B. Pina, Vice President for Student Affairs, Ohio University “Josie Ahlquist gives higher education a much-needed guide to embracing digital leadership.”—Erik Qualman, #1 Bestselling Author and Digital Leadership Speaker “I recommend this book for every higher education leader whether you have 100 or 100,000 followers. Reading it not only inspired me to review my own strategies and tactics but also gave me purposeful questions as a chief marketing officer to put forward to our institution’s social media managers.”—Melissa Farmer Richards, Vice President for Communications and Marketing, Hamilton College “In Digital Leadership in Higher Education, Josie Ahlquist encourages higher education professionals to be vulnerable and authentic and provides real role models for purposeful, social engagement and education.”—Terisa Riley, Chancellor, University of Arkansas - Fort Smith “Whether you are a social media avoider or an early adopter of new platforms as they emerge, this book will be food for thought on how to create and maintain a purposedriven digital leadership presence.”—Heather T. Rowan-Kenyon, Associate Professor, Lynch School of Education and Human Development, Boston College “Josie Ahlquist’s Digital Leadership in Higher Education makes social media less scary by emphasizing authenticity and service—both common traits for student affairs professionals.”—Jason Simon, CEO, SimpsonScarborough “For higher ed leaders who are hesitant to embrace social media or need to hone their skills, Josie Ahlquist’s book is a valuable guide to learning why and how to incorporate social media meaningfully and effectively into their professional lives.”—Melissa Woo, Senior Vice President for Information Technology and Chief Information Officer, Michigan State University

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D I G I TA L L E A D E R S H I P I N H I G H E R E D U C AT I O N

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DIGITAL LEADERSHIP IN HIGHER EDUCATION Purposeful Social Media in a Connected World

Josie Ahlquist

STERLING, VIRGINIA

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COPYRIGHT © 2020 BY STYLUS PUBLISHING, LLC. Published by Stylus Publishing, LLC. 22883 Quicksilver Drive Sterling, Virginia 20166-2019 All rights reserved. No part of this book may be reprinted or reproduced in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, recording, and information storage and retrieval, without permission in writing from the publisher. Library of Congress Cataloging-in-Publication Data Names: Ahlquist, Josie, author. Title: Digital leadership in higher education : purposeful social media in a connected world / Josie Ahlquist. Description: Sterling, Virginia : Stylus Publishing, [2020] | Includes bibliographical references and index. | Identifiers: LCCN 2020037650 | ISBN 9781620367520 (paperback) | ISBN 9781620367513 (hardcover) | ISBN 9781620367537 (pdf ) | ISBN 9781620367544 (ebook) Subjects: LCSH: Internet in higher education. | Educational technology--Management. | Social media in education. Classification: LCC LB2395.7 .A43 2020 | DDC 378.1/7344678--dc23 LC record available at https://lccn.loc.gov/2020037650 13-digit ISBN: 978-1-62036-751-3 (cloth) 13-digit ISBN: 978-1-62036-752-0 (paperback) 13-digit ISBN: 978-1-62036-753-7 (library networkable e-edition) 13-digit ISBN: 978-1-62036-754-4 (consumer e-edition) Printed in the United States of America All first editions printed on acid-free paper that meets the American National Standards Institute Z39-48 Standard. Bulk Purchases Quantity discounts are available for use in workshops and for staff development. Call 1-800-232-0223 First Edition, 2020

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For my late Grandpa, Straitor Clark, who, despite receiving only a middle school education, insisted upon higher education for his children, grandchildren, and great-grandchildren. “Get your education, kid. . . . Nobody can ever take that away from you!” For my sidekick, business partner, best friend, and husband, Lloyd Ahlquist, who cultivated and encouraged a life of creating. And for my parents, Mike and Janet Hutchinson, who would never ask for recognition but deserve to be honored with a world record standing ovation.

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CONTENTS

PREFACE

ix

ACKNOWLEDGMENTS

xiii

INTRODUCTION The Meaning Behind the Screen

1

PART ONE: PRIMER FOR DIGITAL LEADERSHIP

7

1 WELCOME TO YOUR DIGITAL LEADERSHIP PURPOSE

9

2 THE TECH PULSE OF HIGHER ED PROFESSIONALS

32

3 PLUGGING DIGITAL SKILLS INTO YOUR PROFESSIONAL PRACTICE

53

PART TWO: A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE

81

4 HEARTWARE Your Why for Leading Online

83

5 A DIGITAL MIND-SET ON LIFE, LEADERSHIP, AND LEGACY

106

6 A VALUES-BASED STRATEGY FOR SOCIAL MEDIA

132

7 SOLVING THE RELATIONSHIP EQUATION

162

PART THREE: DIGITAL LEADERSHIP IN PRACTICE

191

8 INVEST IN YOUR ONLINE AMPLIFIER

193

9 DIGITAL ROLE MODELING AND LEADERSHIP IN PRACTICE

216

10 THE NEXT WAVE OF DIGITAL INFLUENCE AND LEADERSHIP

235

11 THE FUTURE OF DIGITAL LEADERSHIP

249

APPENDIX Book Contributors: What Is Your Why for Leading Online?

267

REFERENCES

277



291

ABOUT THE AUTHOR INDEX

293

vii

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PREFACE

T

his is a first-of-its-kind book, one that intentionally situates social media and leadership for higher education professionals (also often called higher ed professionals). My goal in creating it was to infuse it with significant substance that would be simple enough for busy professionals to quickly apply. Like a true Brené Brown fangirl (who, no surprise, is cited in this book), I focused my educator framework on producing original research that can be immediately translated into practical and relatable application. As a result, I bring together scholarship, case studies, and reflective and proactive activities that are scaffolded in a way that advances your digital leadership practices as you progress through the book. Let me explain the three major research studies that show up throughout this text. For the first study, which originally kicked off in 2013, I focused on 16 vice presidents of student affairs who were highly active on social media. I conducted interviews with all of them and analyzed 6 months of their Twitter feed activity, which led to a preliminary digital leadership framework and digital decision-making model (Ahlquist, 2016b). Since then, this research project has expanded to include vice presidents from all areas of campus, as well as provosts, presidents, and chancellors in higher ed. The second study featured in this book, presented in chapter 2, is called #­HigherEd Digital Life. Whereas the first study was a qualitative one, this study used ­quantitative methods to investigate how, why, and where higher ed professionals were using digital communication tools. After collecting data from 420 participants, we found differences based upon positions, divisions, and platforms throughout the field. The third study was part of my preparation for writing this book. From 2017 to 2019, I collected information to create in-depth case studies of higher ed leaders; I refer to them as digital role models and include some of them in features throughout this book. Specifically, I obtained stories and usage patterns through interviews, surveys, and emails. Although you’ll see many of the sources from this study referenced as “personal communication” (per American Psychological Association [APA] guidelines), several of the interviews were recorded for my podcast series, Josie and The Podcast (www.josieahlquist.com/thepodcast). As a result, this text provides indepth features for over a dozen higher ed professionals, and more than 60 others are quoted and/or offered as examples of digital leadership in practice. Unlike what APA typically calls for, I have purposefully chosen to write about them using first names— further reinforcing the digital leadership guiding principles you will soon experience. I also share an overview of currently available digital engagement platforms and where I see higher ed professionals not just surviving but thriving on them. No matter ix

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x  preface your position on campus, I want to see you equipped and empowered to educate your campus, community, and family and become a role model for what it means to lead, whether your space for engagement is physical or digital. This book gives me an opportunity to share a positive and purposeful philosophy and make it real and meaningful to you. It’ll take a little work on your end to make it personal, so I have included reflective application exercises throughout the book to guide you to remix your leadership practices. I challenge you to complete them as they are presented in each chapter; however, since I’ve been that reader who highlights sections to complete later or skips them completely, I know some of you may not take the opportunity to fill in these activities like a workbook, especially if you have a digital version of the text. Whether you’re reading this book on a printed or digital page, I invite you to visit josieahlquist.com/digitalleadership to find all the exercises (plus more), which you can complete online or on printed worksheets for individual, course, or group study. You’ll also find updates on major social media changes that may impact your digital leadership journey. To preview this digital leadership roadmap, let me provide a snapshot of this book’s 11 chapters. The introduction and Part One, which includes chapters 1, 2, and 3, give an overview of social media and the role of tech tools in the work of educational professionals. Part Two, which includes chapters 4, 5, 6, and 7, covers a purposeful digital leadership presence that is outlined through leadership theory, values-based strategy and branding, and meaningful types of content for digital leadership. Finally, in Part Three, chapters 8, 9, 10, and 11, I discuss advanced practices for specific platforms and highlight real-life case studies of higher ed professionals who are leading the digital charge. Before you hit the road, remember that I don’t expect you to make this journey alone. As you read about various leadership theories, you’ll learn that change and transformation occur within a community.

Activating a Digital Leadership Community Like social media, this book isn’t a one-way conversation or a static presentation without change. A major part of leadership is the cultivation, empowerment, and activation of community. Using this book as a conduit, I have already created two ways you can connect in community with me, the featured digital leaders in this text, and anyone reading this book—and both are completely free.

The Heart Behind a Hashtag: #DigLead Although it’s nearly impossible to “own” or claim a hashtag on the internet, I couldn’t help but have a branded hashtag for this book and the entire digital leadership in higher ed movement. For years, I’ve been using #DigLead on Twitter, whether tweeting an article about a topic I want to share or using it as the common hashtag when I speak at conferences or on campuses. At the time of this book’s publication, #DigLead

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preface  xi

was actively being added to posts on Twitter, LinkedIn, and Instagram. To quickly connect with me and others who are interested in digital leadership in higher ed and to discover related content we’ve posted, I encourage you to use this hashtag. Heck, why not post something right now? Head on over to Twitter, Instagram, or LinkedIn, and let me and your community know you’re starting your digital leadership journey. Don’t forget to add #DigLead!

You’re Invited to the Digital Leadership Network! Although this book’s companion website (www.josieahlquist.com/digitalleadership) includes exercises, book feature profiles, and lots of other goodies, I wanted to create a private, stand-alone community away from major public social media channels for focused dialogue, networking, and more. Although productivity apps and private communities are not covered in depth in this text, they’re fantastic tools you can use within courses, community organizations, departments, and teams. Based on cost, access, and usage trends at the time of this book’s publication, I decided to create a digital community on a platform called Mighty Networks. To join the Digital Leadership Network, use the following link to request (free) membership: http://bit.ly/ DigitalLeadershipNetwork. You can also download the Mighty Networks desktop, mobile, or tablet application on iTunes or Google Play. You’ll find several different topics and groups, including each of the 11 chapters (to share chapter-specific reflections), Orientation (which is especially useful for newbies), Meet Your Features, Meet Your Author, and current popular platforms for digital leaders (Instagram, Facebook, Twitter etc.). I anticipate that as the community grows, the network layout will also evolve. Please head to Introductions to say hello and, of course, refer to the Orientation section if you need to learn how to use the Mighty Networks platform. I can’t wait to connect with you all there!

Digital Waves From Your Author, Josie Ahlquist After working 12 years on college campuses in student affairs, digital leadership captivated and called to me so much I solely devoted my career to it. Since 2013, I’ve been blogging, researching, speaking, consulting, podcasting, coaching, and writing about digital leadership in higher ed at www.josieahlquist.com. I discovered my passion for this topic while pursuing my doctorate at California Lutheran University, which explains my research-to-practice perspective to this day. But you can leave off the Dr. designation and just call me Josie. This book took me years to research, write, rewrite, and edit, and I’m very honored you have invested in it and your digital leadership journey. As your author, my journey in getting it published was transformational. I encourage you to dig into my technology timeline on the book’s companion website, and use it to reflect on your own relationship with technology. This rewind of my path of technology adoption outlines major shifts in tech tools over the last 40-plus years. Throughout this book, you’ll hear about my personal experiences

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xii  preface online, both successes and stumbles, and learn more about the strength I’ve found in digital communities. You’ll quickly discover just how personal technology is, which makes it complicated enough that unpacking it deserves an entire book. Talking about personal, I might as well mention that I’ve seen life from the internet celebrity side. My partner, Lloyd—known on the internet as EpicLLOYD (www .youtube.com/EpicLLOYD)—is one of the cocreators, alongside Peter Shukoff, of Epic Rap Battles of History (www.youtube.com/ERB). Since 2010, with over 15 million subscribers and 3.5 billion views, their web series has drawn Emmy nominations and achieved gold record status dozens of times from their original music. Although at times this “celebrity status” can be odd, it’s also my cool card, and I’ll cash it in every time. But as a student reminded me after a student leadership conference keynote, "It's cool and all about Lloyd—but you've got enough coolness to hold your own. Can I follow you on Instagram?" Yes! I welcome connections, from college students to campus executives. Find me on Twitter (@josieahlquist), Instagram (@josieahlquist), LinkedIn (/josieahlquist/) and Facebook (/DrJosieAhlquist).

A Map to Your Heartware I approach this book fueled with a positive perspective that hopefully meets you where you are as a leader in higher ed, holistically and with heart. You won’t be scolded, shamed, or pressured to get on more platforms. You will be called to get clearer on your purpose—more than ever before. And yes, you too can follow me on Instagram, Twitter, or any other platform. My joy in working with students doubles with helping professionals who have devoted their careers in higher ed to develop digital leadership skills. This book is for you. My only expectation of you as a reader is that you come to terms with tech, whether you already love getting Instagram notifications or you cringe at the sight of someone taking a selfie. I also want to say hello to you as you sit there taking in this text, maybe on a stationary bike, on a cross-country flight, or in a classroom. Your identity, your values, and your story matter as you embrace digital leadership. The use of tech to amplify these magnetic things about yourself will expand your leadership capacity and propel you forward on your journey toward enacting a purpose-driven digital presence. My hope is that in reading this, you’ll create your own terms and conditions for social media—ones that will not only allow you to thrive but also help others shine. What I have discovered in my research and teaching career is that the digital divide is not just access to or education on technology. It is holistic development (personal and professional) in what I propose as digital leadership development, which allows a leader to integrate social media with values and a purposeful approach. This book is about not only what tools you should use but also how you live out your values, on campus, online, and everywhere in between. We’re going off-road to refresh your thinking about tech.

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ACKNOWLEDGMENTS

I

am not the sole architect of this book. The years and years of researching, writing, and editing were built and carried through community. The journey began as early as 2013. I approached Edlyn Peña, my adviser and dissertation chair at California Lutheran University, about a new research idea that would be in addition to my dissertation. Her confidence in me and willingness to guide a pilot study resulted in the initial drafting of the digital leadership guiding principles that make up this text. In the spring of 2015, George McClellan, assistant professor at the University of Mississippi, strongly encouraged me to write a book of my own and further supported the initial book proposal to Stylus Publishing—including introducing me to my now editor, David Brightman, whose belief in this emerging topic and me as a first-time solo author must be acknowledged. I need to recognize numerous supporters and editors were part of my proposal acceptance, including Ed Cabellon, Liz Gross, and Amma Marfo. During this time I collaborated with Brian Bourke, associate professor at Murray State University, on further research featured in the text called #HigherEd ­DigitalLife. Thank you, Brian, for your collaborative spirit and appreciation for technology in higher ed. From my years of speaking, podcasting, and blogging about social media and leadership, I have learned that storytelling and stats are required to make an impact on audiences, readers, and listeners. So, of course, the heartbeat of the book would be a chamber of voices throughout higher ed. Although this roster is extensive, each should be acknowledged for significant contributions to the features, quotes, and examples throughout. Thank you, Kristen Abell, Mamta Accapadi, Christine Adam, Ai Addyson-Zhang, Angela E. Batista, Michael Benson, Brian Bourke, Mary K. Boyd, Mordecai Ian Brownlee, Brandon Busteed, Ashley Budd, Ed Cabellon, Adam Castro, Sue Caulfield, Thom D. Chesney, Tim Cigelske, Martha Compton, Christopher Conzen, Paulette M. Dalpes, Thomas Dickson, Tony Dobies, Tony Doody, Karen Freberg, Jonathan Gabriel, Julia R. Golden, Liz Gross, Jenny Hall-Jones, Brian D. Hercliff-Proffer, Levester (LJ) Johnson, Shamika N. Karikari, Walter Kimbrough, Ann Marie Klotz, Peter Konwerski, Katie Linder, Russell Lowery-Hart, Amma Marfo, Gail Martineau, Cynthia Teniente-Matson, Jeremy McMillen, Tim Miller, Ajay Nair, Laura Pasquini, Julie Payne-Kirchmeier, Pearson, Sumun L. Pendakur, Patty Perillo, M. L. “Cissy” Petty, La’Tonya Rease Miles, Matthew Reed, Terisa Riley, Steve Robinson, Penny Rue, Joe Sabado, Kirk Schulz, Frederick Smith, Jon-Stephen Stansel, Jennielle Strother, Erin Supinka, Brock Thompson, Vinicius “V.” Vargas, Marci Walton, Daria J. Willis, and Melissa Woo. xiii

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xiv  acknowledgments Early in the writing process, I quickly discovered that I would need to build a team around me, formally and informally. Thank you to my primary copy editor, Jennifer Keplinger, for the thousands of messages and drafts, as well as introducing me to my now favorite project management tool, Asana. In the last leg, where major edits were required, I called upon a wonder woman of an editor, writer, and friend, Kristen Abell, for whom my gratitude has not enough words. In the final year of the journey, I called upon a crew of colleagues I warmly referred to as #TeamJosie that eventually became a GroupMe digital community. I give all the thankful GIFs available on the internet to Kristen Abell, Ed Cabellon, Keith Edwards, Alexandra Froehlich, Meghan Grace, Liz Gross, Kathy Guthrie, Ann Marie Klotz, Amma Marfo, Laura Pasquini, James Robilotta, Katie Ross, and Ana RossettiSloan. Thank you for seeing me through the realness. Another team I’d like to recognize are actually members of my business team who, throughout the years, supported various elements of my business and this book: Julia Bates, Erika Boltz, Melissa Gloudeman, McKenzie Magnus, Lynn Meadors, Mallie Rust, Tyler Thomas, and Shakivla Charmaine Todd. The final section of acknowledgments are to furballs, friends, and family. To my fur family, who kept me company or forced me to take a break, Parker; Luna; Izzy; and, gone much too soon, Dakota. My friends both in Los Angeles and around the globe were instrumental, and I would like to honor a few who have not already been listed, including Maisha Beasley, Kristen Cruise Shukoff, Jill Goslicky-Krebs, Ashley Hall, Lea Jarnagin, Aaron Krebs, Lacy Schneider, Peter Shukoff, Erika Stoeser, and Shannon Taylor-Ashkin. To my family, starting with my nieces and nephew, Madeline, Roxanne, Ryken, and Satori—one FaceTime session hearing your giggles and seeing your playful joy fueled my writing for days. To my sisters Suzi and Tiffany, while formal by marriage, I hold our relationships and your support very sacred. Thank you to the entire Ahlquist clan, Kirk, Travis, and Papa Bruce, who serve as a resilient tribe providing care, curiosity, and challenge. For my late mother-in-law Rosemary, gone from this world but very much part of my life, your spirit is woven into all my work. My grandparents, Straitor and Elaine Clark, both in this world and beyond, passed on a tireless work ethic and the importance of higher ed. I want to thank my brother, Cody Hutchinson, my very first classmate and now trusted adviser and best friend, and my parents, Mike and Janet Hutchinson. Thank you to my dad for laughing, crying, and praying with me, especially while I was creating this book. I was also blessed to be raised by a kindergarten teacher. My mother’s unconditional belief in me outshined the shadow cast by other schoolteachers who shed doubt on my writing as a child. And to my husband, Lloyd Ahlquist, who may have more YouTube subscribers and social media followers than most—but who is really a creative medium. Lloyd discovers powers and possibilities in people and projects before anyone else and brings them to life. My doctorate, my business, and this book were all forecasts behind which he was a force. My love, thank you.

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INTRODUCTION

The Meaning Behind the Screen

W

hat’s the actual return on investment (ROI) of actively engaging on social media? Is it really worth my time? What tools are best suited for my audience? Isn’t Twitter just a self-promotion platform for the “popular celebrities” of higher education (higher ed)? How do I express my personal opinions and views but still represent (and not get in trouble with) my institution? Do students actually want to connect with me online—won’t that be awkward? If I connect with a parent, won’t they message me 24/7?! Social media feels like a second job—how do I carve out time to keep up? How can I tell if it’s making a difference? These are all valid questions about using social media, which I get often, and are best answered by sharing a story.

The Difference Twitter Can Make Throughout this book, I present you with strategies for selecting platforms and connecting with audiences with purpose, and Paulette M. Dalpes, the vice president of student affairs at the Community College of Aurora, is a good example of this in action. Paulette’s Twitter account (https://twitter.com/PauletteDalpes) is an open space for dialogue and education with all her connections. In addition to information about community colleges, you’ll find her tweeting about issues of social justice and amplifying voices and stories not always documented on TV. She began integrating Twitter in her work in 2011, and since then, she’s found that it’s important to communicate strategically through it, and she has advocated for using the platform throughout the student affairs division. The content Paulette has shared on social media has roots in her leadership style, social identity theory, and critical race theory. She described these theories as situated in her passions: “I am committed to raising critical awareness about race, especially among White people, and trying to encourage and educate other higher ed White leaders to actively engage an agenda of social change from a critical race perspective” (personal communication, May 13, 2018). Take a scroll through Paulette’s Twitter feed and you’ll find these leadership theories coming to life in retweets from UN Women; Community College Research Center; #BlackLivesMatter; numerous government officials; and, yes, even James Corden and Lin-Manuel Miranda. The navigation and articulation of identity, self, and social media is a topic long overdue for open dialogue. Paulette has realized that social media should not define 1

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2  INTRODUCTION who you are. She insisted, “My social media presence is not my identity. It is not who I am. It is only a tool that allows me to contribute to the larger social conversation on topics of interest to me” (personal communication, May 13, 2018). Paulette shared how her identity is both documented on and independent of social media: I try to represent myself as a senior higher ed leader who identifies as White, female, and lesbian because I think this is not only important, but is also rare. I do not know very many lesbian senior leaders engaged in social media in higher ed, especially sharing from a community college perspective. (Personal communication, May 13, 2018)

Paulette has situated her identity within various social media tools and embraced the opportunity she has in role modeling: “It is my hope that the components of myself I have described, my values and who I am, are represented in my social media presence and that others are encouraged to engage in a similar manner” (personal communication, May 13, 2018). Keeping in mind that technology and social media are tools that we use, not things that define us, she has approached online engagement and branding by removing ego and adding humility. At this point, I turn over the next section directly to Paulette, who was kind enough to share with me a deeply personal story that I believe will provide answers for those who question what is going on behind the screen and why it’s worth a higher ed professional’s time to dive into the fast-moving waters of social media. Although the experience she shared doesn’t have a happy ending, it demonstrates how social media can connect us, sometimes in very unexpected ways that forever change us.

Paulette’s Story: The Force Felt Beyond Twitter I was watching a segment on the television show The View about a young man named Kalief Browder, who had been unfairly incarcerated at the age of 16 for allegedly stealing a backpack (Gonnerman, 2015). He spent 3 years in jail at Rikers Island with the equivalent of 2 of them in solitary confinement. He never had a trial, and he was never convicted. His family was unable to acquire the $3,000 needed for his bail. He missed his high school prom and graduation. Court dates were postponed over 30 times. Videotape from inside Rikers Island documented the severe abuse Kalief experienced from prison inmates and guards. He was frequently offered plea bargains, which he declined, insisting on his innocence. Kalief was finally released with no charges, and his story became public in an article in The New Yorker (Gonnerman, 2014). Rosie O’Donnell conducted the interview with Kalief on The View. She mentioned that Kalief was in college and lived in New York City. I was working as the deputy to the vice chancellor for student affairs at the central office for the City University of New York (CUNY) at the time, and I guessed that Kalief was probably attending a college within the CUNY system. I was already following Rosie

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INTRODUCTION  3

O’Donnell on Twitter, and by coincidence, she was following me. Therefore, I could send her a direct message to ask more about Kalief, if he was attending a CUNY school, and offer him support. Rosie replied instantly and wrote that he was attending Bronx Community College (BCC). We quickly set up a time to talk by phone. As a result of this interaction via social media, I was able to learn more about Kalief and reach out to BCC. I spoke with the director of the BCC program Kalief was involved with and learned they were providing him with excellent support. Kalief attempted suicide multiple times during his time in Rikers Island prison and again following his release. After he returned home from prison, Kalief struggled on a daily basis with the severe repercussions of incarceration. Rosie was a tremendous source of support to Kalief. She stayed in close contact with him, inviting him to join her at events and including him in a dinner at her home with her family. When Kalief had difficulties, Rosie often learned of it first and notified me. I, in turn, contacted his counselor at the college, and his counselor frequently visited his home and communicated with his mother. At one point, Kalief dropped out of school, but his community of support encouraged him to return, and he completed the next semester with a strong GPA. We all thought perhaps Kalief ’s academic success would propel him forward in a positive way. Yet, as is often the case for people experiencing severe post-traumatic pain, Kalief still struggled. Shortly after finishing the semester, just 1 day after participating in a summer program at BCC and less than an hour after sending a text to Rosie to let her know he was taking a break and thanking her for understanding, Kalief took his own life. People close to Kalief were devastated, including the team of people at BCC. Rosie was the first person who told me Kalief had died. Her text reply to Kalief, encouraging him to call if he needed anything, was never returned. Later that day, she learned from his family about his tragic death and contacted me. This allowed me to reach out directly to the staff at BCC and arrange support for them prior to the news becoming public. Following Kalief ’s death, I grew close to his mother, Venida Browder. She often asked me to support her when she attended events to speak about her son. I’ll never forget how proud she was telling how President Obama mentioned her son’s name in an editorial he wrote for the Washington Post about changing the use of solitary confinement (Obama, 2016). Kalief ’s story was also developed into a docuseries produced by Jay-Z (Genzlinger, 2017). I was deeply saddened when we lost Venida just over a year after her son passed away. She had a series of heart attacks and suffered from severe depression. I think she died of a broken heart. Kalief ’s mother and siblings worked tirelessly to raise awareness about the injustices he experienced. I’m grateful for the friendship we developed that probably would not have occurred without that initial spark by a Twitter connection. Social media is a force, and it’s important that you use it as a force for good. My hope is that you’ll find its educational and networking value worth its associated risks. As higher ed leaders, we can influence how others use social media. Where we

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4  INTRODUCTION invest our energy models for others how they should engage with social media. I also believe its benefits will continue to outweigh its costs, and we’ll continue to grow in our innovative use of social media as a means to build connections, educate one another, support our students, and affect social change.

Get Personal With Social Media As your author, I am giving you permission to call social media what it really is—­ personal. For leaders in higher ed, this reality has been largely ignored or mostly capitalized on for marketing, promotional, or branding strategies. Although the tools will change, the deep desires of our campus communities won’t—a need to belong, find meaning, and document the value of institutions, students, and stakeholders. To take on these challenges, we need to humanize our campus leaders (and our institutional accounts) with a personal approach online and on campus. This personalized and integrated approach includes viewing and using technology in ways that aren’t driven by software, hardware, or trending hashtags. I present a philosophy of heartware, which is your internal operating system as a whole person in the digital age. It’s composed of your • core values, • life mission (purpose and legacy), and • leadership capacity and enactment (potential versus action). Heartware recognizes that technology is personal, and like humans, it is not perfect. A goal of this book is to view digital leadership from a positive perspective and identify untapped possibilities. No matter what campus or organization I work with, I encounter resistance, fear, and concern about tapping into technology, especially when it comes to connecting with not only students but also parents, alumni, and current employees. I understand if you feel the same because if you check Twitter, you’ll find that our positional U.S. elected officials continue to disappoint us in 280 characters—yet their tweets are quoted on every news station. Teens are drawn to private message apps that their parents don’t know about because they’re tired of being judged on more open applications. College roommates openly air their grievances online—but never face to face. Alumni reach for their phones to demand changes in administration because of decisions by campus leaders, vowing they will immediately stop being donors. These examples all exemplify negative outcomes of social media, but what do positive ones look like? Which role models inspire leadership-like online behavior? The Rock? Beyoncé? We need educational leaders who aren’t just early adopters and frequent contributors on social media platforms but relatable human beings who back up their technology use with a purposeful philosophy and strategic approach filled with values.

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INTRODUCTION  5

Prioritize Relationships Over Promoting This book documents the real ROI of social media: relationships. Within each chapter, you’ll learn plenty of tools and tactics, philosophies, and stories that bridge the gap between technology and connection with your community. Digital leadership in higher ed asks you to personalize tech through authentic human operations and real connections. The key and critical purpose of a digital leader is to use their influence to impact all settings, from the boardroom or classroom to the keyboard and back again. But be forewarned—the approach I advocate for is a personal one that will push you out of your comfort zone. I won’t pressure you to get on Twitter or go purchase the latest iPhone, but I will challenge how you view and use digital communication platforms and who you connect with through tech. Also, although I cover a variety of the social/mobile applications that are currently available, this is not a how-to book on Snapchat or Instagram, nor is it a social media strategy tutorial. (Visit this book’s companion website at www.josieahlquist.com/digitalleadership to find resources for both.) Instead, I am calling on you to expand your leadership capacity and action both in person and in digital spaces.

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PA RT O N E P R I M E R F O R D I G I TA L LEADERSHIP

H

ave you ever dived into an unheated outdoor pool, stepped into a rushing river, or jumped into the ocean thinking it would be much warmer than it actually was? As you plunge deeper into frigid water, there’s an involuntary reaction as parts of your body are swallowed up. Your heart immediately starts working harder, attempting to reheat your body. Your lungs may force you to take a breath underwater or vocalize your pain in an automatic scream.

It’s Going to Take More Than “Trying” In 2017, I competed in the Chicago Triathlon, which requires a 0.9-mile swim, 24-mile bike ride, and 6-mile run. I thought I had prepared enough in advance. By the time race day arrived, I had swum 49,200 yards in a pool, biked 352 miles, and ran a total of 25 hours. Even in August, Lake Michigan’s temperature still required participants to wear wetsuits, so I planned ahead and rented one locally. Only 15 minutes before the race, I discovered to my horror that it didn’t fit me. The suit’s arms and legs were still too long, so I had to roll them up to expose my hands and feet. However, my appendages were not my main concern; rather, it was the opening around my neck, the weight of which felt like it was both cutting off my airway and leaving far too much of my back exposed. But they were calling us to the start line, so I had no time to troubleshoot. I was in the very last group of the international wave, and competitors in the sprint tri waves—a shorter race to which I now longed to switch—were waiting to begin right behind us. I hugged my dad and husband, who have attended every race I’ve completed. This was the first race in which I had to lie to them at the start line and hide how truly scared I was. The wetsuit wasn’t the only misstep. Minutes before the race, I came to terms with another fact. I had never actually trained in open water. The announcer counted down 3 . . . 2 . . . 1! And we were off. My progress was slow and steady, and volunteers waited until my last stroke before helping to pull me out of the water. Anxiety and some missteps attempted to overcome me. But, I decided to claim it. 7

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8  PRIMER FOR DIGITAL LEADERSHIP Approaching and adopting fast-changing and sometimes controversial technology can be very much like entering a rushing body of water. One day it may be frigid and the next scalding hot, despite having felt like a warm and lazy river just 1 week earlier. You may come to its shore with existing swimming skills, or perhaps you’ve brought some fabulous floaties. This book is your guide to navigating whatever conditions exist online. Some of you may be able to just jump right in because you already have some tools, experience, and training under your belt, wanting to develop advanced techniques in future chapters. Others may read a chapter or two and want to head back for the shore, never to return. No matter your level, let’s try to stick together as a pack on this digital leadership journey. Don’t make the mistake I did in my first triathlon, thinking I had all the skills and experience I needed. Unlike my Chicago Triathlon, this is not a race. Do not rush yourself or compete with others. Do not be hard on yourself if you stumble. But do more than trying, as you read and experiment with the digital leadership practices. You’ll need to experience it, sit with discoveries, and embrace imperfection. And just like those triathlon volunteers, I am here for you too.

Part One Overview Part One was preceded by the introduction, which lays out the entire roadmap for our digital leadership journey and introduces you to our first featured digital leader, Paulette M. Dalpes, who documents how to find meaning behind the screen. In Part One, chapter 1 offers a crash course on a variety of available tools and how they have been showing up in higher ed. Chapter 2 translates research I conducted that makes meaning of social media for higher ed professionals. Part One closes with chapter 3, in which I go beyond specific platforms to coach you on digital skills that will aid you as a digital leader. As you read through Part One, you may be hit with a shock of involuntary emotion, just like entering frigid waters. Don’t worry—this is actually normal. This book was designed to slowly (and even playfully) support you as you enter the waters of social media, providing you with a lens of life, leadership, and legacy that will allow you to see once you’re underwater. You won’t feel pressure or shame that you have to be on TikTok or post to your blog every day for 50 days. Take your time and stay in your lane (i.e., don’t compare yourself to others). This is your journey. But I warn you, don’t just dangle your feet or chill over at a pool cabana, thinking you can just learn from the action of others. This book is going to push you to be an active participant. Wherever you are with social media, technology, and leadership, Part One challenges you to claim it, be aware of it, and begin to put into action intentional digital practices.

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1 W E L C O M E T O Y O U R D I G I TA L LEADERSHIP PURPOSE

S

how me someone who puts a clear purpose before digital tactics or metrics, and we’ll uncover a purpose-driven digital leader. This is true no matter your industry, campus position, or platform. Don’t let metrics like numbers of likes, hearts, views, or subscribers distract you from your values. Instead, use social media to amplify the purpose and mission you and your organization are living and working toward every day. As you learned in the opening of this book, you’re being called upon to bring it forward, and you already have within yourself the power to become a digital leader.

Tapping Into Superpowers Lilly Singh is a self-proclaimed superhero, a superwoman to be exact. On her YouTube channels, IIsuperwomanII (www.youtube.com/IIsuperwomanII) and superwomanvlogs (www.youtube.com/superwomanvlogs), she produces com­ edy videos, vlogs, and overall inspiration for viewers/fans she warmly refers to as #TeamSuper. Singh started calling herself superwoman in childhood as a way to get through hard times (“Lilly Singh Talks Success,” 2018). In her book How to Be a Bawse: A Guide to Conquering Life, Singh (2018) explained that she was driven to create YouTube videos and write a book because she wanted “to be a positive light in this world” (p. xii). Because Singh is fueled first by this purpose, her influence and leadership have naturally flowed. In internet terms, she has gone viral. However, before we get caught up in vanity metrics, let me tell you why I believe we need more leaders like Singh in higher ed. Shortly after earning an undergraduate degree, Singh became depressed. As she shared with People magazine, she was stuck between graduate school or pursuing her childhood dream of a career in entertainment (Gomez, 2015). She opted for the latter, and through her YouTube channel Singh not only overcame her depression but also discovered her aforementioned life mission, being a light for others. In her

9

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10  PRIMER FOR DIGITAL LEADERSHIP documentary A Trip to Unicorn Island, Singh shared how overcoming depression was a brain switch, and now she hopes her videos can help to trip the same switch for others (Gomez, 2015). She still has hard days that she documents on her YouTube channel, but according to its About section, Singh is “also a happy unicorn that believes in one love. Join me on my adventures!!” (IISuperwomanII, n.d., para. 1). Singh’s adventures have taken her around the world as she spreads her light through philanthropy as part of her purpose. This happy unicorn is called upon by important causes bigger than herself, including education for kids, women’s rights, and girl love. A large majority of Singh’s subscribers have been girls and women, so she wanted to tackle girl-on-girl hate, especially in schools, at work, and online through an organization she created called #girllove (Me to We, 2019). Singh said, “It’s about time we got rid of this lame trend and came together to build women up” (IISuperwomanII, 2015, para. 1). Her campaign has supported nonprofit organizations like the Malala Fund and Me to We. Another important part of Singh’s story goes beyond her positive purpose and impact to recognizing some of the challenges of amplifying leadership through social media. Some of the lessons Singh has learned more recently include measuring success beyond the metrics of digital engagement and reprioritizing mental health, even if it meant leaving YouTube for a short time. A glimmer of this came out in a February 2018 Vogue interview (“Lilly Singh Talks Success,” 2018). When asked if there was a downside to her work, Singh simply replied that “there’s a downside to everything. Everything is a double-edged sword” (“Lilly Singh Talks Success,” 2018, 6:10). Then in May 2018, Singh was interviewed by Get the Gloss to promote her new makeup line. When asked what the negatives of being on YouTube were, Singh answered, The only negative is that it can kind of hinder the way you look at success. You get into the habit of seeing yourself through your number of views and subscribers which is an unrealistic approach to success. You can’t compare yourself to a video of an adorable puppy! What I do is comedy sketches so I’ve had to change my definition of success to making content that makes me proud—not whether I’ve had good or bad views. I can’t define myself by views, it’s not a sustainable measure of success. (Muttucumaru, 2018, para. 8)

Fast forward to November 2018, and subscribers to Singh’s channel received a notification for a new video titled I’ll See You Soon (IISuperwomanII, 2018, para. 1), which had the following description: “Mental health is important y’all. Loving yourself is a priority. I’m taking a break from YouTube, but I promise I’ll be back happier and healthier” (para. 1). In the video, Singh discussed being mentally, physically, emotionally, and spiritually exhausted after consistently creating content for 8 years. She also reflected that she wasn’t happy about the kind of videos she had been creating because “the thing about YouTube is in all of its glory it’s kind of a machine, and it makes creators believe that we have to pump out content consistently even at the cost

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WELCOME TO YOUR DIGITAL LEADERSHIP PURPOSE  11

of our life and our mental health and our happiness,” and then declared, “YouTube does not make me happy” (IISuperwomanII, 2018, 3:39). This declaration sent a shock wave through #TeamSuper, who replied with support and their own stories of mental health struggles. Singh ended up taking only a month off. Upon her return to YouTube, she released The Channel Is Changing, a video that documented her discoveries about fighting for her own happiness and how she’d be refocusing her purpose to align with them (IISuperwomanII, 2019). As a result, she planned to create fewer YouTube videos and content for platforms like Instagram, but her new material would focus more closely on concepts that really inspired her. As she looked to the future, Singh shared, 2019 is the year I wanna take risks. I wanna tell dope stories. I wanna put out stuff that I’m super proud of that excites me. I wanna be mentally healthy, physically healthy, drink some water, probably. Do all of those things, and I encourage you all to do the same because when you focus on yourself and you focus on your happiness, the possibilities are endless. (3:03)

These discoveries transformed both Singh as a person and her intended impact on the world. She had decided to cut out the distractions of the internet and get back to her core mission of being a light to the world, which is part of navigating digital leadership. There will be stumbling blocks and setbacks. Luckily for us, Singh has continued to mark the trail she blazed, and we can follow on her path. I have often wondered if any higher ed professionals impacted Singh’s life and leadership while she was an undergraduate student. Did she visit the counseling center, try out her comedy at an open mic, or meet with an academic adviser who explored the pros and cons of graduate school or Hollywood with her? Did any of them contribute to the fact that today IIsuperwomanII has received more than 2.4 billion YouTube views, and her main channel attracts 15 million subscribers, a number larger than the population of most countries. Now, a single tweet to her 5.8 million “unicorns” receives thousands of immediate reactions. A post on Instagram to her 9.3 million followers gets more “hearts” than you’d believe. I purposefully didn’t start Singh’s story with these metrics because they’re not the goal of digital leadership. Instead, the purpose should be the significance of its impact on the community you want to serve/support/help. The latest status update on Lilly Singh includes a groundbreaking announcement: She was offered her very own NBC late night talk show, A Little Late With Lilly Singh! Singh lights up the screen while she claims the title of late night host as both the first woman of color and bisexual to do so. She has been disrupting the traditional definitions of leadership and influence, but nowhere on her social media profiles or bio does she call herself a leader. However, ask a teenage girl if Singh is a leader. Chances are very likely they will not only be excited to hear you know about her—an automatic cool card (you’re welcome)—but also smile in agreement. Her leadership journey has been fueled by personal struggles, for which YouTube has provided an outlet, and directed by her self-awareness, which has guided her to step away from it

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12  PRIMER FOR DIGITAL LEADERSHIP to regroup when needed. The superpower of digital leadership is the ability to connect a purpose with platforms to help people.

Where Is the Lilly Singh of Higher Ed? Is it too far-fetched to dream that educators can wield social media to empower, lift, laugh, celebrate? That they can be digital influencers, leading both on campus and online? I believe with a holistic and humanistic approach to technology and social media tools, educators can be digital leaders who strategically use influence online. This role, however, is dynamic. An educational leader’s approach must not only consider their personality, position, power, and purpose alongside available platforms but also continuously evolve because the rules and roles of leadership change, just as the students who enter our institutions change each year. The definition of leadership has been shaken to its core, and the entry point to influencing and impacting people around the globe is now an open i­nvitation 24/7. Digital disruption has upended traditional leadership models, positions, and frameworks to the extent that a university’s president may no longer be the most influential or well-known person on campus. One freshman who enters campus with 4 million YouTube subscribers has the potential to triple new applications because of their followership of young viewers. A noncommunity member, through a live stream at a controversial campus event fed directly to CNN, MSNBC, NPR, and Fox News, can necessitate an immediate response from campus administration. Our society is an all-access stream of information, whether it’s factual or “fake news.” Being social media savvy is no longer optional, yet the majority of educators are left to their own devices to navigate over time. My goal is to guide you along your digital leadership journey from confused to courageous.

The Power of Social and Mobile Today Let’s start with a quick review of present-day social media applications. Some advanced or experienced users may find this a bit basic, whereas others will discover a number of new platforms and features. Take what you need, and leave the rest—especially if you’re reading this in 2030. Many social media apps are mentioned numerous times throughout this book, but by no means are they the same platforms that will be present in 10, 5, or even 2 years. I don’t aim to teach you in-depth details or provide step-by-step tutorials for all of these apps; rather, I document current usage ­statistics and list their features, benefits, and risks for higher ed leaders. Equipped with this knowledge, you’ll be able to more insightfully evaluate social media applications through your leadership lens, no matter how they work. Head to www.josieahlquist .com/digitalleadership for more resources on these apps, including tutorials and recent scholarship.

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WELCOME TO YOUR DIGITAL LEADERSHIP PURPOSE  13

Facebook At the time this book was published, if there was one social network to “rule them all,” it would be Facebook. Sixteen years after its creation at Harvard in 2004, it had 1.66 billion daily active users (Clement, 2020). Saeed et al. (2009) described Facebook as a fully interactive medium because it incorporates several technologies, including blogging, instant messaging, and video. However, that’s not the only way Facebook has been described. Critics are quick to note Facebook’s inaccurate ad reporting metrics, consumer data mining, and role in the spread of “fake news” in the 2016 election and beyond. Mark Zuckerberg himself noted Facebook’s role in spreading misinformation, and he has made efforts to implement fact-checking features in the platform to combat that spread (Zuckerberg, 2017). Facebook provides a groups feature that allows users to create groups with varying levels of privacy and invite others to join them. Researchers have found that groups have benefited users who were looking for information on the following topics: maternity (Ruppel et al. 2017), smoking cessation (Thrul & Ramo, 2016), medical conditions (Zhang et al. 2014), response to natural disaster relief efforts (Silver & Matthews, 2017), and activism (Marichal, 2013). Eaton et al. (2020) researched a Facebook group in student affairs and found that although it had a reputation for conflict and negative discourse, its members provided one another significant social, personal, and professional support, which was “demonstrated through social solidarity, particularly in relation to topics of social justice, inclusion, and equity” (p. 18).

Twitter This popular microblogging platform, which had more than 330 million active monthly users in the fourth quarter of 2017 (Statista, 2018), allows its users to publish tweets, posts that were originally limited to 140 characters, a figure based on the standard length of a text message. Twitter’s developers wanted users to be able to send tweets through text without spamming their friends’ phones. In 2017, a tweet’s character limit was expanded to 280. Gruzd et al. (2011) declared that Twitter was “a good case to understand how people integrate information and communication technologies to form new social connections, collaboration and conversation” (p. 1313). As an example of collaboration, it allows users to add hashtags to their posts, which serves as a workaround for forming groups through built-in features. Twitter users create an intentional group hashtag, such as #sachat or #emchat, then add it to posts so that they appear in concentrated topics or weekly Twitter chats. Studies have documented that Twitter features like hashtags have allowed the platform to have a curricular application, with one experiential study finding that Twitter use led to improved student grades and increased connection among students and faculty (Junco et al., 2011, 2012). However, sometimes Twitter’s benefits are accompanied by challenges: It has faced outcry from its user base for how it handles occurrences of harassment, and it has been flooded with a massive number of bots and fake accounts in recent years.

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14  PRIMER FOR DIGITAL LEADERSHIP

YouTube This video platform prides itself on its number of users (1.9 billion), which “amounts to almost one-third of the Internet” (YouTube, 2018, para. 2). Its users consume billions of hours of content daily, as 500 hours of video are uploaded to YouTube every minute (Hale, 2019). One can find a variety of content, from celebrity music videos to novice youngsters’ makeup tutorials. The number-one users of YouTube are young adults, specifically 15- to 25-year-olds (Clement, 2019); however, beyond number of views, it’s teens who dominate YouTube’s user base, including commenting, rating, and other methods of interaction (Chau, 2010). Researchers placed YouTube under the category of social networks early on. The social interaction within the platform (Lange, 2008), the sharing to circles outside of the platform (Haridakis & Hanson, 2009), and the active culture of member participation the platform fosters brought about belonging and identification (Chau, 2010).

Instagram Despite being released only to iPhone users in 2010, Instagram has grown quickly over a relatively short time, from 300 million users in 2015 to more than 1 billion in 2020 (Instagram, 2020). At least 50% of “Insta” or “IG” users were teens and young adults (Duggan et al., 2015). Although Instagram has a desktop-view website, it’s really a mobile app. Users upload photos or videos with built-in editing effects such as color, lighting, and so on. Uploads to Instagram can also be directly posted to Facebook, Twitter, and Tumblr; this feature allows Instagram activity to extend beyond just the users of the application itself. In addition, as social media algorithms make it increasingly difficult to see posts chronologically, more and more users are opting in to the simpler interfaces and in-the-moment benefits of the stories feature provided by Instagram and other social media platforms. The stories feature gives users the chance to share moments from their day for only 24 hours, extending a story for a limited time beyond the moment it occurs. Within 1 year of its launch, the number of daily consumers of Instagram Stories grew to over 500 million (Newberry, 2019), and users with an average age of 25 were spending more than 32 minutes a day on it (Instagram, 2017).

Snapchat This mobile-only app was created by Stanford University students in 2011 as a photo mobile messaging service. One detail about Snapchat posts, referred to as snaps, that differs vastly from any other platform is that content disappears after it’s viewed. The app extends beyond individual and group messaging to a story feature, like a newsfeed, which disappears after 24 hours. As of May 2017, 166 million users log on to Snapchat daily (Constine, 2017). One study found snaps to be mostly funny pictures or selfies (Duggan, 2013). Similar to YouTube and Instagram, Snapchat has attracted a younger demographic, with its most active users ages 18 to 34 years (Reisinger,

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WELCOME TO YOUR DIGITAL LEADERSHIP PURPOSE  15

2015). Snapchat’s recent initial public release valued the company at $24 billion, but as Facebook and Instagram have implemented Snapchat features, user growth has stalled, and profits have fallen.

LinkedIn This web and mobile application, which was released in 2003, has 660 million global users (LinkedIn, 2020), with two new users joining every second. LinkedIn members have individual pages that include common résumé or portfolio elements, as well as a newsfeed function that updates a user’s connections with content, and like Facebook, it has a groups feature that lets users come together and share information around specific interests. LinkedIn’s number of users is much lower compared to previously mentioned platforms, but it has been growing, increasing from 25% to 29% of online adults in 1 year, and approximately half of its users have college degrees (Greenwood et al., 2016).The platform reports that 46 million of its users are students and recent graduates (LinkedIn, 2020). LinkedIn’s ultimate goal is to help users create and grow their professional networks. It has also added job-board functionalities, hosting job postings to which users can apply directly on the site. LinkedIn’s latest updates also include hosting video content, which has resulted in video-based résumés and pep talks from professionals.

Pinterest Pinterest is aimed at finding and saving visual ideas. Users create boards on which they can pin their ideas. Each pin has an image, description, and link to its online source. Pinterest users skew female among adults in the United States, including 41% of women but only 16% of men (Pew Research Center, 2018). Pinterest has a significant number of older users, as 34% are 18- to 29-year-olds, 34% are 30- to 49-year-olds, and 26% are 50- to 64-year-olds (Pew Research Center, 2018). One study documented that Pinterest use in a course increased collaboration and helped communication among faculty and students (Mizelle & Beck, 2018).

Reddit This platform is used primarily for content aggregation and ranking; it’s known to some as the “front page of the internet.” Users submit links and posts, which other users then upvote and downvote to dictate what shows up on Reddit’s front page and as subreddits. Subreddits are collections of discussions on different topics that are moderated by the user who first posted them. If there’s a topic you can think of, there’s probably a subreddit for it, controversial topics included (although Reddit has banned some subreddits such as /r/jailbait, /r/creepshots, and others that promote hate speech and/or violence); however, there are active higher ed subreddits like /r/applytocollege. University officials have also taken to this platform to conduct an #AMA (Ask Me Anything), for example, UCLA Dean of Students Maria Blandizzi (www.reddit.com/r/ucla/comments/asfz8y).

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16  PRIMER FOR DIGITAL LEADERSHIP Reddit’s user demographics are difficult to report because the profiles are relatively anonymous. According to Reddit, there were 274 million unique visitors on the site as of January 2017 (Reddit, n.d.). Although only 6% of Americans have visited the site at least once, what’s interesting is how long users stay on the site once they visit it. Reddit users spend an average of 16 minutes on the site per visit (Gaille, 2016). In comparison, users typically spend 1 minute per visit on Twitter and 15 minutes on Instagram (Cohen, 2017).

TikTok TikTok (previously known as Musical.ly) is a popular digital media app for shortform mobile videos (TikTok, 2018). From its self-description, “TikTok’s mission is to inspire creativity and bring joy. We are building a global community where users can create and share authentically, discover the world around them, and connect with others across the globe” (TikTok, 2020, para. 1). Users upload videos up to 15 seconds in length that they can sync to the app’s audio library, which includes popular music and other pop culture sound bites. Users can edit their videos and add filters to customize their posts. Similar to the now-defunct Vine, these videos appear in the app’s feed and loop continuously. A “challenge” culture exists on the platform, with popular challenges such as Pretend Instrument Challenge and Yeehaw Challenge. TikTok’s predecessor, Musical.ly, launched in 2014, and by November 2017, it boasted 60 million active users (Mozur, 2017). Among U.S. teen and young adult internet users, 14% were on the app (Chadha, 2017), and they uploaded a monthly average of 13 million videos (Robehmed, 2017). All of these users, whether they were active or not, became part of TikTok when it purchased Musical.ly in November 2017 (Lee, 2018). By November 2019, TikTok had become one of the most downloaded apps on Apple and Android devices, with a total of 1.5 billion downloads and 800 million monthly active users (Chapple, 2019; Doyle, 2020). The app’s active usership is especially strong with teens and young adults, as 41% of its users are 16 to 24 years old (Beer, 2019). This why I describe the app as, “TikTok is to Gen Z as Instagram is to millennials” (Ahlquist, 2019b, para. 12).

Twitch Built on the ability to live stream is a stand-alone platform called Twitch, which provides users a place to work together to create entertainment for its 200 million viewers (Hernandez, 2018). Originally, Twitch was created as a streaming website for video games where subscribers were able to document their games to online viewers (Hamilton et al., 2014). Streamers, those who broadcast their gameplay to viewers, are also able to share live videos of themselves through video cameras while simultaneously playing video games. In 2017, Twitch allowed users to stream nongame-related content through the IRL (in real life) feature as an appeal to vloggers and to facilitate more enriching experiences for viewers (Carpenter, 2016). In addition, Twitch has been part of the equation for esports, or electronic sports, a “world of competitive, organized video gaming” (Willingham, 2018, para. 2). It offers competitive video

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gamers the opportunity to play against each other, much like organized sports such as basketball or baseball. New university-based esports programs and facilities are sprouting up every year. The University of Akron opened not one but three gaming spaces, including an arena, a center in the student union, and a casual gaming café at the honors college (Morona, 2018). YouTube, Facebook, Instagram, and Twitter have added live streaming features to take advantage of its popularity. According to researcher Caroline Golum (n.d.), “81% of internet and mobile audiences watched more live video in 2016 than in 2015” (para. 2).

Platforms on Platforms In the universe of social media, there are dozens of platforms, applications, and websites, which I’ve organized into major themes instead of giving detailed descriptions of each one. Head to the companion website www.josieahlquist.com/­digitalleadership for more information on those listed here as well as tactics for using them as a higher ed professional. Blogging Blogging began decades ago with web-based platforms such as Open Diary (in 1998), Live Journal (in 1999), and Xanga (in 1999). Today, blogging platform options are growing fast, including but not limited to Wordpress, Medium, Blogger, and Tumblr. Blogging functions are also blended into previously mentioned platforms like Facebook and LinkedIn. Blogs are web based, but many times they also have a mobile application that blends a number of elements, including text, pictures, videos, and so on. This category offers advanced tools for digital storytelling and gives its users an opportunity to innovatively establish a presence and identity online (Ahlquist, 2015). Group Text and Video Messaging Apps All iPhone and Android mobile devices now come with native and/or third-party messaging apps that don’t accrue data fees and aren’t affected by limitations set by mobile carriers, including Kik, Telegram, GroupMe, WhatsApp, and WeChat. In addition, Facebook developed its own app, Facebook Messenger, which is connected to the platform and extends its functionality. Group text and video messaging apps are incredibly popular with millennials, which account for 66% of Kik’s 300 million users and 76% of GroupMe’s 4.6 million users (McAlone, 2016). Kik is popular largely due to its impressive breadth of features. Users can chat one-on-one or in group messages, and both kinds of chats include a variety of multimedia options, including video chats. The app has its own form of digital currency called kin, which can be used to buy “games, live video streams and other digital products” (De Vynck, 2017, para. 8). Video chat features are popular elements on many chat platforms, but there are also stand-alone video-based chat apps such as Marco Polo, which allows users to record videos and send them to someone for later rather than real-time viewing.

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18  PRIMER FOR DIGITAL LEADERSHIP Collaborative Platforms Similar in many ways to group messaging, collaborative platforms are hosted on stand-alone applications/websites such as Slack, Yammer, and Mighty Networks. Most were created with team, business, and enterprise functions in mind, hence why 65 of the Fortune 100 companies use Slack, which allows its users to create channels that are “a single place for messaging, tools and files—helping everyone save time and collaborate together” (Slack, 2020b, para. 1). In 2020, Slack had 12 million daily users (Slack, 2020a). GroupMe and Telegram can be set up to serve the same purposes as Slack, as can Yammer, which is owned by Microsoft and integrated with Microsoft 365. Yammer’s priority is to “connect and engage across your organization” (Microsoft, 2020, para. 1). Mighty Networks is unique in comparison to other collaboration platforms in that it provides users the ability to grow niche brands or networks by creating groups to connect people, sell subscriptions, launch online courses, and expand blog or podcast audiences (Mighty Networks, n.d.). Forums Different from messaging, chat rooms, or online communities because posts are typically longer than a sentence, forums are archived, and a conversation is moderated by the user who started it and/or an administrator. Common forum platforms include Fandom wikis, Discord servers, Quora, some Reddit channels, Voat, and 4chan. The last three examples have had serious concerns; for example, the harassment campaign (including doxing and death threats) of prominent female gamers stemmed from 4chan and Reddit, fueling what is known as GamerGate. Often, 4chan is referred to as the teenager of the internet (Ellis, 2018); its content can sometimes be silly, like spawning some of the most recognized memes, but other times, it can be cruel, like spreading viral hoaxes. Arguably, this is true for just about anywhere on the internet, but the differentiator on these platforms is that your identity can be anonymous and/or you can create a nonidentifying avatar. As a reminder, just because I’ve given an exhaustive list of applications, platforms, and websites, I am not saying to drop everything and sign up for all of them. Your number-one priority right now in the primer to digital leadership is awareness. Now, let’s gain clarity on how higher ed has been approaching social media.

The State of Social Media in Higher Ed If I could pick one word for the current state of social media in higher ed beyond campus pages or department accounts that describes individual representatives/leaders on campus, it would be inconsistent. One campus may have an active and engaged university president, numerous administrators, and a variety of faculty on various digital channels, while the institution down the street may have no campus buy-in or any professionals who are embracing digital tools in a professional capacity. Although

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it is increasingly unlikely that no one on your campus is highly engaged with digital communication tools, without allies and models within your division or college, adoption and amplification may prove challenging. This book expands traditional methods of leadership and outreach, pushing campus cultures, norms, and previously defined institutional values. That isn’t to say that colleges and universities do not have robust social media strategies and brands housed in central marketing and communications. In 2017, Hootsuite released a global study on social media in higher ed and found that 90% of institutions use social media with the primary aim of recruiting and marketing to new students (Chatterton, 2018). In 2019, usage increased to 98% of institutions with social media adoption found across all parts of the study journey, not just increasing brand awareness and recruitment to new students (Chatterton, 2018). Examples included promoting campus programs (94%), customer service (57%), crisis communications (62%), and alumni engagement (72%) (Chatterton, 2018). In this study campuses platforms of choices included Facebook (99%) and Twitter (95%), with Instagram (93%) adoption increasing by 13% from 2017. However, Snapchat strategy in higher ed has decreased by 13%. These campus accounts are increasingly focused on user-generated content. Pulling from students’ real experiences, 46% of these teams are experimenting with student takeovers of accounts, as well as fully student-run social media programs. The Hootsuite study focused primarily on central communication offices or other campus roles tasked with managing social media; in doing so they left out the experiences of educational professionals throughout campus, from orientation coordinators to academic program directors. A key finding in this study points to a shift in campus culture regarding social media at the executive level. In 2017, more than half of executives at the participant institutions reported social media as a focus area, and 49% were active online. In 2019 this increased to 68% of executive teams prioritizing social media as instrumental to the campus and fulfilling its mission. Compared to Fortune 500 CEOs, higher ed executives were more likely to be active on social media (Barnes & Lescault, 2013). However, just getting your president or vice president on Twitter doesn’t solve all your difficulties managing social media or getting buy-in. Across campuses, the challenges these professionals face daily include skills gaps, limited budgets and struggles with campus collaboration. Another struggle is pinning down the exact ROI from social media, which could include student enrollment (71%) and fundraising (67%) (Barnes & Lescault, 2013). In Barnes and Lescault’s study, 41% of participants still questioned how to quantify the ROI of social media on higher ed. Barnes and Lescault (2013) found higher ed professionals have focused on using social media for marketing and promotions; however, this text doesn’t aim solely to teach strategy. Digital leadership is about amplifying your leadership capacity to live out your values online and on campus. This text emphasizes relationships, community building, and ethical discernment, because social media strategy for an individual looks very different from a centralized university communication strategy. You as

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20  PRIMER FOR DIGITAL LEADERSHIP an individual are a major part of the equation, along with your position, department, and long-term purpose. There are no studies or texts that currently aid in this process for educators looking to make an impact. This text was developed to change that.

Filling the Social Media Skills Gap To address the inconsistencies and concerns of educational professionals online, professional associations are attempting to give direction to professionals, especially those who work in marketing, advancement, technology, and student affairs. Some of this direction addresses competencies, outcomes, and recommended practices on ethical use of digital communication tools. For example, the Council for Advancement and Support of Education (CASE, 2020) adopted principles of practice for communications and marketing professionals, including ethical and operational principles. They describe successful communication and marketing professionals using six outcomes, including the ability to “employ proven creative and strategic methods, as well as promising new approaches in the field, and ensure that plans, activities and outcomes can be reliably measured as part of a commitment to continuous improvement” (CASE, 2020, para. 8). In addition, CASE adopted the following ethical principles that communication professionals are obligated to live out: Advance the mission of their institutions in an ethical and socially responsible ­manner. Ensure their work is aligned with, and reflects, the basic values of educational institutions: discovery, creativity, an abiding respect for candor and diverse viewpoints and a firm commitment to the open exchange of ideas. Reinforce through words and actions the principles of honesty, integrity, accountability, respect for others, quality and trust, which form the basis for long-term, supportive relationships with the institution’s publics. Place the welfare of the institution above personal gain, avoid conflicts of interest, maintain professional standards in all communication channels, take responsibility for their decisions and treat colleagues and the public with courtesy and respect. (CASE, 2020, paras. 3–6)

Although not everyone on campus is a marketing and communications professional (even if you do manage social media), these ethical principles need to be adopted and adapted widely, especially if you plan to take social media tools into your capacity and practice as a higher ed professional. Connecting ethics to digital communication tools and their impact on leadership is a significant competency that must be addressed; for this reason, it comes up several times in the text. Twitter, a live stream, or Reddit will call into question or celebrate your ethical decisions based on the actions and words you enact. Your community will hold you to them. Two other associations that have attempted to formalize competencies around technology are Student Affairs Administrators in Higher Education (NASPA) and College Student Educators International (ACPA). The second edition of these

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associations’ joint Professional Competency Areas for Student Affairs Practitioners included a stand-alone competency on technology and defined competence in this area as: The use of digital tools, resources, and technologies for the advancement of student learning, development, and success as well as the improved performance of student affairs professionals. Included within this area are knowledge, skills, and dispositions that lead to the generation of digital literacy and digital citizenship within communities of students, student affairs professionals, faculty members, and colleges and universities as a whole. (ACPA & NASPA, 2015, p. 15)

A variety of skills, attitudes, and dispositions is encouraged around technology, but the shift documented in this competency is the mission of technology grounded in student learning, development, and success, not just technology advancement or adoption. This shouldn’t be a huge surprise considering the service delivery mission of student affairs; however, it is a challenge for all areas of campus to consider. You can argue about whether higher ed is a business, but there is a deeper mission to the work that we do that has to be more than marketing. The technology competency also touches on a number of terms that may have been included in conference educational sessions, articles, or journals, but never formally delineated within a seminal document—which I wrote about in the second edition of Contested Issues in Troubled Times: Student Affairs Dialogues on Equity, Civility, and Safety: Digital identity is basically what you are posting in digital spaces and what others have posted about you; the aggregate of all this digital content is your digital identity. Digital reputation is others’ perceptions of your digital identity, in addition to your intentional curation of what you want this to be. Digital communities are networks in local, national, and global virtual environments, many times facilitated by social media platforms. (Ahlquist, 2019a, p. 415)

A foundational-level grasp of technology includes the ability to “demonstrate awareness of one’s digital identity and engage students in learning activities related to responsible digital communications and virtual community engagement as related to their digital reputation and identity” (ACPA & NASPA, 2015, p. 15). Advanced competence calls for not only awareness but also action and alignment to the values of the institution. Furthermore, “the primary themes threaded through all of these (digital identity) skill levels are knowledge of digital presence, role modeling for students, and educating the campus community on online engagement” (Ahlquist, 2019a, p. 416). The education of self, community, and the campus addresses the social media skills gap that remains hidden in day-to-day administration but with the potential to explode into the headlines if or when a student, staff member, or faculty member slips in public mediums that play out online. As a result, instead of focusing on education

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22  PRIMER FOR DIGITAL LEADERSHIP and dialogue, campuses may set policies and guidelines that restrict or silence their employees; reinforce branding or marketing strategies; or, as is discussed in chapter 2, simply fail to offer any training, dialogue, or development at all. However, the digital gap remains, and it has roots in how we develop future campus leaders, starting in graduate school. The disruption of this pattern will come from digital leaders in higher ed—which hopefully includes you, no matter your position, institution, or organization. Whether you’re a leader on or off campus, you need an open tech mind-set.

An Open Tech Mind-Set Ed Cabellon has been speaking, researching, and consulting on technology in higher ed since 2006. His influence on digital engagement in higher ed was documented in the early days of a Twitter chat called #sachat; when he was a host on the Higher Ed Live show Student Affairs Live; and as the creator of the Student Affairs Technology UnConferences, which were held in the early 2010s. He knows all too well that tech and social media communication adoption in higher ed hasn’t been the easiest sell. On Josie and The Podcast, he stated, “Most campuses are falling asleep at the wheel when it comes to engaging current students on social media” (Ahlquist, 2017a, 42:25). Seeing this obvious need, Cabellon discovered in his 2016 doctoral research study, Redefining Student Affairs Through Digital Technology: A Ten-Year Historiography of Digital Technology Use by Student Affairs Administrators, that technology itself has not been the main issue in higher ed. Instead, it has been navigating the politics behind it. To maneuver the relational side of tech, Cabellon uses frameworks in organizational theory to explain stakeholders, adoption, implementation, and evaluation of technology. Specifically, he uses Bolman and Deal’s (2013) organizational frames to ground strategy regarding digital technology and communication tools, focusing on the following questions: • Structural. What guidance does the institution provide for digital use? Will I have a personal, professional, and/or a mix of account types? What am I trying to accomplish by using digital tools? • Human resources. How do I engage individuals in digital spaces, and will it be congruent with how I would have similar interactions in person? How can I help make connections for others? What online communities am I part of and why? • Political. How could my digital use help or hinder myself and my institution? How could my position/role affect how my digital messages are perceived? • Symbolic. How can my digital use broaden or deepen the view of the institution’s various public symbols (e.g., people, spaces, buildings, mascots, etc.), culture, ceremonies, and stories? These questions are a wonderful warm-up as you develop your current mindset. In chapter 5, I apply a similar approach; instead of organizational theories,

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we apply leadership theories and examples throughout the field of higher ed. Exercises and applications have the ability to transform your view and integration of technology.

Digital Transformation This chapter opened with and has focused primarily on presenting technology tools, but digital leadership places the priority on developing people. This is also the purpose of digital transformation of higher ed, also referred to as Dx. EDUCAUSE, an association advancing information technology in higher ed, champions Dx. Dx is defined as “a series of deep and coordinated culture, workforce, and technology shifts that enable new educational and operating models and transform an institution’s operations, strategic directions, and value proposition” (EDUCAUSE, n.d, para. 1). Change management is at the core of Dx, testing a leader’s ability to be agile and flexible while the world around them rapidly changes (Grajek & Reinitz, 2019). As you’ll learn in chapter 4, change is a guiding principle of digital leadership, and leaders must be able to navigate and strategize technology as individuals simultaneously guide their institutions. This may end up being the ultimate test of higher ed leaders and campuses going into the next decade. Dx also connects core values to technology, another guiding principle you’ll apply to digital leadership. “Embracing digital transformation is about building on the core values of higher ed and developing new and significantly more effective ways to enrich and expand higher ed’s mission” (Wetzel et al., 2018, para. 1). Dx is not just the work of the chief information officer and information technology professionals. Dx presents clear language and new competencies and calls for strategic and coordinated efforts throughout the institution to address shifts in culture, workforce, and technology that higher ed must quickly address (Grajek & Reinitz, 2019). The state of technology in higher ed is going through seismic shifts. This book primarily focuses on social media, while organizations like EDUCAUSE address tools like blockchain, artificial intelligence, cloud-based services, data management, and much more. However, knowing and applying the framework of Dx collectively strengthens the importance and relevance of technology while connecting values and the greater mission of higher ed. To navigate these shifts in community with one another, we must have relatable peers to learn from. Each chapter of this book introduces you to digital leaders who demonstrate the material through their unique application. These professionals, who serve in a variety of positions at different types of institutions, can function as role models, mentors, or advisers along your digital leadership journey. Learn more about the professionals featured in this book and their current digital leadership practices at this book’s companion website. In this chapter, one role model of cultivating and leading with an open tech-mind-set by nature and by professional position using digital transformation is Joe Sabado, associate chief information officer at the University of California, Santa Barbara.

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Leading With Gratitude Authenticity, optimism, and constantly finding ways to add value to other people’s lives are just a few ways that Joe Sabado uses digital communication tools. This philosophy serves him well as the associate chief information officer for student affairs and executive director for student information systems and technology at the University of California, Santa Barbara. He’s responsible for leading a team of 65 software developers, engineers, designers, and business analysts, including 10 managers/directors of teams who manage information systems for enrollment services, the graduate division, and student services. Despite the fact that Joe is in charge of 150 information systems/websites for more than 22 departments, he shifts focus from roles and tech tools to understanding others as human beings (see Figure 1.1). Joe calls himself blessed to have a job that combines his two passions: technology and seeing students develop from the first day of college to when they graduate and beyond. Because he practices this mind-set online and offline, he approaches everything from a values-first perspective. Joe stated: “I share my values/perspectives so folks I engage with feel like they’re valued and they get something positive from our interactions, even when our perspectives may differ” (personal communication, June 23, 2017). Documenting gratefulness through storytelling has been pivotal for Joe as a leader on his campus, allowing him to build relationships with students and colleagues in professional associations. So far, Joe has spent his professional career at the University of California, Santa Barbara, and as he has transitioned into roles higher in the organization, one of his priorities has been to remain relatable and approachable to students. He shares his personal experience online, including successes, struggles,

Figure 1.1.  Joe Sabado tweet.

Note: Retrieved from https://twitter.com/JoeSabado/status/998808087707369473

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and aspirations. For example, as a college student he taught himself HTML, which later qualified him for his first on-campus job. Joe noted: As a Filipinx-American student affairs [information technology] administrator, I’ve found that by sharing my experiences, students on my campus have found me to be one they can relate with and one they can trust. This is especially true with the Filipinx-American and Asian-American students. When I have my weekly lunches with students, we often talk about what’s going on with our lives and these conversations often start by referring to our social media posts. (Personal communication, June 23, 2017)

Joe has also documented digital leadership by embracing the roles of digital explorer, educator, and influencer. He has shared through social media his use of Oculus Go and Oculus Quest, mostly from pure curiosity and enjoyment. He noted that given how “the pace of how technology changes, there is not a single person who knows how everything works. What used to work in the past may no longer work today and in the future” (personal communication, June 23, 2017). Joe constantly calls on students to open his mind-set and awareness of tech tools and help him understand how those tools may or may not impact their student experience. In addition to authenticity, optimism, and value, another word that comes up a lot for Joe when talking about leadership and social media is vulnerability. On Josie and The Podcast, Joe shared that he is a Filipinx American immigrant and first-generation college student, and he once felt silenced because of his accent. But he discovered that the more he was vulnerable in places like his blog and on Twitter the more others engaged with him. “There have been several times when I would get an email from a reader who came across my blog posts months after I wrote [them] expressing their gratitude for the posts because the posts validate their experience” (personal communication, June 23, 2017). Joe wants to remain real and relevant in his career and as social media continues to evolve. Now that he feels more empowered, he’s driven to give a voice to those who are marginalized because he once felt silenced. In his podcast episode, Joe shared that he is very intentional about blending questions, reflections, and actions with an attitude of gratitude online. These actions continually call his community to join conversations and celebrations. Family has been a huge driver for Joe’s leadership approach, fueled from values such as gratitude. He stated, “I look at my parents, and I think about what they have given up. How am I not supposed to be grateful?” (Ahlquist, 2017, 48:36). He has declared his life to be a miracle. Joe makes a daily imprint on the internet with a consistent and values-driven approach, and it really isn’t orchestrated for more likes or comments. This philosophy is a spoiler for the purpose-driven framework of digital leadership in higher ed. Joe declares that his purpose in life is to lift others up and hopes that his mission can be documented everywhere, including on social media. What imprint will you leave behind?

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Kicking Off Your Digital Leadership Journey The rest of this book is a roadmap that guides and inspires your purpose-driven digital leadership journey. The rules of leadership have been disrupted, and access to technology tools has rocked the traditional brick-and-mortar hierarchies to split power structures wide open, empowering; educating; and, heck, even entertaining all members of our communities. The gap that has resulted is an opportunity for you to make an impact. You can be widely seen and heard, not with marketing and strategy overload, but with a holistic and humanistic approach—one that connects technology with leadership. Before moving on to chapter 2, in which I share data and tell stories about administrators and faculty who are figuring out how to integrate digital communication tools into their formal campus roles, let’s start to tell your story. Your next stop on this journey is completing a digital checkup, which is included in Application Exercise 1.1. You will create a technology timeline, inspired by my own in the preface. We’ll reflect on your experiences as far back as you can remember. Let’s also get very clear with your current platform preferences, people with whom you’re connected and any immediate reactions that come to mind about these tools. Because of the interactive and participatory nature of this activity and many others in this book, I have made them available via the book companion website (www.josieahlquist.com/digitalleadership). I also encourage you to head to our book digital community, Digital Leadership Network, hosted on Mighty Networks to share your results from each activity (http://bit.ly/DigitalLeadershipNetwork).

APPLICATION EXERCISE 1.1 Schedule Your Digital Checkup Just like you’d visit a doctor for an annual physical, the goal of your digital checkup is to make a holistic connection and full-body diagnosis. By completing a technology timeline and tracking your present-day platform use, you’ll begin to recognize the physical, mental, and emotional sides of technology and social media in your life. This exercise has four parts. In Part A (Table E1.1.1), create your timeline. I encourage you to follow several guidelines when creating your timeline: • Only add a tool to your timeline when it entered your life and/or you have a memory of it, even though it was available earlier. • Think about who influenced your decision to try out a tool, especially if they taught you how to use it. • Think about whether a tool had any influence on you (both then and today) and whether it was good or bad. To help you get started, I list one example that I haven’t previously shared, how I ended up in the Judicial Affairs Office as a graduate student because of my Napster account. For additional examples, you can check out my technology timeline, which starts in the 1970s.

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TABLE E1.1.1

Part A: Your Technology Timeline Year

2001 (Josie’s example)

Tech Tool Usage Notes

Napster

Impact

When did you first use the tool? What do you remember about it? Who influenced its adoption and/or how did you learn to use it?

What impact did as this tool have on you then? Does it still influence you today?

I learned about Napster from another woman in my residence hall. I quickly downloaded hundreds of songs and overloaded my Gateway computer. I stopped using Napster in 2002, as lawsuits against users pirating content became common.

To my horror, my Napster account stayed active, and in 2004 while serving as a graduate assistant at Northern Arizona University, I received a notification from the Judicial Affairs Office. I had been breaking the student code of conduct due to the socalled popularity of my Napster account. My computer was confiscated, and the files were removed. I now ensure I review all digital places in which I have been active and check terms and conditions of platforms.

1960s

1970s

1980s

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1990s

2000– 2005

2005– 2010

2010– 2015

2015– 2020

2020– 2025

In Part B (Table E1.1.2), take your timeline to the next level. Reflect on it, then jot down the three most prominent examples of technology playing a significant role in your life (personal or professional, positive or negative). The examples can be from childhood or adulthood. Be specific in sharing what that technology tool was and the impact it had on you. TABLE E1.1.2

Part B: Times Technology Played a Significant Role in Your Life Example 1

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Example 2

Example 3

In Part C (Table E1.1.3), think about current relevant platforms—how often you use each tool (if at all), who you do (or do not) connect with, and what you like and dislike about the tool. I’ve listed one example of how I would answer for Twitter. TABLE E1.1.3

Part C: Present-Day Platform Tracking Platform

How Often Do You Use It?

Who Do You Connect With on It?

What Do You Like About This Platform?

What Do You Dislike About This Platform?

Twitter (Josie’s example)

Daily

It’s a public account, open to all connections.

Real-time conversations, focused conversations through hashtags, use in teaching my online courses.

My identity has been stolen, fake accounts follow me, it’s difficult to find posts that are from years ago.

Facebook

Twitter

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YouTube

Instagram

Snapchat

LinkedIn

Pinterest

Reddit

TikTok

Blogging Platforms

Live Streaming

Social Media “Stories”

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Messaging / Video Chat

Groups and Forums

Other

In Part D (Table E1.1.4), reflect on your timeline. Did you make any discoveries by doing this exercise? Did you forget about a platform on which you had created an account? Was it more difficult to explain who you choose to connect with (or not) on specific platforms? TABLE E1.1.4

Part D: Times Technology Played a Significant Role in Your Life

With your digital checkup now complete, it’s time for you to see what other readers had to say as well as share your own story. Head to our book community, the Digital Leadership Network found at http://bit.ly/DigitalLeadershipNetwork, and find the chapter 1 topic, where you can share a few of your reflections and discoveries on any of these exercises.

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2 THE TECH PULSE OF HIGHER ED PROFESSIONALS

A

number of words have been used to describe higher ed professionals’ use of social media, including hybrid, professional, identity, congruence, balance, personal, appropriate, and authentic. How can so many core choices and behaviors be happening all at the same time, and who is doing it “right”? How did these professionals learn to balance the professionally appropriate with the personally authentic? What does it mean to have a hybrid of personal and professional content and contexts in a variety of social media spaces? These questions and more are what fuel this chapter, but I take a new approach in answering them, one that is long overdue in higher ed: research. For years, our field has relied on thought leaders to share their own interests and anecdotal observations about social media, but I have more than thoughts. I have data.

Show Me the Data In chapter 1, I covered the presence and impact of tech and social media throughout society and in higher ed. This chapter argues that data and evidence-based approaches are critical, especially when proposing a philosophy for social media that has leadership-fueled outcomes. This is accomplished by featuring research that my colleague Brian Bourke, associate professor at Murray State University, and I collected in 2016 by surveying 420 higher ed professionals. Our study covered not only what applications professionals are on and when but also who these educators seek to connect with; what strategies they use to build networks and communities; how they overcome challenges in digital spaces; and what the gaps in skills, knowledge, and support are at their institutions. Spoiler alert: We all feel a little differently about everything from big-picture technology to specific social media applications. For example, one participant wrote, “Social media is essential in higher ed. If we’re not using it as a department, it could actually hurt us.” Meanwhile, another professional proclaimed, “I have very minimal

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interest in it.” This chapter shows and tells how current higher ed professionals like the two cited here engage (or disengage) in and use digital communication tools. However, before we dig into the data, let me address the pair of elephants in the room that emerged in the study’s results: the realities of going viral and the worries, wonders, and what-ifs of social media.

A Call for Congruency The internet is full of noise, social media moves at light speed, and algorithms continually change and reprioritize who ends up on your screen. As a leader in higher ed, the necessity of minimizing busywork (and the noise of the web) and maximizing our impact needs to direct your social media strategy. For some, going viral becomes a metric of success and drives why they create online content; however, for others, going viral and becoming a national headline is a constant fear that could result from a student event, major campus decision, or employee’s individual social media post. This book won’t give you a recipe for cooking up the next viral YouTube video or the perfect policy language that promises anything related to your institution can’t be consumed real time on every platform around the world. That’s a reality we now have to live with—both the good and bad actions of individual faculty, staff, campus executives, and students are potentially viewable. What I do hope to connect is a way to stay true and congruent to your individual and organizational values. This is a wonderful opportunity to sprinkle in the substance of existing leadership theory for digital practice. Although developed for college students, the social change model of leadership has a striking application to the interdependence of thinking, feeling, and acting for all of society (Higher Education Research Institute [HERI], 1996). “Congruent persons are those whose actions are consistent with their most deeply-held beliefs and convictions” (Komives & Wagner, 2016, p. 67), which can also be applied to teams, groups, and entire organizations—including an institution of higher ed. So, let’s put congruency to the test when our communities and campus leaders’ actions are virally amplified. Take the aftermath following a football game at West Virginia University, which included riots, fires, and other illegal behavior following an upset victory over fourth-ranked Baylor University. The incidents began around 10:30 p.m. in an area of Morgantown, West Virginia, and spread across town and into the central business district. At the time, the city of Morgantown estimated that the riots caused nearly $15,000 in damage (MetroNews Staff, 2014). A number of attendees captured the activity on social media, which was reposted by satirical college social media accounts and almost immediately picked up by ESPN (Press, 2014) and USA Today (Schwartz, 2019). WVU’s response on Twitter was swift. President Gordon Gee, who already had a very active presence on Twitter, expressed disappointment and action. He said in a series of social media posts

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34  PRIMER FOR DIGITAL LEADERSHIP Disappointed in some of our student body today. While a small minority, the actions of a few hurt the reputation of our entire University. I appreciate the outrage of so many of our students and ask our student leaders [to] partner with me to create change. I want all students to know this behavior is unacceptable. We can and will work together to prevent this situation from happening again. (Gee, para. 1)

Although one could argue for or against the actions of the Morgantown police, WVU students, and administration, I appreciate how WVU chose to respond in a way that connected action to the values of the institution. In addition, certain messages coming from the president’s Twitter account can be more influential and impactful than they would be from the university account. Tony Dobies, the current senior director of marketing at WVU (who helped compose and post that preceding tweet), shared with me why activating President Gee’s account was a critical move. It is our experience that there are moments in which you need a face and a name behind a message, and this was one of those. The message, in the end, was about personal accountability, and so we determined that a message like that resonates better from a person than a brand. (Personal communication, February 22, 2019)

Just as important as Gee’s timely and clear Twitter communication were the ongoing conversations between the president and students about what it meant to be a Mountaineer. Student-led projects sprang up, including the #RespectfulMountaineer hashtag campaign. Tony reflected, “If the message came from the University [Twitter account] instead of Gee, it may not have given those people the idea that their personal beliefs mattered” (personal communication, February 22, 2019). Social media strategy, even in a crisis, should value your community. A values-first strategy actually relieves the worries and wonders. We cannot control or be aware of what our community is doing 24/7 (even though I bet some parents would like us to) or be fully in front of the message at our institutions. What we must invest in is aligning our actions to congruency, living our values in all places and spaces as if the world is always watching. In Nahon and Hemsley’s (2013) Going Viral, the term gatekeeping is used to describe those who have people paying attention to them—and those who pay attention to each of us (and our institutions/departments) who most likely belong to a community we influence. The ability and choice to share content to networks is an act of gatekeeping because “in our roles as gatekeepers, we can also act as a bridge, connecting disparate networks by allowing information to flow” (Nahon & Hemsley, 2013, p. 9). At the heart of virality are people, information, and organizations. For example, the 2019 Spruce Street Snow Party incident might not have had much of an impact on WVU had individual student accounts not been picked up and reposted by the WVU BarStool or 5th Year accounts. The activation of information networks casts a wider net of attention that includes news media sources, community organizations, and government officials. This is where viral content can be something to celebrate or the cause of a serious crisis. Today, leaders and organizations must not only have courage but also live congruently every day and be swift to respond. As in the

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WVU example, it isn’t just the institution or university officials who are gatekeepers at their institutions who can spark virality. Everyday community members can force institutions and campus executives to be transparent when their actions don’t align with the values of the campus. Another on-campus event, the 2011 pepper spray incident at University of California–Davis, was documented by countless cell phone videos and photos of Lieutenant John Pike and Officer Alex Lee, who sprayed the faces of unarmed Occupy Wall Street movement protesters (Fallows, 2011). Multiple sources aired on television, web, and social media echoed real-time documentation by citizens. Both policemen were placed on administrative leave, Pike was eventually fired and fined, and Lee no longer works for the University of California–Davis. The officers’ presence was a result of then-chancellor Linda Katehi’s request for the protesters to be removed. Her actions resulted in a call for her resignation, including a petition with 100,000 signatures. However, Katehi refused to step down. Fast forward to 2016, and the Sacramento Bee discovered that the university paid $175,000 to a public relations consultant to wash the internet of the incident, in particular to clear Katehi’s name. That same year, Katehi resigned after an investigation by the University of California system discovered “numerous instances where Chancellor Katehi was not candid, that she exercised poor judgment, and violated multiple University policies” (Leins, 2016, para. 4). Institutions have no choice but to be aware of social media platforms and govern in an ethical and congruent way. If not, our communities will correctly call us out. Virality is rightfully forcing organizations and leaders to be transparent and to authentically engage because while institutions are challenged by virality in ways that drive them to be more accountable, transparent, and participatory, virality also pushes institutions to become more social. By social we mean that public (e.g., governments) and private (e.g., corporations) institutions need to find ways to engage with their citizens and consumers. (Nahon & Hemsley, 2013, p. 9)

The potential for negative messages exists, and higher ed cannot afford to be silent or approach social media in a timid fashion. We need to consistently document and tell the story of our institutions, students, staff, faculty, grounds crew, alumni, and even ourselves. We need to quickly admit when we are wrong and make it right. We need to become engaged voices and content creators beyond our campus and academic walls, especially on social media.

Considering the Worries, Wonders, and What-Ifs By now, I hope you’re getting that I’m not hiding the fact that social media is valuable but not perfect. Sometimes, it’s downright disruptive and destructive; however, it’s a tool that at least for now is prominent in our society, for our students, and on our campuses. As educators, we have to see its good, bad, and gray sides, and from the data discovered in #HigherEd Digital Life, we have definitely heard about struggles

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36  PRIMER FOR DIGITAL LEADERSHIP with it. The survey included two sections for comments, which resulted in a variety of responses, perspectives, and what I call the “worries, wonders, and what-ifs” of social media. Some are based in fact and even proven by scholarship, whereas others are fiction—or should we call it “fake news”? Some common worries, wonders, and what-ifs about social media include the following: • I don’t have time. • I’m scared or concerned about what I will see if I connect with x group of people (students, staff, etc.). • I don’t understand x tool (Snapchat, Twitter, etc.). • I’m frustrated with students who refuse to put their phones down. • I’m job searching right now, so I’m not posting anything. • I know someone who was fired because of social media. These statements only skim the surface, as echoed by the four concerned participants in Box 2.1. BOX 2.1.

#HigherEd Digital Life Participant Quotes “I truly believe that social media is the root cause of the struggles students have in learning how to have real conversations, offer and receive feedback, and deal with conflict. I watch them struggle to leave their phones alone for more than 15 minutes in the class I teach. I watch colleagues do the same. I try to use social media as little as possible in the professional realm because of how harmful I think its presence has been in changing the way people relate to one another.” —Senior-level student affairs professional “I feel like limiting myself because while social media can be positive, it can also be overwhelmingly negative, and it seriously impacts faculty and students in negative ways. People still assume truth in much of the content, which is very ­dangerous.”—Senior-level academic affairs professional “I am very cautious about what I put online. As a general rule, I never put anything online that could reflect poorly on me or the university. I keep my opinions to myself and post only news articles or information that make no evaluative commentary. It’s all completely neutral. I never post anything, even if it’s just a link to a news article, that has to do with race, class, gender, etc. It is possible for anything we say on such sensitive subjects to be misinterpreted (most likely deliberately) and used against us.” —Senior-level faculty member “I am the wrong person to ask about social media. I hate it. It disgusts me. I see the value in some instances. I understand this is the present and the future. However, I will live in the past as long as I can.” —Entry-level student affairs professional

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The common themes among these four professionals were awareness/knowledge of self and others, seeking real connections, and devising methods to control the context that exists around social media. Some of these worries, wonders, and what-ifs are in our control, and some of them aren’t, so how do we develop the skills to exist in the gaps? The data in this research reveal what this disconnect is and what individuals, institutions, and campus leaders can do to mend it. We can become overwhelmed by worries that relate to technologies and the impact they have on our society. I could easily fill these book pages with problems. Use Application Exercise 2.1 to work through some of yours. APPLICATION EXERCISE 2.1 Diagnose Your Tech Symptoms It’s time to tap into what you’re thinking, feeling, and actually doing related to technology and the realities of your digital identity: your wonders, worries, and what-ifs. Let’s just get it out there: You may have some concerns about technology, especially posting publicly on social media. You post a tweet that ends up on CNN, a student direct messages you on Facebook at 3:00 a.m. that they want to cause harm to themselves, or your Instagram live video is overtaken by campus protesters. Use the left column in Table E2.1.1 to air your worries. What are your worst-case scenario fears? In the right column, list the realities of these worries, resources you would have if any of these things happened to you, and your potential response(s). TABLE E2.1.1

From Worried to Resourceful Wonders, Worries, and What-Ifs

Realities, Resources, and Responses

As you document each of your concerns, including the action you would or would not take, I hope you begin to feel the weight of internet anxiety dissipate. For example, if you’re concerned that something you post on Twitter will receive backlash while you’re in a 3-hour board meeting, a preventive action to take would be to have a prewritten statement that someone from your office can post and/or a protocol you’ve developed for deciding whether to delete a post. Or maybe you have serious worries about how YouTube is harming children, especially your kids. A potential response is creating activities offline with your kids and coming up with a nontech time agreement for when phones will or will not be included in family time, such as dinner or in the car.

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38  PRIMER FOR DIGITAL LEADERSHIP Although we can learn a great deal from mistakes and missteps, my approach to problem-solving social media is pragmatic and purposeful.

#HigherEd Digital Life Research Throughout this book, you’ll be presented with dozens of digital role models, influencers, and leaders to learn from. You may connect and agree with some more than others. Although I’ve been collecting these case studies for years, to inform and propose digital leadership practices within higher ed, I also needed a better idea of how administrators and faculty are using social media at large. Therefore, I partnered with Brian Bourke to conduct a national quantitative study to gather demographics, usage patterns, and preferences of participants who self-identified as higher ed professionals, including divisions such as enrollment management, student affairs, university relations, academic affairs, and so on. The survey instrument was delivered online in spring 2016 to 420 participants. Although I have summarized our findings here, you can get more details on the background demographics of our participants and methodology on the book’s companion website. A special note about generalizability of this study: Can these data be applied to everyone in higher ed? No. Although having hundreds of survey respondents was something we celebrated, Brian and I believe further studies need to approach this topic before we can claim that our findings have wide application. Still, these data provide a great deal of meaning, and I believe you will find it both surprising and confirming to your own approach. All data sources, graphics, and additional tables are available on the companion website (www.josieahlquist.com/digitalleadership).

Participant Recruitment and Demographics Participants were recruited through professional associations, most of which promoted the study through a link to the survey instrument within electronic mailing lists and social media channels. In addition, participants were recruited through our professional networks, including through email communication and social networking tools. Demographic information is shown in Figures 2.1 and 2.2. Although the dataset in some ways is very diverse, in other ways it is not. In the areas of ethnicity, campus division, and institution type, our study’s results more clearly explain behavior of professionals who are White, work at 4-year institutions, and hold a position within the student affairs division. However, variety in position levels, years in the field, degree attainment, and gender means our results reflect a wide array of experience.

Methodology and Background In addition to descriptive statistics, we utilized correlation analysis to explore relationships between demographic categories and how professionals responded to various questions. When we came across statistically significant relationships, we used cross-tabs to help us better understand the relationships within the data.

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Cross-tabs came in handy, as they offer a way to view the data in a matrix format. If we saw there was a statistically significant relationship between a demographic variable and a Likert-type question, we could look at a cross-tab report to get a sense for how responses broke out across categories within that demographic variable. Figure 2.1.  Participants’ number of years in the field. 31–35 years 36+ years 2.4% 2.4%

26–30 years 4.5%

21–25 years 7.4%

1–5 years 28.5%

16–20 years 12.4%

11–15 years 15.4%

6–10 years 27.1%

Figure 2.2.  Participants’ level in the field. Faculty 8.1%

Graduate student 9.1%

Executive/ cabinet 7.9%

Entry/new 24.8%

Senior level 19.3%

Midlevel 30.8%

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40  PRIMER FOR DIGITAL LEADERSHIP We drew on a combination of my previously completed research about senior student affairs officers (Ahlquist, 2016b), current literature on digital leadership, and the ACPA/NASPA Professional Competency Areas for Student Affairs Practitioners (ACPA & NASPA, 2015) to create our survey. Study participants were asked questions about how they engage in social media, including their use of and proficiency with various apps, the types of technology they utilize to access social media, how much time they spend on social media sites, and the times of day they’re likely to visit those sites. Beyond information about usage, higher ed professionals were asked to consider their purposes or motivations for connecting on social media. For example, participants were asked to indicate if they connect with students across six different social media sites/apps and if they used those sites/apps for only personal use, only professional use, or a blend of personal and professional use. The key findings that follow are grouped together in ways that paint a picture of who uses digital communication platforms and the influence of social media on digital identity and digital leadership.

Check the Pulse of Higher Ed Professionals Each item reported in this section is based on the presence of a significant finding that came about through statistical analysis. To help make connections to the statistical findings, we include responses from the open-ended question at the end of the survey.

Technology and Tactics and Time To get a sense of participants’ range of digital communication platforms, we asked them to rank each platform in order of use. Facebook, Twitter, and Instagram were the crowd favorites, followed by LinkedIn, YouTube, and Snapchat. The lowest included dating apps, Periscope, Tumblr, and social gaming apps like Words With Friends. We also looked at campus position type and platform popularity. A higher level position was associated with an increase in LinkedIn rankings, whereas participants in entry-level positions or who worked in student affairs were more likely to rank Snapchat higher. The lowest ranked platforms of higher level positions included the following categories: chat, dating, gaming, blogging, and anonymous apps. One faculty research participant explained that choosing which applications to use was based on time: I don’t use Twitter, Instagram, Snapchat, Pinterest, or even LinkedIn because I do not feel the need to announce every small activity of my day, and I am not looking for a job. I have too much to do in my work life and personal life to spend time schmoozing with people. I use Facebook to stay connected with family and friends and enjoy the postings from my professional organizations. That’s all I have time for.

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Limited time for social media use was also reflected in the survey results (Figure 2.3), as the greatest number of hours, 7 or more, was reported the least (4.6%), and a more moderate option, 1 to 2 hours, was reported the most (38.6%). The least likely times for higher ed professionals to be on social media fell between 1:00 a.m. and 7:00 a.m. Although participants had peak times for logging on, this wasn’t something they scheduled into their calendar. When asked if they had a strategy or strategic approach to when or how they use social media, participants overwhelmingly (68%) reported they did not. However, the participants who did take a strategic approach may surprise you; early career professionals with lower levels of education were more likely than professionals with higher levels of education to indicate taking a strategic approach to social media usage. Their strategies included having a formalized plan or method for approaching social media, as well as using social media as a form of customer service. Having data on social media usage and preferences is a fantastic start, but it provides fairly surface-level information because for higher ed professionals, a lot is going on behind the screen, including a digital literacy gap.

Figure 2.3.  Time participants spent on social media. 7 or more hours 4.6% None 0.0%

Less than 1/2 hour 7.1% 5–6 hours 7.7% Less than 1 hour 11.7%

3–4 hours 30.3%

1–2 hours per day 38.6%

The Digital Literacy Gap We made an interesting discovery about higher ed professionals’ use of social media and their proficiency with it: The platforms we are on are the same ones we report being the most proficient at using. The applications with which participants reported

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42  PRIMER FOR DIGITAL LEADERSHIP having the highest proficiency (highly proficient or above average proficiency) included Facebook (96%), Twitter (74%), Instagram (73%), YouTube (74%), and LinkedIn (67%). Now this doesn’t sound like rocket science—it makes sense that the more you use a social media application, the more comfortable and knowledgeable you become with it. However, this begins to expose a knowledge and application gap. For example, if you rank Snapchat as an application you use frequently, you also rank your proficiency in it as high (44%) and vice versa. In other words, if you aren’t on Snapchat, you don’t feel knowledgeable about it (41%). Looking at our survey results more closely, you can see that the professionals in the study reported little to no knowledge in the following categories: dating applications like Tinder (67%), microblogging platforms like Tumblr (55%), anonymous apps like Yik Yak (64%), and live streaming platforms like Periscope (56%), which are also associated with some of the lowest usage rates. One could point to a lack of education or exposure to certain applications for higher ed professionals or, for example, that they don’t need to use a dating application because they are in a committed relationship. All of this reveals another interesting discovery. When asked who was the most significant source for learning about social media, the highest rating was for family (including children), but the next highest was professional associations (e.g., conferences and webinars). Trial and error (figuring it out on your own) was the lowest ranked source for learning about social media. Could it be that certain platforms are discovered in the home or family networks and others are introduced in the work setting via professional associations? Could the digital skills gap be explained based on where we are learning about social media? If your personal life does not expose you to applications that are not used for professional purposes, will you ever discover them? Let’s turn to who higher ed professionals desire to connect with and where to connect these dots.

Networks, Connections, and Decisions The participants were found to connect with a variety of audiences, which varied based on the tool they were using. When asked the primary reason for logging on to social media sites, participants reported it was to build, maintain, or strengthen relationships (84%). This senior-level academic affairs participant explained, To me the utilization of social media platforms is an extension of my offline self. I utilize social media primarily for social means to connect to family and friends, near and far. I often do not choose to engage in trending news, political statements or the like through online avenues. Although, this mentality is indicative of my offline self.

Overall, higher ed professionals are heading to social media to connect with friends (94.8%), family (81.1%), higher ed colleagues around the globe (63.6%), campus colleagues (54.4%), and people with similar interests such as hobbies (52.4%).

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However, these communities shift when we dig into specific applications, especially as we discover more about participants’ connections with students. One midlevel student affairs professional shared, My personal social media accounts (Twitter, Instagram, Facebook) are used by me for my own interests/passions/etc. This sometimes includes exploring higher ed research and discussions. However, at this time I do not use my personal accounts to connect to students, colleagues, etc., with the exception of my Instagram, which is public. For me, this is really for work/life balance—I do not feel like I need or want to have total intersections of my personal and professional life at this time.

As described in this quote, a professional may use multiple platforms, set different privacy levels, and have different purposes for using each one. The survey asked a number of questions about participants’ use of a digital platform, including education, demographic information, and even professional development. Monitoring and learning about trends affecting higher ed was an intention shared by 85% of participants. In particular, professionals who had more experience in the field looked to social media even more for this purpose. Many times, monitoring trends and professional development came directly from online communities, including Twitter chats, bloggers, podcasters, Facebook groups, and so on, but while learning is happening, it appears that the participants were more focused on taking in information rather than contributing to it. For example, 53% disagreed that they were active contributors in online communities, such as being a blogger or participating in a Twitter chat. A total of 47% of participants claimed that they contributed online content. Professionals in this group were likely to be in more senior positions on their campus or within their organization. These seasoned professionals were also looking for more opportunities at higher ed–related conferences to explore ways to utilize social media beyond marketing and strategy. As individual users with varied position titles and professional levels in the field, participants had the ability to make choices about who they connected with and where, as well as how much they involved their work on campus online and how much digital content they created. It was in answers to these questions that we observed how higher ed professionals were making digital decisions about their connections.

Deciding About Students A common question I get when I speak and consult at campuses is “Should I friend/ follow/connect with my students on social media?” One graduate student participant was adamant about making choices and recommendations to others about connecting with students on social media:

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44  PRIMER FOR DIGITAL LEADERSHIP I think social media should be used to promote and market events for campuses as well as job openings for students. However, I do not think professionals should friend everyone they meet in the field on social media. I do not think it is a smart decision until you really know someone in real life.

However, as was discovered in the data, the choice to connect with students is becoming more common, and it’s something I nudge you to explore. In chapter 6, I give a more in-depth explanation for this digital decision, but for now, let’s allow the data to speak for themselves. Participants were asked to respond on a Likert scale (strongly agree to strongly disagree) to the prompt “I am comfortable interacting with students on social media.” Impressively, 76% agreed or strongly agreed with this statement. This is confirmed further when considering specific platforms. When asked to report if they connected specifically with students on different platforms, participants reported the following: LinkedIn, 73%; Facebook, 64%; Twitter, 56%; Instagram, 35%; and Snapchat, 16%. Building on this rationale, 75% agreed or strongly agreed that social media platforms provide a vehicle to serve students, build community, and celebrate them. Furthermore, 61% agreed or strongly agreed that they used social media to help students enrolled at their institution feel connected to it. Out of every campus division, student affairs professionals were more likely to extend their efforts online to students. They indicated greater likelihood of using social media to engage with students. Even a professional in advancement made this observation: “It’s purely my own personal decision to keep my presence professional, though I’ve seen no shortage of student affairs folks with a blended approach.” Student affairs professionals were also more likely to agree that social media provide a vehicle to serve students, build community, and celebrate them. As one midlevel participant shared, I have used social media to save students who are struggling academically, to reach out to get former students to return to finish their degrees, to show solidarity with student protesters, model appropriate social media use and to occasionally help students who are depressed or suicidal to seek help or connect with crisis services. While I do have professional accounts for my department and organizations, I find that the personal accounts are far more valuable in establishing meaningful connections.

Embracing Role Modeling As we consider different approaches and philosophies based upon the division in which your campus position falls, role modeling is an important consideration. With so many professionals opening up their profiles to student connections, two other findings explain the mentality and strategy to role model in physical and digital spaces. For example, 86% agreed or strongly agreed that “I role model my technology and social media use in physical places such as awareness of when I am on my phone.”

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As noted earlier, participants mostly sought to connect with included friends (94.8%), family (81.1%), and higher ed colleagues (63.6%), which explains why professionals approached some tools with a blended philosophy that incorporated both personal and professional audiences. For example, 85% of higher ed professionals on Facebook embraced both personal and professional audiences on the platform, compared to 33% who reported keeping it nonwork related. With all of these audiences and platforms, participants embraced the title of role model, with 85% agreeing or strongly agreeing that they role modeled the way they utilize social media for students, colleagues, family, and friends. But let’s pause here. If higher ed professionals seek to be role models to so many audiences, what metrics do they use to gauge their effectiveness and how do they acquire the skills to model best digital practices? Using some of the higher ed technology competencies from ACPA and NASPA and CASE, which are discussed in chapter 1, the next section aligns how professionals incorporate best practices in their on- and offscreen lives. Individual Skill in Digital Identity and Ethical Behavior Using CASE’s (2020) four ethical principles for university communication professionals and ACPA and NASPA’s professional technology competencies, we built survey questions focused on digital identity and ethical principles. Participants’ responses provided information about higher ed professionals’ individual skills and strengths at crafting a digital identity and practicing ethical behavior. A professional’s digital identity is woven from methods of self-presentation, awareness, and improvement in their influence within digital spaces. We asked participants a number of questions related to their competency level in digital identity, and their responses yielded impressive results. For example, 94.5% considered their digital identity when engaging in social media. Furthermore, participants with fewer years in the field (which indicated that they were more likely to be early career professionals) also reported being more mindful of their digital identity and how they engaged in online spaces through social sites/apps compared with professionals with more years in the field. Participants also prioritized congruence between their online and offline personas, with 90% agreeing or strongly agreeing. Participants were also aware of the impact their online behavior had offline, especially in their work, as 86% linked their digital presence with ways they were perceived as higher ed professionals. Because of this strong connection, 73% sought out ways to better understand how their online participation was reflected in their digital identity. Participants used other methods to ensure they were aware of and reflective on their digital identity. As one student affairs professional explained, As an adviser to student leaders (one of the hats I wear), being accessible online is important. Also, they see that I have a life that includes work and other things. Working with them to help in their learning around boundaries, choices, and opportunities means I am challenged to represent the honest truth in my social media

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46  PRIMER FOR DIGITAL LEADERSHIP world. That is good—it makes me think twice about the way I live my life, and if it’s congruent with my values. I see that I need to use social media to role model how to have civilized conversations.

In addition, just going through the survey caused some participants to pause, reflect, and reconsider their digital identity practices. As one midlevel professional who works in enrollment management shared, I try to use social media as a professional tool, but I also try and be myself—meaning I try and create my persona as accurately as I can. This isn’t always easy. The questions you ask have caused me to stop and rethink how I approach social media. This is something to think about.

However, if we are going to get real about discussing digital identity, including aspects like congruency, authenticity, genuineness, or producing leaders who are equipped for digital contexts, then we have to talk about ethics, particularly as ethics relate to the ability to respect others’ lived experiences. We asked survey participants to respond to a number of prompts about social media as it relates to ethical behavior and respect for others. Overall, 75% of higher ed professionals agreed or strongly agreed that social media use helped them enact their professional values. In addition, the ability to choose who to connect with, which platforms to use, and what to post led participants to make deeper values-grounded decisions. As a new professional in higher ed shared, I am conscious of the platforms on which students follow me—although I am authentic on social media, I also want to set a good example of being an ethical person of integrity (since ethics and integrity are both personal and professional values of mine).

This process of ethics clarification was especially helpful for early career professionals, who were most likely to report that their use of social media helped them clarify their perspectives on ethics. Could it be that the process of going through these difficult digital decisions aided professionals in values discernment and enactment of congruent ethical behavior both online and on campus? Instead of stating whether something is “appropriate” on social media, would it be better for us to ask if it is ethical or inclusive? As we look to the values of higher ed, especially as written in the student affairs professional competencies, professionals are called upon to understand diversity and engage in advocacy. Is this competency fully supported and enacted on social media? As I previously discussed, professionals set a number of boundaries regarding who they were willing to connect with and what they posted about.

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We can look to the data for answers to these questions. When asked if social media helped or hurt their understanding of people from different backgrounds, 92% of participants agreed or strongly agreed that it helped. Early career professionals selected this response most frequently. At a slightly lower level but still a high percentage, 78% of participants believed that social media is a venue through which they could advocate with members of oppressed groups. In particular, student affairs professionals were in agreement with statements that reflected goals of the student affairs profession, such as understanding diversity and engaging in advocacy, even when incivility was present on platforms. As one participant wrote, I see that I need to use SM [social media] to role model how to have civilized conversations. With the recent election and the general unrest among groups, I am seeing SM platforms used to argue more than listen and reflect. I am hopeful that the hatred and vitriol that seems to be modeled at the highest level with our POTUS will be tempered over time.

Another discovery about early career participants was that for them, social media was not only a tool for enhanced understanding about diversity but also a venue to advocate for members of oppressed groups. So how are these early career professionals connecting the dots of digital identity, ethics, and their institutional responsibilities? Well, it’s definitely not from their institutions, as we discuss next.

The Digital Disconnect at Institutions Despite individual efforts for technology-related competencies related to social media, the most significant disconnect for higher ed professionals was the support, education, and leadership at their individual institutions and graduate preparation programs. For example, 47% of the professionals did not feel supported by their institution to be active on social media platforms, and 47% worry about how their use of social media can impact them in the workplace. The fear of conflict was also shared among the participants, as 49% did not feel equipped to work through conflict online, especially between colleagues and in interactions with students or the campus community. When it came to working at a larger institution, professionals often expected to feel the presence of a watchful eye, as one participant who worked in enrollment management at a large 4-year institution shared: I used to be more active on social media, but I feel that my current institution discourages professional development (no support, not even a question), and I’m fearful that anything I put online can be twisted and used to my detriment by the leadership in my department. It’s unfortunate because I really enjoy engaging with my colleagues, especially those not at my institution.

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48  PRIMER FOR DIGITAL LEADERSHIP Another participant who self-identified as an executive at a large public institution wrote, “I work for a public institution. We have to be careful, very careful with our digital presence.” Particular roles on campus also faced a disconnect, with little value given to their digital presence. A faculty member at a small, private institution shared, Social media has yet to emerge as a form of scholarship valued in the promotion and tenure process at my institution. I think this is critically important for of both scholarship and service (when done well) that should be considered of value to institutions and across higher ed.

These worries and realities may stem from lack of guidelines, policies, or expectations for social media use by staff and faculty, as participants reported that only 30% knew of any such formal documents. This was also true for students; only 22.2% reported that there were written guidelines, policies, or expectations for students’ use of social media. The lack of formalized documentation for students or staff carried over into more than just marketing and promotional strategies. For something as simple as training and dialogue about social media, only 23% of participants indicated that their institutions offered training to students on social media behavior in college. This number increased slightly to 40% when asked if higher ed professionals educated student leaders about using social media in their leadership positions. The low numbers for training and development offerings for students about social media resulted in similar results for the advisers, supervisors, and faculty who serve these students. In total, 62% reported no professional development was offered at their institution about any topic related to social media. Of the 38% who said their institution provided education for faculty and staff, 43% said it was only for strategic communication, not individual digital strategy, nor was it connected to leadership skills. As a new professional in student affairs shared, I don’t feel at my institution there is much of an emphasis on social media use for anyone. We all seem to have our individual pages and handles, but it doesn’t feel like it is integrated well with the campus. I feel there is almost an archaic way of doing things on our campus, and technology isn’t always embraced.

However, the digital education disconnect actually started much earlier in the careers of these professionals. When asked about knowledge acquisition within preparation programs (graduate, doctoral, and certificate), 88% disagreed or strongly disagreed that digital skills, such as working through conflict online or even social media strategy, were included in their curriculum. However, participants reported finding education about social media at higher ed-related conferences (72% strongly agreed/ agreed). In addition to professional development conferences, participants reported

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learning opportunities at their own institutions that provided social role modeling and digital empowerment.

Discovering the Digital Leadership Connection Although institutions generally lag behind in training and development for higher ed professionals, we discovered that some of them provided an alternative, on-campus source of guidance and confidence building. A total of 65% of participants agreed or strongly agreed that they had leaders on their campus who role m ­ odeled how to integrate social media. A senior-level professional explained this further: Training alone cannot prepare staff/faculty [and] students for success in social platforms. The key is combining that with role modeling (especially in senior [and] executive leaders), support [and] education through failure (freedom to fail), and a professional space and emphasis placed on social media interactions by managers.

Participants at larger, 4-year institutions were more likely than other institutional types to indicate that they had leaders on their campuses who role model this type of behavior. But for all the participants, those who reported having a role model at a senior or executive level on their campus also felt more supported by their institutions to be active on social media, followed by those who reported working in student affairs. Do you feel supported? Do you have a leader on your campus who is role modeling through their digital presence? To take this line of inquiry one step further, we found that those who reported having a senior-level leader role modeling on social media at their campus also felt more equipped to work through online conflict among students, colleagues or other communities. Finally, and frankly impressively, 85% of participants who reported having leaders on social media at their campus also agreed that they could be themselves on social media, including having a personal and professional philosophy that aimed to use social media to be more approachable and accessible. The results of our study made apparent the need to validate senior leaders to be “leading” on social media platforms beyond outcomes for recruitment, fundraising, retention, or overall strategic communication. Just having someone on your campus model leadership on social media has a positive influence on your own approach. Although we do need presidents, chancellors, vice presidents, and deans, role modeling doesn’t start at the top. We also need our peers to fill this role. We need to learn from each other how to make digital decisions and develop deeper social media philosophies in order to successfully navigate the quickly shifting and very public landscape in higher ed. More simply, we need to figure out how to show up in higher ed and on social media with the same heart and soul that drive us every day. I now offer another digital leader feature, beckoning why we need to claim our space.

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Get to the Heart of Higher Ed and Social Media Sumun (Sumi) L. Pendakur is the chief learning architect at the University of Southern California’s Race and Equity Center. In her current position, as well as in her previous position as the associate dean for institutional diversity at Harvey Mudd College, Sumi can be found actively connecting with diverse audiences on Twitter, Facebook, and Instagram. She has been using these platforms to shake, awake, and educate as a social justice educator in all places and spaces. I hosted Sumi on Josie and The Podcast, and she discussed her approach to leadership online that brings to life the discoveries from the data in this chapter. She called for not only being the same person whether you are on- or offline but also a wholeness that connects integrity, authenticity, and ownership. She said, “Build a life in which the wholeness of your life you can be proud of personally, politically, family, work, etc.” (Ahlquist, 2017b, 33:29). Sumi’s approach also touches upon role modeling, which came up throughout the research presented in this chapter. Our students, our colleagues, even our family and friends are learning from us. Not surprisingly, Sumi has taken on this role whole heartedly up and down her social media feeds and with her family. Sumi shared, We have an opportunity to then say, this is how I stake a claim in the world. My tiny little stake in the world. It’s a place that’s grounded in authenticity and an attempt to be, you know, demonstrating a whole life and to also be constantly critical of things that are wrong. There are so many things deeply wrong in the world, I know it can be difficult, and you have to consider your context. (Ahlquist, 2017b, 36:20)

Sumi gives you permission to present yourself with wholeness but does caution that there is some risk when you apply your voice and power. For example, when posting online about what some may view as controversial content, she believes you need to back it up with education (e.g., facts and sources) and ensure that it is in line with your integrity (e.g., your beliefs and values). This role models healthy activism in the digital age. She quickly added to this statement about ethics and integrity: If you are feeling the burning desire to say (or post) something and you’re feeling like your integrity is going to be harmed by not saying it, you’re going to need to say it. But you have to figure out first what is your ability to take risk and then to share the pieces that you feel are important to you. (Ahlquist, 2017b, 38:02)

Could higher ed shape the social media behavior we hope for the rest of the world to adopt? We could be terrified of this, or we could own it and be empowered. We need to learn from each other as social media evolves. Whatever path you are on in higher ed or in life, or your views/use of social media, Sumi would encourage

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you to do the work of digital identity and ethics so you can ground your choices in actions online, even if that means there are disagreements. She stated, “We may not agree, but that’s not the point—we don’t have to agree. The point is can we actually dialogue and move the needle forward on the path that we’re on” (Ahlquist, 2017b, 38:57). Social media strategy and strategic communication skills have a stake in digital leadership but not without the self-work within these platforms to which the #HigherEd Digital Life research results have spoken. There are knowledge and skills gaps related to tech tools and digital identity education for higher ed professionals that campuses are ignoring. However, our research discovered examples of campus leaders who were emerging and actively engaging online, which provided multiple benefits to their campuses, including filling the confidence and training gaps of their staff and faculty. Discussions of ethics and inclusion also came to life in the research, and it is where this text next turns to in the form of identity, theory, and practice. But first, as Sumi encouraged in her feature, let’s start to explore your ethics and how they can live out online in Application Exercise 2.2. Share your digital code of ethics in our Digital Leadership Network (http://bit.ly/DigitalLeadershipNetwork); all chapter exercises are listed under the chapter’s location tab. Inside the network we can be a community and we can give support and feedback to each other’s posts using the comments feature labeled “Join the Conversation.”

APPLICATION EXERCISE 2.2 Develop a Digital Code of Ethics Any tool can be used for good or bad. It’s really the ethics of the artist using it. —John Knoll, creator of Adobe Photoshop (Comstock, 2014) Ethos is defined as the guiding beliefs of a person, group, or organization. Write down your ethos, including your moral compass for character, thought, emotion, and action. How does it play out? Can your ethos be your guide in online action and have real-time impact? If you were to document your ethos as a code of ethics for social media, what elements would be included? These can include what you stand for (passions/beliefs) as well as what you will not stand for in your life. Note your considerations in Table E2.2.1. Jump back into our book community to share your code of ethics, found in the chapter 2 topic page. As you move on to chapter 3, think about one to three elements that would be a part of, your digital code of ethics that can guide your digital practices.

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52  PRIMER FOR DIGITAL LEADERSHIP TABLE E2.2.1

Your Digital Compass My ethos (beliefs, values, morals):

My digital code of ethics:

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3 P L U G G I N G D I G I TA L SKILLS INTO YOUR PROFESSIONAL PRACTICE

A

s we discovered in chapter 2, having role models on campus who passively or actively guide leadership in digital spaces makes a big difference for higher ed professionals. However, most graduate prep programming, campus human resources professional development offerings, and professional association programs don’t cover a number of digital skills—even though they’re required to increase digital leadership capacity and competency. This chapter covers several foundational skills for those who are looking to embrace technology in their leadership practice, including digital literacy, identity, reputation, and branding. See Box 3.1 to review the definitions for these terms. Adam Castro, our next featured digital role model, will showcase how the terms are enacted. BOX 3.1.

Digital Definitions Digital Literacy: Beyond access or use of technology, from hardware to software. Calls for an active acquisition of knowledge, application, and analysis of basic to advanced skills around digital tools, including consumption of online content. Includes a critical analysis, not passive adoption/usage/acceptance. Digital Identity: What you choose to post online, including consciously and unintentionally. Also impacted and influenced by the content posted by others about you. Perception and control of identity rises and falls between what we can or cannot control in how we are perceived on-or offline. Digital Branding: Active communication of your clear and consistent beliefs and values via digital storytelling platforms. Brand should evoke emotion that connects and defines your mission. Awareness of your brand fits within the context of your employer, family, community, and so on. Digital Reputation: Knowing your desired message and impact, which focuses more heavily on the reception and perception of others. A less active form of digital branding; however, still an active choice of how you want to be seen and known. 53

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The Value of Sharing Adam Castro, vice president of admissions at Mercy College, has seen technology become integrated with every aspect of his work during his tenure in enrollment and marketing. But the biggest game-changer for him has been how easy social media makes it to share what he does. Adam’s commitment to a career in higher ed was reaffirmed when he discovered the hashtag #EMchat, a weekly Twitter chat for the enrollment management professionals community. He has also used the networking blog EMChat (www.emchat .us) to stay updated on the latest conversations, resources, and even humor in enrollment management. This new form of networking with community members has led to numerous opportunities for him, including being invited to serve as a cohost of Admissions Live. On Twitter, Adam connects with everyone, from friends and family to peers and colleagues. You’ll see him tweet about college access, then post pictures of himself hiking with his kids. He tries not to take himself too seriously, so Twitter has been a good fit for him—although he jokes that he probably uses GIFs too much. Adam explained his strategy for using different communication platforms: I am very professional and “put-together” on email but more personable via text. I believe there is an entertainment aspect to social media, so I try to keep my feeds interesting and timely. My tweets tend to be energetic and supportive to others going through the same professional struggles or helping me along the way. (­Personal ­communication, May 1, 2018)

The reflection brings out a number of skills the vice president has cultivated, including digital literacy (tactics and skills on email and Twitter), digital identity (Twitter content), and digital reputation/brand (the emotion he wants his feed to evoke). As an example, on May 1 (an iconic date in enrollment management, as it is the first deadline for incoming class deposits), he posted a tweet that both educated users about the significance of May 1 and noted the shifting reality of admissions work. Adam quickly found value in Twitter, but that doesn’t mean navigating all digital engagement tools has come easily for him. He admitted, I could not figure out Snapchat for the life of me. I rarely use Instagram because I just don’t see the content benefit. I try and educate myself on new technology but, clearly, that does not mean I adopt it. I get most of my intelligence from students at my institution and younger staff. (Personal communication, May 1, 2018)

To have a vice president admit that he lacks skills and has to rely on students as his tech educators is something to celebrate! Most executives think that they have to be experts at everything—especially tech. Let that control go. Instead, focus on cultivating a culture that welcomes experimentation, exploration, and education.

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For example, Adam has openly encouraged his staff to use social media for business purposes, and he has helped them make connections: “I like to use it [social media] as a megaphone to brag about my team and shout-out to high performers. That, in turn, allows them to connect with my audience and expand theirs” (personal communication, May 1, 2018). Documenting social media’s value for his team and connecting them with his network has kept Adam active on these platforms. He’s a role model for the social media leadership needed in higher ed. As I identify leaders as role models, like Adam Castro in this chapter, Lilly Singh and Joe Sabado in chapter 1, and Sumi Pendakur in chapter 2, we need to recognize more leaders like them so the entire industry can learn from them—not just those of us who are fortunate to have a dean, vice president, or president active online.

Start Downloading Digital Skills A variety of abilities, both tangible technology competencies and soft skills, are valuable for leaders. You can take in this information as an individual, or you can apply it when deciding which tools you’ll teach your team or community. Some of them are obvious, but others may be brand new to you. This section is organized from foundational to advanced skills you need to acquire on your digital leadership journey. In order to focus on plugging digital skills into professional practice, each section includes a series of exercises. All of them are available in a worksheet format that you can print out or complete online (www.josieahlquist.com/digitalleadership). You are also invited to share your answers, reflections, and questions, as well as learn from and cheer on other readers’ responses, in our Digital Leadership Network book community (http://bit.ly/DigitalLeadershipNetwork).

Digital Literacy Technology ownership does not equal knowledge or understanding. You can buy all the latest gadgets at Best Buy or the Apple Store, but I doubt you know half of the bells and whistles of your mobile phone, DSLR camera, or even laptop. A million followers on Facebook or Twitter—nope, that doesn’t guarantee you’re even close to literacy. Connected to knowledge, awareness, and practice, digital literacy is defined as the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyze and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process. (Martin & Grudziecki, 2006, p. 255)

This definition has also been applied to technical, cognitive, and social-emotional learning online and offline. Ng (2012) explained that individuals with digital literacy

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56  PRIMER FOR DIGITAL LEADERSHIP “should be able to adapt to new and emerging technologies quickly and pick up easily new semiotic language for communication as they arise” (p. 1066). Evolving to change is a big ask for some, but it’s one that technology demands. Our campuses do not have a say in what anonymous app will replace the now defunct, but previously dreaded Yik Yak, how TikTok’s terms of services change, or what Facebook does with our data, but we need to care about these issues, and we need to know what the heck they are. The beginning of digital literacy is about knowledge, not about adoption and active usage. Mackey and Jacobsen (2011) proposed the concept of metaliteracy within social media and online communities, which “promotes active engagement with emerging technologies and learner-centered production of information” (p. 68). Metaliteracy is defined as an advanced application of digital literacy that calls us to apply “critical thinking and collaboration in a digital age, providing a comprehensive framework to effectively participate in social media and online communities” (p. 62). Metaliteracy education is important because it can teach users how to critically consume content, use media to express views (political, social, creative), and understand ethical/legal issues, diversity online, privacy, and accessibility (Mackey & Jacobsen, 2011). In the face of accusations of “fake news,” deceptive advertising on Facebook, and endless bots (fake accounts) on Twitter, digital literacy and/or metaliteracy is critical for all of society. Shout-out to our library science professionals, communication faculty, and K–12 educators. They are way ahead of the game in creating and implementing information, digital, and metaliteracy curriculum. However, most of the research and curriculum on these topics have been applied to youth and young adults.

Digital Fluency The ability to use technology in a constructive and conscious way is the next level of digital literacy. Here is where we may see varying levels of tactical technology skills as well as soft, “people” skills. Social media skills can be taught, but there is some level of predisposition to naturally find enjoyment, challenge, or comfort in learning and being proficient with emerging technology tools. Skills can be measured as levels of digital fluency on a continuum from resister to experimenter to influencer. When new technology comes across a resister’s desk, they go through a fightor-flight-or-freeze mode, deciding whether to ignore it completely or fight against it. If you’re a resister, you are frustrated and possibly even angry with the state of emerging technology or with others who are so quick to adopt it or who want you to approach a new tool. You may make a conscious choice not to participate on certain social media applications or modify your phone hardware or software to affirm your choices. There’s a difference between being a resister and someone who actively limits their social media or tech use for their well-being. The rationale and emotion behind

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this choice is what makes the difference. Resisters may lack some digital skills; however, it isn’t that they aren’t skilled or capable in the technology they have to use as part of their job. It simply takes them longer to warm up to changes, especially if they don’t appear to benefit the resister or their programs. If you’re an experimenter, you enjoy exploring and trying out technology. You’re typically the first in your office to have the latest iPhone or new mobile app. You focus on knowledge about and adoption of a tool, seeing benefits both obvious and hidden. Experimenters find themselves championing new devices or social tools like a cheerleader or superfan, and they can get annoyed when they’re met with resistance. Experimenters tend to be self-taught, enjoying the exciting learning process of digital communication tools, but they also may be the first to stumble with decisions made with their use or management of their technology time. That said, people tend to come to experimenters with questions or for formalized education about different types of technology, and an experimenter feels their lessons can help the greater good. The influencer level of digital fluency may come from your position on campus or in your organization and/or the built-in influence you have. Unlike experimenters, influencers occasionally try on and explore tools, but they tend to challenge their validity through evaluation and assessment. They seek out and educate others with research and data to make informed decisions about strategy. They’re able to approach both resisters and experimenters with empathy and understanding. The other key characteristic of this level is the ability to influence change and fuse collaboration, trying on tech but not doing it blindly or alone. Although the influencer level brings us closer to discussing digital leadership, it doesn’t separate those who may resist or experiment with tech from those who use their influence to involve key stakeholders at varying levels of the continuum. Realistically, we need a mix of all three levels of digital fluency on our teams as technology shows up in all the work we do. Wherever you are on this continuum, the actions in Application Exercise 3.1 allow you to advance your digital literacy.

APPLICATION EXERCISE 3.1 Digital Literacy Checklist This application exercise has several parts that will guide you through exploring your digital literacy and fluency status. We’ll recognize our feelings about technology, then put into action methods for ongoing tech education that will fill our digital literacy gaps. Also, learning will come from paying attention to others, including those who are digital influencers in the field and for our campuses/organizations. By the end of the exercise, you’ll be tasked to play with new tools and create sandbox scenarios for you or your team to act out.

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58  PRIMER FOR DIGITAL LEADERSHIP Part A: Mind, Spirit, Tech Connection Get to know yourself and tech. Pause and think about how you really “feel” about tech, especially social media. What emotions do certain applications evoke? What do you like, love, or hate? Some platforms and tools may be a trigger for you personally, which will impact how you approach implementation in your programs or even how you educate your students or staff. Let’s tap into your mind, body, and spirit, connected to tech, and recognize the first response. Notice the differences using the framework in Table E3.1.1. We’ll bring this back up later as we create tech terms and conditions for our lives. TABLE E3.1.1

Part A: Mind, Spirit, Tech Connection

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Platform or Tool

Mind

Body

Spirit

Example: Email

Scattered, frustrated

Hunched forward, tightened

Tired

Example: Pinterest

Explore, enlightened Relaxed, hungry

Laughter, light

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Part B: Holistic Lens Step “outside your body” in a holistic sense with a researcher lens. If you find you are meeting resistance to your technology-related ideas (or you are resistant to tech yourself ), let’s use an external view of what is at play with possible data points. It’s time to look beyond anecdotal evidence about the tool and back up your assumptions with data and research. • Set up a Google Scholar alert that notifies you about the latest published research and scholarship with key words such as “social media higher ed,” “virtual reality (VR) pedagogy,” or “college students Snapchat.” • Looking for more academic substance on social media and tech? If you’re employed by a university, you can call on library resources for further research, for free! Part C: Lurk and Learn From Your Digital Influencers Scroll through a leader’s Twitter timeline to learn how they use the platform, what’s important to them, and how you are interpreting their overall presence. • Find three people you admire who use social media and/or technology tools. At least one of them should be in higher ed, ideally in a position you aspire to attain one day. I would also challenge you to include someone from your current campus or organization. • Find three places where they have a digital presence, including social media and digital storytelling platforms like blogging, YouTube, or a podcast. Pay attention to who they follow, what they share, the hashtags they use, and so on. As you learn from their online activity, think about how their digital leadership choices could inspire your own online activity. Record your observations in Table E3.1.2. TABLE E3.1.2

Part C: Lurk and Learn From Your Digital Influencers Digital Influencer Platform Discoveries Platform Discoveries Platform Discoveries

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Part D: Get to Know Your Campus Digital Influencers Look for social media activity from staff in your university library, information technology department, university relations, teaching and learning center, instructional design, and communications-related divisions. Most likely, at least one person on your campus already has advanced knowledge and the ability to evaluate certain types of tech built into their position description. Still no luck? Look to additional internal resources in ­subgroups—for example, • if you are in a state system, look at your other system campuses; • if you’re in a faith-based institution, like a Catholic university, look to other Catholic universities; • and so on. The goal is to find a peer who has unique insights based on your campus culture. Part E: No FOMO Allowed Learn to keep up with tech by attempting to stay in the know about technology—but no fear of missing out (FOMO) allowed. Being attuned to all tech all the time would be exhausting, even if you are an experimenter. I would also venture to say that your human resources professional development series may not always meet your tech needs. • Select one specific platform you are willing to learn more about, and set up a Google alert for it. • Find free educational videos on LinkedIn Learning, YouTube, Khan Academy, or other sources to which your university or professional association(s) may subscribe. Part F: Seek a Reverse Tech Mentor This part of the application exercise can be especially helpful if you fall closer to the resister side of the continuum. • Find someone who can guide you on tech in a one-to-one setting, which will be less intimidating than large group scenarios. This could be based on campus role, such as an expert from central marketing or information technology, or based on platform usage, such as a teen introducing you to Kik or Marco Polo. Let’s have some fun with this challenge by celebrating your reverse tech mentor. Post a picture with them with the hashtags #DigLead #TechMentor. Can’t wait to see them!

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This tactic works well if you are in a senior-level position and your daily calendar may not normally connect you with midlevel or younger professionals who could have a pulse on tech. Part G: Advancing the Application Create sandbox spaces, which are formalized spaces in one-on-ones, department meetings, and retreats. • Give your experimenters time to teach, but challenge them to preevaluate technology and gather data. • Allow space for resisters to express concerns while they learn tools with no expectation of immediate adoption. This may be a time to bring in someone from outside your department (even if they work on your campus) to guide a tech tutorial or design-thinking workshop. Part H: Be a Futurist This final part of the application exercise will especially appeal to you if you identify as an experimenter or influencer. I want you to think ahead by looking behind. By this, I mean that you should plan for the future of higher ed by looking to K–12 educate in both curriculum and student adoption patterns. Especially with social and mobile technology, trends tend to start with 13 to 18 year olds. Snapchat, Kik, and Marco Polo are good past examples, and at the time of publication, an app called TikTok was predominantly being used by 10 to 18 year olds. As a higher ed professional, this usage pattern should be on your radar, but you don’t necessarily have to run out and create a presence there yet (even though I totally think enrollment management/recruiters should).

Define Your Digital Identity Conversations about digital identity force reflection inward and self-awareness outward into the world. Digital identity is what you are posting in digital spaces and what others have posted about you; the aggregate of all this digital content is your digital identity. It relates to our conscious and unconscious choices in what we post every day and over time. Especially in education, the term digital identity could be confused with a developmental construct within identity development theory. This term, however, relates to an online presentation of self, including how one chooses to use, be impacted by, and appear on social media. Slater and Rouner (2006), early explorers of digital identity, believed that you become what you type. This behavior is known in the research as self-presentation, defined as “the conscious or unconscious process by which people try to influence the perception of their image, typically through social interactions” (Junco, 2014, p. 111). The choices we make in what we share online form a majority of our digital identity. This confirms Buckingham’s (2008) identity formation process, which declares, “Identity is something we do, rather than simply something we are” (p. 8).

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62  PRIMER FOR DIGITAL LEADERSHIP In my research on college students and their self-presentation methods on social media, I shared that “digital identity can be observed by the actual behavior exhibited online by students as they tell the stories of who they are at that point in time” (Ahlquist, 2015, p. 18). The same can be true for education professionals who serve these students. Application of digital identity has risen in research and practice for higher ed professionals. In the ACPA/NASPA professional competencies, (ACPA: College Student Educators International & NASPA − Student Affairs Administrators in Higher Education, 2015) the technology competency includes the awareness of one’s digital identity, as well as educating professionals and students on digital identity. However, this competency is written fairly generally, and it does not offer a roadmap for making choices in very public online spaces. Everything we post comes with an intent and impact on others, some predictable and some unforeseen. This means some of our digital identity is up for interpretation. Digital identity is a choose-your-own-adventure experience, and we’ve become our own public relations agency. Having (some) control over your online identity makes available the possibility of multiple identities, which, when related to identity development and leadership, results in an interesting debate. What is congruence online? Can you have multiple accounts based on your position(s), interests, identity(ies), and desired outcomes? For example, having two Instagram accounts—a private one for close friends/family to share pictures of your kids and a public one for your photography interests and side business— appears to be a valid rationale. You’re speaking to different communities, but you’re still consistent and connected with your identity on and off campus. That said, having one public account for your university role in public relations and another private account that documents your weekend bar-hopping appears incongruent or at least risky. But then again, is it? Here we start to debate the difference between an online and offline identity and what we consider “appropriate” or “professional” for higher ed professionals. I’m not here to list out what I consider to be as right or wrong in behavior for our field, on social media, or otherwise. However, society (and specific social media platforms) edges closer to this every day, and when situations arise, the world weighs in. An extreme example of digital identity considerations is digital identity duplication or replication, such as having your identity stolen or catfishing. In the popular documentary-turned-MTV-series Catfish, Nev Schulman investigated this phenomenon, especially among young adults, who fear that they have met someone online who may not truly be who they are presenting themselves to be. In In Real Life: Love, Lives & Identity in the Digital Age, Schulman (2014) shared that this behavior is a symptom of “how to conduct ourselves in a world in which our friendships, love affairs, and day-to-day interactions frequently take place online” (p. 71). Given the unwritten rules and complications of online interactions, many times we are left to figure them out on our own, which can bring out insecurities. Schulman (2014) believed that catfishing is “the insecurity at the center of online life. About the fear of a real life lived in public that drives people to decide that it’s better to pretend to be someone else entirely” (p. 32). This very personal perspective on digital identity and the rationale for how we present ourselves online exposes a reality for our lives in the digital age.

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We can easily uncover just how personal our decisions about digital identity are. Research has connected mental health to digital behaviors as a two-way street (Yang & Brown, 2013). If you are unhappy offline, this will carry over to your choices online. If you are prone to anxiety, seeing something online that triggers it will impact you in real time offline. There are no bumpers between the two. So, while I educate you about digital identity, we are really talking about life—real life in both online and offline contexts. Erik Qualman (2011) in Digital Leader: 5 Simple Keys to Success and Influence and Michael Fertik and David Thompson (2015) in The Reputation Economy: How to Optimize Your Digital Footprint in a World Where Your Reputation Is Your Most Valuable Asset argued that there is no difference between the offline and online identity. Fertik and Thompson used the words consistent and matching in the context of digital identity. Qualman (2011) took this idea further, instructing digital leaders to “stress positive change in your overall life—true change within all of us doesn’t begin in our fingertips, it starts in our hearts” (p. 64). In the scholarship, Torres et al. (2009) called for a congruence of digital selves with real life, with the possibility that shifting expressions of self online can be observed by changing choices of photos, posting of quotes, and membership in online groups. But then there’s the reality that certain identities are privileged to be “real” in different settings, from the workplace to home and online. I wrote about this in Contested Issues in Troubled Times: Student Affairs Dialogues on Equity, Civility, and Safety: “We can’t always control or even know these perceptions [of online contributions] which are influenced by position/title, gender, age, race, and ethnicity” (Ahlquist, 2019a, p. 416). It must be restated that there are more risks and tensions for minoritized identities, exposing a digital divide in digital leadership. There are complicated layers of privileged professionalism that I attempt to explore in the remainder of this text, recognizing identity, power, and risk as part of formulating and enacting choices in your life that carry over congruently in every area of your life. This book was not written to warn you about the right and wrong of the internet—it has no clear, static lines. The internet is a kaleidoscope, just like your identity has overlapping intersections that make up the uniqueness of you. At the end of the day, the choices you make in every single post—whether public or private—need to be explainable to your grandma or your senior vice president. Be prepared for some of the patterns you produce to have rough edges; however, be aware that this too is something over which you have only some control. Another element of digital identity is perception and control. We cannot control (or own) every piece of information and artifact about us online, nor the perception that is formed based on what’s posted about us on Google, Facebook, or Twitter. The development of skills in digital identity entails the awareness of self online, including what you choose to post, what content about you is searchable, and a sense of how others receive that information without any opportunity to “explain yourself.” Follow your rainbow, which expands from awareness of digital identity to being an empowered digital influencer. In What Happens in Vegas Stays on YouTube: Privacy Is Dead. The New Rules of Reputation, Erik Qualman (2013) used a variety of terms to define digital identity:

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64  PRIMER FOR DIGITAL LEADERSHIP Digital Footprint = items you upload about yourself. Digital Shadow = items that others post about you. Digital Stamp = the summary of information people will learn about you today and 300 years from now digitally, i.e., your digital legacy. Your Digital Stamp = Digital Footprints + Shadows. (p. 59)

I appreciate how Qualman used a positive psychology approach to explain digital identity, which also addresses the shadow and footprint roles that fuel our stamp. Part of owning your “stamp” is also being empowered with knowledge about privacy settings and data. This may be a wakeup call: Facebook, Twitter, and Instagram own everything you have posted (and sell it to advertisers), from your family vacation pictures to your livestream video at your friend’s graduation (Picchi, 2018; Schechner & Secada, 2019). Even if you delete it. Now, let’s take this to another level: All that demographic information (gender, age, location) and your interests, including pages you’ve liked on Facebook, goes into a little algorithm that is used to target you with ads, and it can be purchased by politicians and advertisers. Plus, Facebook and Instagram accompany you on your internet shopping journey so that they can retarget you with ads based on a pair of boots you almost bought online (Dangerfield, 2018). Campuses do this too, from a potential student visiting their website to actually visiting their physical campus with geotagging tactics (Aboulhosn, 2018). This is why when we talk about digital identity (and literacy), we also need to address knowledge, awareness, and action on privacy and data. As Fertik and Thompson (2015) instructed, “The first is obvious: always assume that everything you do electronically is being recorded and stored forever” (p. 37). I believe the ability to share our stories and positively impact others is worth the risk of privacy, but you need to educate yourself on platform settings and realities. Qualman (2011) shared, With the advent of radical and accessible technology, each one of us, for the first time in history, is creating an influential mark forever—we are all mini-digital celebrities and heroes to someone. The fact that what we do today will be recorded for eternity is new to most of us and it can be downright overwhelming. Where exactly does our privacy end and our legacy begin? (p. 2)

This idea of legacy that Qualman referenced provides a peek into approaching your digital identity with influence and leadership. The next section on digital reputation and branding outlines a great start to moving your content in that direction.

Digital Identity Checklist At first glance, digital identity seems pretty straightforward, but as you add on complexities of self-presentation, identity, and privacy, it becomes more nuanced. Whether you believe online is real life or offline forms your online, you need to know your current digital identity status. So, take a gulp, then get Googling and exploring throughout Application Exercise 3.2.

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APPLICATION EXERCISE 3.2 Be a Digital Explorer One of the first tasks in digital identity is to understand your current online presence. So, let’s be digital explorers! Search your legal name, as well as any other version of your name that could be used. For example, I would search “Josie Ahlquist;” “Dr. Josie Ahlquist”; and my maiden name, “Josie Hutchinson.” I may also search using my ­middle name. Part A: Internet Investigation Tactics Search for your name in the platforms listed in Table E3.2.1 whether or not you have an account on them. What came up when you conducted these searches? If you want to use more advanced or creative internet search tactics, try a reverse image search, a search for your current address or phone number, or a search for your name on all social media platforms. In the final section, list any action you need to take, such as closing an old account, untagging yourself from a picture, and so on. What came up when you conducted these searches? Are you finding any patterns? TABLE E3.2.1

Part A: Internet Investigation Tactics Bing

Facebook

Google

Reddit

Tumblr

Twitter

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66  PRIMER FOR DIGITAL LEADERSHIP YouTube

Other

Action required:

Part B: Control Your Privacy As I noted earlier in this chapter, some things related to digital identity we have control over, and some we don’t. Your choices include what you post as well as some privacy settings that might publicly hide your data/activity. • Go into every social platform on which you have an account, from LinkedIn to Facebook Messenger, and review your privacy settings. • Go further and review the terms and conditions of each platform to try to understand their privacy and data settings and what their privacy policies really mean. Part C: Identify Your Core This part of the application exercise goes beyond digital tools into identity and the congruence and consistence between online and offline versions. • Think about the core parts of your identity. How you would describe yourself to a close friend, from your background to hobbies to business-related ­interests? What values do you hold salient in your life that carry over to your work in education? • Consider these core parts of you, and find out whether they appear when you search your name on Google or scan your Instagram or Facebook accounts. Are these conscious choices or happenstance collections over time? Part D: Platform Presence, People, and Privacy Settings List every social media application on which you have/had an account in Table E3.2.2. Replace any that do not apply, and add others more relevant to you. Include the privacy settings you discovered in Part B, or note what your account looks like to the public. Go into each of your pages to summarize what content you share and what you do on each of these platforms.

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Also, decide who you’ll friend or follow. To date, most higher ed professionals get to personally choose who they will or will not connect with online. Please use this activity to reflect on and document your current choice of who you’ll connect with on each platform in Table E3.2.2. This exercise is intended for you to explore your ideal audience on each platform, as well as discover opportunities or gaps. TABLE E3.2.2

Part D: Platform Presence, People, and Privacy Settings Platform

Privacy Settings

Posting Themes

Ideal Audience

Who Won’t You Connect With (If Any) and Why?

Facebook

Twitter

YouTube

LinkedIn

Instagram

Snapchat

TikTok

Pinterest

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Other:

Other:

Part E: Set Digital Feedback Loops It’s time to call in support and feedback. A powerful tactic for understanding how your digital identity is being received is to ask others for feedback. Just like you request critiques on your curriculum vitae or résumé, request caring but critical advice from someone who knows you well, such as a supervisor, colleague, or close friend, or even try engaging an executive search firm consultant. It’s important to have a number of people do this, as just like with résumés, everyone will have a different opinion! Now that you have gone through so many exercises in this chapter, I want you to seek out feedback from two people you respect (supervisor, mentor, instructor, family member, or close friend) on what they see from your public digital activity. Have them attempt an online search for you by any means possible, from Google to specific social media platforms. Ask them to share perceptions they took away from just your Instagram page, search results, or Facebook feed. Give them a few days to do this, then jump on a call and/or take them to coffee or lunch. I don’t recommend receiving feedback in just digital form, as the conversation will bring additional light to their insights and ideas. During your conversation, use Table E3.2.3 to write down the highlights of what they found and their insight into your online presence. Finally, collectively reflect if you will modify anything about your approach to these platforms and/or actions you need to take. TABLE E3.2.3

Part E: Set Digital Feedback Loops Feedback 1

Feedback 2

Based on this feedback, what, if any, changes will you make?

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Build Your Digital Brand, Reputation, or Whatever If digital identity is your new pair of prescription glasses that allow you to finally see your current digital presence and impact on this world, then digital reputation or branding is all the types of frames with which you can style yourself. Although some will opt for something simple, others will strap on virtual reality goggles. I include both digital reputation and digital branding under the same header, as they are fairly interchangeable, but branding gets such an emotional reaction from some that I offer reputation as an alternative. Why? Well, does a brand mean you are selling yourself? Becoming a commodity? Reducing yourself to a thing? Growing up in Wyoming, I knew branding as a ranching-required function when calves or newly purchased cattle were literally branded on their hind quarters. (Side note: I realize this example for some doesn’t further sell you on the term branding.) Although there are now more alternatives to branding such as microchipping, ranchers still need a quick and reliable way to know and prove that livestock belongs in their herd, especially if they graze freely. Is it possible that your university would want you branded as part of their “herd?” Do you list your undergraduate or graduate institutions on your Facebook or LinkedIn profile? Can you see how this digital action ties you to an institution’s brand? I’m not surprised that there are disagreements about personal/professional branding, as emotions are woven into its very definition. For example, in Disruptive Revolution: Innovation, Entrepreneurship, and the New Rules of Leadership, David Passiak (2013) shared how even the concept of a brand is people’s emotional connection to it—feeling like you are part of it. In Branding Yourself : How to Use Social Media to Invent or Reinvent Yourself, Erik Deckers and Kyle Lacy (2011) talked about the byproduct of branding yourself to “create the right kind of emotional response you want people to have when they hear your name, see you online, or meet you in person” (“What is personal branding section,” para. 1). These authors challenge readers to ask what they want to be known for and what qualities they want to be connected to and associated with. In higher ed, our “associations” can refer to our professional associations, employer/campus, department, or even our university football team. Using these definitions, we build a brand around emotions. Can you feel emotionally connected to the work you do, specifically the place where you perform your work? What feelings do you want to evoke from others about the work you do in higher ed? I would argue you can approach branding through the brand of you, no matter your employer, that gives space and a microphone to what matters to you and tells your story. This does not include changing yourself to fit a platform; everything in branding is your story. Outspoken social media speaker and digital media entrepreneur Gary Vaynerchuk (2013) wrote in Jab, Jab, Jab, Right Hook: How to Tell Your Story in a Noisy Social World, “Whatever story you tell, you must remain true to your brand. Native storytelling doesn’t require you to alter your identity to suit a given platform; your identity remains the same no matter what” (p. 12). What a relief! Maybe we

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70  PRIMER FOR DIGITAL LEADERSHIP are overthinking this idea of branding, and instead, we should start thinking about storytelling. In The Impact Equation Are You Making Things Happen or Just Making Noise?, Chris Brogan and Julien Smith (2012) documented that storytelling packages your quirks by “putting a little bit of attention and mindfulness into the way you represent yourself to the outside world” (p. 237). I think the word branding gets a bad rap before we actually understand its application, and what better place than higher ed is there to bring meaning to it? Applying concepts of branding to making positive change can be powerful on the internet when your brand includes creating original content. In In Real Life: Love, Lies & Identity in the Digital Age, Nev Schulman (2014) gave an aspirational declaration for content creators: You can be one of the creators, using social media to distribute groundbreaking new work and ideas that alter our social fabric. Find something you believe in, something meaningful, and let that consciously inform your life, both offline and on. (p. 238)

That is a pretty beautiful brand, one that is based in beliefs and meaning-making. Is this sounding familiar, my fellow education professionals? In BrandEd: Tell Your Story, Build Relations, and Empower Learning, K–12 leader Eric Sheninger and branding professional Trish Rubin (2017) spoke directly to educational professionals about branding. In education, many times we hear messages that tell us to be humble or controlled in the ways we present ourselves as educators. However, these authors challenged this mentality: Today’s educators who embrace the brandality modality don’t need to be humble. In the noisy digital world, educational leaders must proudly use stories of their schools to convey a consistent brand message about who they are and what they stand for. (p. 7)

Furthermore, actually having a strategic brand carries over to educating your students because you build your individual or school brand based on core beliefs. As Sheninger and Rubin (2017) stated, “The goal of brandED is the sharing of clear and consistent messages that define our mission to educate our children” (p. 11). Doesn’t that make branding feel actually good in education? Let’s now try on digital reputation, which is also referred to as reputation management, something about which job seekers may have a heightened awareness. All kinds of statistics document how often and where recruiters and employers are scrolling for insight into your reputation during the hiring process (Driver, 2018; PRNewswire, 2017). These facts alone may frustrate and even confuse you, as if the job search wasn’t already emotional and complicated enough. Your reputation both online and offline carries a lot of weight. In The Reputation Economy How to Optimize Your Digital Footprint in a World Where Your Reputation Is Your Most Valuable Asset, Fertik and Thompson (2015) stated, “Professionals who have excellent digital reputations—reputations that are

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discoverable on and through the internet—will get more inbound job offers than ones who don’t” (p. 9). Applying digital reputation removes the brand of yourself or your current institution to take sole ownership of your online presence to meet your individual goals. There is no gatekeeper to take advantage of opportunities. You don’t need to be approved for a YouTube page or website. Just like with professional branding, digital reputation requires you to know your message and impact. LinkedIn expert Joshua Waldamn, when interviewed in Disruptive Revolution: Innovation, Entrepreneurship, and the New Rules of Leadership (Passiak, 2013), connected the same language in branding to digital reputation: “Once someone has figured out what their message is—that one thing you want people to remember about you emotionally—then it’s time to get all geeky with your profiles” (p. 266). With this definition and explanation, it is clear how much digital branding bleeds into digital reputation. Have you thought about how you want to be remembered as a higher ed professional? Fueled by emotion, by your online presence? Dan Zaiontz (2015) researched university and college presidents’ presence and reservations about being engaged on social media. In #FollowTheLeader: Lessons in Social Media Success From #HigherEd CEOs, he said that reputational damage was a major concern of campus leaders because it would be so public. However, Zaiontz addressed that there’s more to reputation management than social media—it’s the whole package of reputation, which includes both your online and offline actions. Can you have a digital reputation even if you aren’t on Twitter or Facebook? If you completed some of the activities in Application Exercise 3.1, you may have discovered this. In What Happens in Vegas Stays on YouTube: Privacy Is Dead. The New Rules of Reputation, Erik Qualman (2013) shared, “When it comes to your digital reputation, it is always best to have command of your destiny. In today’s world, your digital reputation is your reputation” (p. 3). Qualman (2015) later updated this advice just for university students in What Happens on Campus Stays on YouTube: The NEW Rules for Your Reputation on Campus, Online, and Beyond, producing 36 rules of reputation, which include “post it forward” (p. 1), follow “the three-second rule” (p. 1), “be FLAWsome” (p. 1), and “be a digital change agent” (p. 2). In the end, I believe when digital branding and reputation are applied to individuals who have their eyes on making an impact, they are the same thing. What unifies them is doing what Qualman (2013, 2015) proposed: taking command of your (digital) destiny. What is meaningful and valuable to you, projected through your voice/message/story, is what will produce an emotional response. But you can’t just sit back and expect this to flourish on its own. You need to be an active participant, storyteller, and creator. As we’ll see in in future chapters, your brand needs to be ignited with a philosophy, a deeper rationale that radiates your values and speaks to your desired legacy. Going forward I will use the terminology of digital brand as the active formation and activation of your story online. Application Exercise 3.3 will help get you started.

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APPLICATION EXERCISE 3.3 Digital Branding Wish List To start intentionally growing and refining your social media presence and overall brand, we need to know your current impact and actions online. This will come from conducting an advanced search of your digital identity on platforms and looking for patterns of your past activity. Don’t forget to share your discoveries from working through these digital skills exercises. Find the Digital Leadership Network (http://bit .ly/DigitalLeadershipNetwork), and head to the chapter 3 topic. Part A: Advance Your Awareness of Self on Social Media In this part of the exercise, you’ll practice social listening. Even if you don’t have a profile on a social media platform, you may already have a digital presence and reputation on it. Checking for it is like hearing your name being mentioned in a crowd in digital form. Flip back to chapter 1 to review current platforms, then search your name on them. I’d suggest doing this at least on Twitter, Instagram, Facebook, Tumblr, and YouTube. For example, on Facebook, you’re looking for not only your Facebook profile but also public posts that connect to your name, such as group membership or being tagged in a photo. Another example on Twitter that is common, especially if you’ve presented at a professional conference, is that an attendee may have cited or quoted your presentation, including your name. Knowledge is power when it comes to your reputation, and this type of social listening will aid your skills of knowing. Part B: Social Media Feed Audit I challenge you to complete a social media audit, where you will scroll through the past 30 to 90 days on at least one platform you are on. Write down three observations in Table E3.3.1. TABLE E3.3.1

Part B: Social Media Feed Audit Platform

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Observations From the Last 30 to 90 Days

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Part C: Peer Social Media Audit Find at least three professionals who have an active online presence and who inspire you. You may have called them your digital role models. They may be different from the three digital influencers you wrote down earlier. Ideally, you’ll connect with the content they share and their genuine approach on the platforms (and in the profession). In other words, you dig their digital brand. Pay attention to the type of content they share, as well as the original content they create. Learn more about their strategy by paying attention to what they post and when, and ask the following: • • • • •

What hashtags do they use? What other pages/people do they choose to connect with? Do they post during workdays, on weekends, or both? Do they lean on or avoid specific topics? How does their personality come out?

Use Table E3.3.2 to add your observations about these three peers’ brands. TABLE E3.3.2

Part C: Peer Social Media Audit Activity

Professional 1

Professional 2

Professional 3

Hashtags

Connections

Posting days

Topics

Personality

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74  PRIMER FOR DIGITAL LEADERSHIP Part D: Connect Your Institution Brand With Your Own This part of the exercise recognizes that some universities have clear policies on campus-branded pages and personal social media accounts for staff and faculty. Go find them, as soon as possible. For example, there may actually be a policy that requires you to add a statement on your Twitter account or blog that reads, “Opinions are my own and not the views of my employer.” Let’s take this from a policy to a shared philosophy between your campus/employer and your digital reputation. Review your university and/or department mission, goals, and vision. How do these elements already fit into your brand, and how could you use them to guide your own professional brand? Part E: Humanizing Your Brand This final part of the digital branding exercise is emoji-onal. If you had to select three to five emojis that describe you, what would they be? What emotions do these ­emojis communicate? In what cases would these make sense to include in a post, your bio, and so on? Did you know there is actually published research on the meaning of emojis (Barbieri et al., 2017; Tigwell & Flatla, 2016), a textbook (Danesi, 2016), an encyclopedia of emojis (emojipedia.org), and a dictionary of emojis (emojidictionary .emojifoundation.com)? Check them out if you want to feel accurate about your choices! This exercise is especially fun and easy to share in The Digital Leadership Network. If you haven’t already introduced yourself, this is a fun way to do so!

Introducing Digital Leadership Why use the term digital leadership exactly? Why not just call it leadership or influence? Neither the place nor context should matter; you are the same leader/person no matter where you are communicating. Digital is just a trending term. Besides, leadership is not inclusive for all. These are all valid reactions to the term digital leadership. Dx was presented in chapter 1, calling attention to the necessary shifts of technology, culture and the workforce that higher ed institutions and their leadership must meet. Just like digital leadership, Dx signals that current practices are not addressing current needs or likely future realities. At some point, we have to delineate the skills and actions required of leaders before social media from those that are demanded today. We have to acknowledge and quantify transformation of leadership with technology. Digital leadership is different. It deserves stand-alone education and empowerment because, unlike most of the technology that winds its way through our office spaces, social media is personal, even emotional. A variety of authors and scholars have approached guidance to and development of leadership alongside technology. Terms such as open leadership, transforming leadership, social executive, and digital leadership have been applied with varying definitions, skills, and dispositions for leaders to acquire.

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In Open Leadership: How Social Technology Can Transform the Way You Lead, Charlene Li (2010) wrote, Leadership requires a new approach, new mind-set, and new skills. It isn’t enough to be a good communicator. You must be comfortable sharing personal perspectives and feelings to develop closer relationships. Negative online comments can’t be avoided or ignored. Instead, you must come to embrace each openness-enabled encounter as an opportunity to learn. (p. xvi)

Li believed that technology has changed how we lead—from practices to people— and we want to follow others who are trustworthy, inspirational, and credible. Li was also quick to point out that leaders don’t sprint to the next trending platform; instead, they apply thought and strategy behind their choices for adoption and engagement. Are you one of those people? Li’s work was primarily based on corporate settings and contexts. Therefore, we must interpret her work in a way that makes it applicable for the culture of education. Erik Qualman (2011) got us a little closer. Referred to as the Digital Dale Carnegie, he hooked me on the hope for digital leadership education with his text Digital Leader: 5 Simple Keys to Success and Influence. Qualman wrote, “We know two things for certain: 1. Technology is in a constant state of change; 2. Those who embrace these changes will succeed” (p. 65). Li and Qualman show the need for a philosophical openness to and acceptance of change to survive and thrive in the face of fast-evolving technologies. Sheninger (2014) applied a sparkle of digital leadership to K–12 administrators. Sheninger shared that for educators, Digital leadership focuses on a consistent pursuit of innovation, effective integration of technology, quality of professional development, transparency, celebration of success from which others may learn, establishment of relationships with stakeholders, an open mind, and anticipation of continued change. (p. 23)

To actualize the call of a “consistent pursuit of innovation,” Sheninger listed seven pillars of digital leadership, especially for principals and superintendents, where connectedness becomes a standard. These skills include communication, public relations, branding, professional growth and development, student engagement and learning, opportunity, and learning environment and spaces. He proposed these seven pillars for anyone who is pursuing transformational change built around technology tools and improvement of school administration. Outlining ways to put these skills into practice, Sheninger (2014) rallied principals and superintendents to be storytellers-in-chief under the public relations pillar, which “creates a constant flow of information that highlights and focuses on schoolwide success and positive culture” (p. 99). This carries over to the pillar of communication, which requires school leaders to tap into the 24/7 flow of digital information access. The commonality between all seven of Sheninger’s pillars is openness, which

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76  PRIMER FOR DIGITAL LEADERSHIP in itself opens leaders to pushback. To counter it, he encouraged schools and leaders to create a plan, noting that “leading with technology is no different than any other change process. A systematic approach that emphasizes each pillar will not only implement and sustain change at the school level but at the personal professional level as well” (p. 73). Higher ed is in the same boat. Technology on campuses is constantly changing, and leaders are hesitant to engage with it. Instead, they need to have a clear plan for using tech that aligns with institutional goals and individual objectives. Harnessing the potential of digital technologies through Sheninger’s (2014) seven pillars can help leaders reach the aspirational aim to “create school cultures that are transparent, relevant, meaningful, engaging, and inspirational” (pp. xxi–xxii). Sheninger’s model was developed for K–12, but we can learn from it and apply the pillars to higher ed practice. I incorporated the elements of connectedness, intentional branding, and storytelling into my research and the development of digital leadership practices for leaders in higher ed. In my early research I specifically sought out active users to understand and build a framework that could be applied by campus professionals in all positions on campus (Ahlquist, 2015). I discovered campus leaders were integrating all parts of their lives into a personalized and genuine approach that they reported better connected them with their campus communities, especially on Twitter (Ahlquist, 2015). Participating on social media became more than a task list or busywork; instead, it enabled campus leaders to make meaning and build stronger relationships with their students, parents, and community members. In chapter 4, I spell out a personalized, values-based, and purpose-driven digital leadership framework in higher ed. The themes that have emerged for all authors and scholars who have explored digital leadership include openness and intention as essential ingredients, so in Application Exercise 3.4, let’s warm up to these skills.

APPLICATION EXERCISE 3.4 Warming Up to Digital Leadership Since digital leadership is a newer term to higher ed and I will always be, by training and heart, a student affairs educator, this application exercise is an icebreaker. You’ll start to look at your leadership abilities differently and dream about possibilities for your online impact. Connecting these dots entices you to own digital leadership in your life.

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PLUGGING DIGITAL SKILLS INTO YOUR PROFESSIONAL PRACTICE  77

Part A: Discovering Your Leadership Online In this part of the exercise, you’ll identify the highlights of your social media experience. What has been your best social media experience? What about it made it a positive memory? Who was involved? Why did you feel this way? As a leader, you may feel that every tweet or piece of content should have been perfectly composed or have 100 likes/comments. As a digital leader, you should instead think more deeply about making meaning of your online presence—most likely it involved impacting and interacting with real people. Maybe you helped them, added humor to their day, or even gave them hope through a time of struggle or stress. What would be included in your best tweet ever? What message, action or understanding would you love your community to know or be part of this week? Using the 280-character limit, as well as options for GIFs, polls, and pictures, what else would you include that would communicate your message? Start crafting that tweet in Figure E3.4.1. Figure E3.4.1.  Craft your tweet.

Part B: Measuring Your Internet Impact Write out an exhaustive list of how you have made or how you want to make an impact because of what you’ve posted in digital spaces. Maybe it will include a GroupMe message you sent to your recruitment counselors after Greek recruitment, a weekly email to your division that celebrates the hard work of your staff, or Instagram stories that shared resources to your community during a hurricane. Are there particular comments you got back, direct messages you received, or community members who shared their appreciation with you the next time you saw each other at a campus event that stand out? To this day, I have a box full of thank-you notes that I crack open on days when I need a pick-me-up. Listing at least three of these internet wins in Table E3.4.1 will remind you of how tools have worked in the past, and if you run into roadblocks or conflicts in the future, they can remind you to not go silent. Digital leaders stay the course in the present by making note of what has worked in the past in their use of digital engagement tools.

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78  PRIMER FOR DIGITAL LEADERSHIP TABLE E3.4.1

Internet Wins Win 1

Win 2

Win 3

Part C: Digital Impact Expectations Versus Hopes and Dreams Dream a bit more about your hopes for social media platforms. As you progress through this book, you’ll gain knowledge and skills to create and implement, with confidence, a clear and realistic strategy for social media. To begin this process, brainstorm a list of expectations, hopes, and even dreams you have for your social media presence in Table E3.4.2. What are your expectations versus hopes of integrating social media communication tools into your practice? List one to three. These can be very specific, like “Grow to 3,000 Twitter followers,” or relational, such as “Be more approachable to current students.” TABLE E3.4.2

Digital Impact Expectations Versus Hopes and Dreams Expectation

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Hope

Dream

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PLUGGING DIGITAL SKILLS INTO YOUR PROFESSIONAL PRACTICE  79

Part D: Your Role and Rationale as a Digital Leader In this part of the exercise, you’ll identify teachable tech moments. Are there colleagues, friends, or family around you who seem to be struggling with technology or social media? Not just formatting a Word document or creating a graphic in Canva—I’m talking about those who use tools without reflection, such as staying on their phones during dinner or a movie or who seem to show up on Facebook through only negativity and harm. Embracing digital leadership means speaking up in an empathetic, empowering, and kind way. We need to take care in how we use technology that intersects with daily life. Digital leadership should also move you to role model 24/7 your own tech use in person and online. In the next week, is there a teachable tech moment where you can nudge someone who needs guidance and maybe even inspiration with their use of mobile and social media? You can also think about what overall tech-related behaviors, choices, and actions you could focus on to role model for specific audiences. Brainstorm your teachable tech moments and role modeling possibilities, then list at least three of them in Table E3.4.3. TABLE E3.4.3

Opportunities for Digital Role Modeling Opportunity 1

Opportunity 2

Opportunity 3

Part E: Your Why for Leading Online Answer the question “Why are you online?” Break it into smaller facets: What do you hope to accomplish? With whom do you want to connect? Will it matter if you have a presence on Instagram—or further, what is the difference you hope to make because you are on Instagram? These deeper questions crack open the philosophy behind digital leadership. This statement should be uniquely personal. Be inspired by the answers from each digital leadership feature for their Why for Leading Online, but resist the temptation to duplicate them. How can you have a bigger intent and impact if you align your values and goals with your social media presence? Write out an exhaustive list of your values and “why” for all areas of your life in Table E3.4.4. Then, carry over values that you want to bring into your leadership online. Finally, draft your “why” statement in the final row.

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80  PRIMER FOR DIGITAL LEADERSHIP TABLE E3.4.4

Your Why for Leading Online Your values for all areas of your life.

Values that translate into leadership online.

Your “why” for leading online.

Part F: Declare It! In the last part of the exercise, declare yourself a digital leader. Intention and declaration go a long way. Self-identifying as an ally, an advocate, or a change-maker is one way to set a clear intention, practice, and purpose for your work. It’s the same with how you show up and build strategy around social media. While I’ve listed frameworks, checklists, and activities for digital leadership in this book, I’ll be thrilled if you simply embrace the term and begin to apply it to your life, legacy, and leadership. This includes saying; writing down; or even better, posting online, “I am a digital leader.” This ownership beckons congruence with and commitment to yourself and to others both online and offline.

Connect All the Dots Digital leadership connects all the dots—not only between leadership and technology but also among ones related to all skills listed in this chapter (digital literacy, identity, and branding). It seamlessly weaves them into competencies of communication, community building, and change-making with a personalized approach. This chapter opens with an example of a digital leader in higher ed, Adam Castro, and shares how he has adopted digital tools that work well with his personality, skills, and objectives. He reflected on the impact of his presence (digital identity), what skills he doesn’t have (digital literacy), and the supportive network he has built along the way, which has led him to become more vocal on other channels like #emchat and Admissions Live (digital brand ). These skills collectively make up practices that apply to digital leadership. Although Adam is just one example of a digital leader in one corner of a complex campus community, this chapter should have you thinking about professionals across the landscape of higher ed—not to mention your own role in modeling knowledge, skills, and dispositions around digital media. What gaps did you find? What experience do you already have that you can apply? You were tasked with a lot of homework that will pay off in the coming chapters and days to come as a digital leader.

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PA RT T W O A PURPOSE-DRIVEN D I G I TA L L E A D E R S H I P P R E S E N C E

I

n 2003, after completing a brief summer internship at Dean College in Franklin, Massachusetts, I packed up the few things I brought with me and used MapQuest to plan my trek, first back to my hometown in Wyoming, then onward to ­Northern Arizona University to start my graduate program. I had limited experience driving in big cities, let alone across the country, so thankfully my then-boyfriendnow-husband Lloyd was willing and able to come along. Our first stop, Boston, wasn’t that far away. For those unfamiliar with Boston around 2003, the “Big Dig,” formally called the Central Artery/Tunnel Project, was still in full steam, with construction completely gnarling traffic across major freeways and side streets throughout the city. To our dismay, the one exit we desperately needed was closed, and our paper directions were rendered completely useless. What followed next included 90 minutes of unexpected sightseeing, meeting a handful of very kind Bostonians offering directions (some of which were not accurate), an investment in a U.S. atlas with page-by-page state and city maps, and a muchdeserved happy hour. During our Boston trip, we had to slow down, then literally stop our travels. We couldn’t just keep moving forward; we had to accept we were lost and needed help. We willingly sought out others and sometimes asked for a second opinion if the previous directions we received were confusing. We had to turn on our internal GPS and use it to navigate the problem at hand. This skill is similar to leadership development skills like self-awareness through reflection and discernment, which play a critical role in leaders amplifying their signals on social media. Part Two won’t provide MapQuest-like directions and expect you to follow them step-by-step. They would be outdated within a month of this book being published— just like my printed directions into Boston. Instead, Part Two directs you inward to activate your intuition, intent, and impact, creating an internal guide for navigating social media and technology as it changes over time. Part Two opens with another reminder that you are not being asked to rush full speed ahead, following a prescribed route. Although technology moves quickly, you don’t have to. You actually need to slow way down—maybe even stop your use of social media for a few weeks—and take time to reflect on not only the tools you use 81

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82  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE but also who you are and what you want to accomplish in your life. Then you can integrate digital engagement platforms to aid in your mission, while staying tuned in to your inner voice’s directions.

Part Two Overview The heart of this book is found in Part Two, which directly connects leadership theory with online and offline practices. In chapter 4, you answer the question “What is your why for leading online?” Your why is discerned and activated by applying the five guiding principles of purpose-driven digital leadership: change, connection, personalization, strategy, and legacy. In chapter 5, leadership theories and models are defined, then remixed for digital contexts. Building a clear and realistic strategy is spelled out in chapter 6, where you apply a framework called discernment for digital leaders. This self-reflective roadmap contains four pillars that guide you to create a values-based social media strategy. Chapter 7 explains two digital leadership principles, personalization and connection, and outlines humanizing tactics and practices for digital leaders. By the end of Part Two, you’ll create an authentic and approachable brand and know how to develop content that your community will find meaningful. As you progress through Part Two, I hope you feel a sense of relief. Slow down. There isn’t one turn-by-turn route that you must follow; rather, Part Two guides you through self-work that leads to authenticity online, rather than busywork that makes you come across as overproduced. Also, remember that you don’t have to be alone during your travels. Bring along a partner, and ask others for help, as I did in my MapQuest story. You can also reach out to me directly, or post questions or reactions in our online community, the Digital Leadership Network.

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4 H E A R T WA R E Your Why for Leading Online

W

hy do we log on, day after day, to social media? Why do we stay away from certain platforms? Why do we post what we do, comment on certain users and not others, or retweet or share a post? What motivation do you have for the platforms on which you post? What is your why for being online? What’s the drive in your life to lead? If you really sat back and reflected on the whys of logging on, no matter your generation, years in the field of higher ed, or technology skills, it comes back to the fact that we all want to belong. We need only look to Maslow’s (1943) hierarchy of needs framework, which lists growth of human needs in stages: physiological (food, shelter, sleep), safety (health, security, money), belonging and love (friendships, family, intimacy), esteem (status, acceptance, respect), self-actualization (values, helping others, fulfillment), and self-transcendence (spirituality). Because this psychological theory was developed in 1943, it doesn’t account for today’s technology, but what remains is our innate human curiosity and growth through these stages, through which we seek to fulfill our needs with the tools available to us. Today, those tools include Zoom, email, Facebook Messenger, and FaceTime. Ten years from now, our tools will be different, but our human needs will persist, including seeking belonging. At its best, social media is a conduit of connection and sparks belonging—or at least, that’s its promise. By definition, social indicates community, engagement, and relationships. But digital communication tools fall short of these expectations when they fail to provide genuine interactions or authentic community. Our needs are not always met in these online spaces, and sometimes the internet even causes harm, including increased stress (Gemmill & Peterson, 2006), cyberbullying (Esbensen & Carson, 2009), internet addiction (Kim & Davis, 2009), and relationship conflict (Reich et al., 2012). Digital leadership doesn’t require that you ignore these problems with technology; if anything, you may notice more than most. However, instead of passively pointing out behaviors around tech as problematic, I call on you to be part of the solution, to recognize the role you can play in reclaiming these tools for positive social impact. When you go online your purpose matters; it’s time to clarify that purpose so that you can intentionally amplify it online. 83

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84  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE It is time to answer and declare: What is your why for leading online? Your digital leadership presence is made up of several elements: Your hardware is the physical tech tools you own; your software is the platforms you use; and your heartware is how you connect the tools and platforms with your purpose. Heartware is a community-centered philosophy, built from humanizing the use of any given tech tool in order to form stronger connections. This, then, is the question: Is your heartware—your why for leading online— in the right place for you? Be mindful not to get blinded by vanity metrics (stats on numbers of followers, subscribers, likes, etc.) to understand the value of your impact online. A heartware approach to digital leadership recognizes every like, comment, and new follower as a real person seeking community and belonging (Ahlquist, 2019a). As a digital leader, you need your why to align with your values, ethics, and intersecting identities as you make a real impact—online and offline. By centering digital leadership around the concept of heartware, we can approach social media for higher ed in a refreshing new way: • Digital leaders have a clear purpose online to take the guesswork and busywork out of social media as a leader. • Digital leaders evolve their awareness from debates of “personal” and “professional” or what is “authentic” or “IRL” congruency in all physical and digital spaces. • Digital leaders recognize that self-work is critical to maximize their impact on social media, just as it is in the interpersonal space. • Digital leaders don’t chase trends (and neither does this book); rather, they reflect on and are open to what works for their community as tools continue to evolve. • Digital leaders can transform with courage, congruence, connection, and creation. Throughout this text, you will meet dozens of higher ed professionals living the heartware approach to social media. In the following section, you will meet a digital leader whose story describes her usage with heart and soul.

A Little Bit of Heart and Social Mamta Accapadi, vice provost for university life at the University of Pennsylvania, elevates the possibilities of social media tools by applying authenticity, cultivating humanity, and connecting through compassion. Mamta doesn’t see her skills as related to strategy or branding; instead, she sees her skills as being part of the business of human beings and belonging. When she describes her why for being and leading online, she uses words like joy, wholeness, boldness, and compassion. It’s the heart stuff, which is harder to assess than a social media strategy that values metrics.

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HEARTWARE  85

Although Mamta is contributing on numerous platforms, including Twitter (@MamtaAccapadi), Instagram (@dr.mamtaaccapadi), LinkedIn (maccapadi), and blogging (drmamta.wordpress.com), I will focus on her daily use of Facebook (/mamta.accapadi.1), where she opens up connection to her campus community and higher ed networks. A sign of digital leadership is the constant connection and congruency between leadership offline and online. An example of Mamta using Facebook as a digital leader is related to supporting students’ career readiness, marking improving their LinkedIn pages as a priority for staff. On February 16, 2018, she posted on Facebook: Today, the student affairs collective at Rollins gave out “Recommendation Valentines” to our students on LinkedIn. (Translation—we articulated our appreciation of the contribution of our student leaders by writing recommendations for them on LinkedIn during our division meeting). TAKE THE TIME, recommend students on LinkedIn.

This example recognizes the role we have in education to position students for postgraduate success and ways social media can help if we commit resources, strategize, and act immediately. Numerous followers noted how brilliant the idea was and how their department/division would be doing something similar. Another sign of a digital leader is someone who has an impact on their campus, even when they aren’t posting to social media themselves. They still have presence because their community is talking—really, bragging—about them. Yik Yak caused problems for institutions from K–12 to college campuses, from bomb threats to bullying, but users were also drawn to the platform for playful purposes, from announcing party locations to their struggles with finding parking on campus. Because Yik Yak posts were anonymous, users didn’t filter what they shared, which some thought made it the most “real” social media feed out there. While it existed, many higher ed administrators used Yik Yak as a tool to listen to conversations (and criticisms) and even responded in real time. Around Halloween every year, Mamta sends an email to the entire student community, calling for them to take ownership of their actions, from their attire at events to taking care of each other. Although some wonder if students read their emails, in Mamta’s case her style is magnified by the caring relationships she has built with students, which resulted in the Yik Yak post in Figure 4.1. The original post was sent to Mamta from a staff member who used Yik Yak as a social listening and customer service tool. The screenshot on Facebook reminded her followers of a crucial point: Just because you don’t have an account on a platform doesn’t mean you’re not on it. From a one-to-one conversation with a student to an email to your entire campus community, your actions, whether you intended them to live out online or not, can and will be amplified in the digital space. Digital leaders recognize, embrace, and take advantage of this. It goes back to approaching the work we do with authentic intentions and presence. Mamta described this online and offline approach as “living with boldness: embracing that we are unique beings who

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86  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE Figure 4.1.  Facebook screenshot of Yik Yak post.

Note. Retrieved from www.facebook.com/photo.php?fbid=10105261025928740&set=pb.7926207.2207520000 .1566075478

can live with the joy and wholeness that only you can bring to a space and that you do that fully” (Ahlquist, 2016c, 1:02:41). But what makes the social media use of higher ed professionals any different from that of any other industry or career path—politicians, journalists, lawyers, celebrities? What sets higher ed apart is the primary audience/community/consumer we serve—students. Whether part-time, nondegree-seeking, full-time, graduate, or traditional-aged undergraduate students, our industry’s aim and accountability is built around their education and success, even beyond graduation day. At the most basic level, your profession doesn’t matter. Our society needs role models and leaders, like Mamta Accapadi, vice provost for university life at the University of Pennsylvania, who are transforming leadership through technology.

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HEARTWARE  87

It’s time for some heart and soul online, and I believe that’s where higher ed l­eaders will shine. This chapter gives you the blueprint to humanize technology platforms with heartware by connecting your actions with a values-based, purpose-driven digital leadership presence in Application Exercise 4.1.

APPLICATION EXERCISE 4.1 What’s Your Why for Leading Online? Why are you online? What do you hope to accomplish? With whom do you want to connect? Will it matter if you have a presence on Instagram—or further, what difference do you hope to make because you are on Instagram? These deeper questions illuminate the philosophy behind digital leadership. How can you have a stronger impact if you align your values and goals with your social media presence? To answer these questions, complete two steps: 1. Write out a comprehensive list of your values and the “why” for all areas of your life. 2. Answer this prompt in one sentence: What is your “why” for leading online? Hint: Don’t overthink it! This is just the first draft, and you’ll revise your why in the final chapter. Need inspiration? Check out the appendix to see the answers provided by this book’s contributors.

Building a Digital Presence With a Leadership Purpose Digital leadership shows up when you mindfully connect social media with a purpose, with heartware. Heartware (your why for leading online) encompasses the soft skills of the internet: your mission, beliefs, values—what gets you out of bed in the morning, or what breaks your heart. But just like learning the technical skills of hardware or software, heartware needs to be broken down into manageable components and then applied. This is where the guiding principles of purpose-driven digital leadership come in. Your heartware is activated by applying five guiding principles of purpose-driven digital leadership: connection, personalization, strategy, change, and legacy. These guiding principles form the definition of digital leadership, which embraces change and prioritizes community building, using a personalized, values-based strategic approach for collaborative meaning-making. A purpose-driven digital leadership presence is built on the following guiding principles (illustrated in Figure 4.2):

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88  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE Figure 4.2.  Guiding principles of a purpose-driven digital leadership presence.

1. Connection. Social media has afforded digital leaders the opportunity to connect to, communicate with, and impact people in their immediate communities and around the globe, whether they’re friends, colleagues, or followers. The priority of connection is an essential ingredient for a digital leader’s relational use of social media. Digital leadership is founded on the genuine pursuit of building relationships and communities. 2. Personalization. People want to connect with people, not platforms or position titles. Digital leaders personalize their presence so it is unmistakably true to who they are. Digital leadership is a holistic, genuine, and authentic approach that humanizes individuals and their use of social media tools. 3. Strategy. Like any initiative we undertake in our leadership roles, our persona and presence on social media shouldn’t be the result of haphazard moves. Digital leaders have a clear yet flexible strategy that aligns purpose, values, and personality, as well as institutional objectives. 4. Change. Change is inevitable, both on campus, where we educate students, and in the world outside our boundaries and influence, where students are engaged in multiple communities. Digital leaders are adaptable—they accept and embrace change and a lifelong learning mind-set. They are willing to learn with and from others constantly, allowing for the idea that their digital leadership could in turn change them. Change is present in every principle of digital leadership.

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HEARTWARE  89

5. Legacy. Even as social media tools increasingly move toward an impermanence of the content we post, the things we say, do, and share online will have a lasting impact on others. Digital leaders are committed to making real positive change, achieved through the influence relationship (on- and offline) between leaders and followers who share a common purpose (Rost, 1991). Digital leadership integrates the theory and practice of leadership within digital contexts, investing daily in meaningful moments that will leave a legacy over time.

In the rest of this chapter, these principles will be introduced, with later chapters expanding capacity for digital leadership development (legacy), a humanistic (personalization) and relational approach to community building (connection), and digital engagement tactics (strategy) for higher ed leaders. Change comes up in every one of these principles, addressing technology competencies and confidence as technology continues to evolve.

Change, Confidence, and Competency Digital tools are in a constant state of change, and the demands on leaders to constantly learn and develop is a reality. Change is challenging. As a result, leaders may struggle with selfconceptualizations of whether their capabilities and resources can keep up (Avolio & Luthans, 2006).

Change. Digital leaders are adaptable— they accept and embrace cahange and a lifelong learning mind-set. They are willing to learn with and from others constantly, allowing for the idea that their digital leadership could in turn change them.

Before Instagram even hit the App Store, higher ed leadership researchers (Hannah et al., 2008) wrote about leadership efficacy in Leadership Quarterly: We argue that the current conditions require leaders to continually “step up” to meet complex challenges and to have the requisite agency to positively influence their followers and the organization’s culture, climate, and performance. To mobilize groups toward collective performance, leaders have to both exercise high levels of personal agency and create similar levels of agency in those individuals they are leading by proxy. (p. 669)

We need leaders in higher ed who are confident in a variety of environments, including online. When looking at the college presidency role, into the late 2000s there were few examples of executives on social media. Fast forward to the time of this publication, and you’ll see hundreds of them posting on Twitter daily (Ahlquist, 2017c), with some job descriptions noting that the president or vice president needs to be on social media. Recent research has found that college and university executives are more likely to be engaged on social media than corporate executives (Barnes & Lescault, 2018; Chatterton, 2018).

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90  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE I could have infused this book with tactics and how-to’s for social media, but the beliefs, skills, and behaviors for successful and effective leadership through social media are personal and subjective. They have or will impact your capacity and efficacy for leadership in online and offline contexts. Where does your confidence fall related to your knowledge, skills, and abilities around social media? Professionals who have the skills, confidence, and what Leadership Quarterly referred to as “agency” or willingness to enact their influence online, show signs of digital leadership (Hannah et al., 2018). The willingness to change, recognize, and apply influence can be where the digital leadership conversation ends for many campus leaders. How does the prospect of a new learning management system, strategic plan, reorganization, or rebrand make you feel? Does change make your skin crawl, or does the idea of innovation excite you? In The Engaged Leader: A Strategy for Your Digital Transformation, Li (2015) wrote about executives and technology, warning that accepting change and letting go make some a little queasy: “If your palms aren’t sweaty and your stomach isn’t churning, then you probably aren’t practicing engaged leadership” (p. 9). Due to the anxiety that change and an open mind-set may cause, Li has found that leaders who are more likely to see the downsides of digital leadership or are in complete denial about it aren’t able to consider new ways of leading with technology. Two critical directives for an open and engaging style of digital leadership are to be open to change and to let go of control. Wait, let go? Let things happen and accept everything “as is?” Not quite. As covered in chapter 1, tech tools should be critically evaluated, and some should be left out of your operations. Especially with the flood of ed tech start-ups popping up yearly, leaders cannot let down their guard, and instead should set an expectation of quality, privacy, and accessibility. However, we don’t always have a say in which platforms show up or how they will be relevant to those we serve. This is especially true with social media. You may have hated Yik Yak and wished students weren’t so active on it, or you may really wish your campus would be more engaged on Twitter. What exists in the middle of these viewpoints is strategy, but not full control—yet you can still make informed strategic choices. That fact can be difficult for leaders to come to terms with. Fighting (or completely ignoring) the pace of change and evolution of technology is one tactic. Another tactic is using a positive psychology framework of openness. Charlene Li (2010) wrote in Open Leadership: How Social Technology Can Transform the Way You Lead that having an open mind-set is a major outcome of digital leadership. Li prioritized this characteristic over being authentic or transparent online. Li stood firm by stating, The question isn’t whether you will be transparent, authentic, and real, but rather, how much you will let go and be open in the face of new technologies. Transparency, authenticity, and the sense that you are being real are the by-products of your decision to be open. (p. 206)

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A leader finally facing whether or not they need to let go of control will find that it is already happening. You are not in control. What remains is building confidence in yourself and trusting in others to fill knowledge and skill gaps. A variety of models and levels of digital skills exist in higher ed, and you may identify with one of them. As discussed in chapter 3, they include digital resisters, experimenters, and influencers. However, in a digital leadership context I challenge my resisters to instead try out the title and philosophy of explorer. This reframe embraces the newness of an experience and anticipates imperfection. Explorers should seek out an experienced guide as they navigate concerns, mistakes, or missteps when learning a new skill. As an explorer, someone can be new to or hesitant about technology, but willing to learn about tools. Exploring tech may simply begin as considering who you serve and what technology is most relevant to them. For experimenters, you’ll dig in beyond information and understanding. You’re willing to adopt, stake out a space on a platform, and try it out. Finally, if you are an influencer, take your experience and position to programming, policies, curriculum, mentoring, and more. Influencers consider technology in everything they do, setting the tone and modeling what an engaging and open leader can look like in the digital age. Let’s look at a couple of examples. Tony Doody, director of university student centers at the University of Delaware, sets high standards for adoption: “I’ve seen administrators jump quickly to allocate resources when there is little evidence to support such allocation. When considering technology, people should take time to ask questions and understand the full implications, challenges, and benefits” (personal communication, June 6, 2017). Tony calls on who he refers to as digital sherpas, those who he trusts won’t waste his time and will tell him about what is truly valuable. The importance of ROI and time comes up a lot for senior-level leaders, as he shared the following: “Ideally, I want to ensure that I understand how to best connect with students and colleagues on platforms that are relevant and authentic” (personal communication, June 6, 2017). Tony has outcome in mind alongside his approach. Although he could be exploring, experimenting, and influencing, his time is also limited. So he shares control by calling on his sherpas (influencers) to guide his practice. Digital leaders are okay not always being the sherpas, instead carving out space for others who can guide them—from students to staff or even family members—and direct their efforts and understanding. Executives especially need to heed this message and build an entourage that can be digital sherpas, tech mentors, and change navigators. You need them and should recognize them. Martha Compton, dean of students at Concordia University Texas was caught a bit by surprise that her president recognized and rewarded her use of Twitter and how it served as mentorship to him. New to her role, she established the hashtag #ctxaday with a goal to post daily about the campus, which was getting a lot of great attention. As she shared, About 2 months into this practice, I ran into our president in the campus dining hall. We chatted for a few minutes and he made a point to tell me that he really

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92  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE appreciated my engagement with the community on social media, and said that I was his “Twitter mentor.” It was a good reminder to me that he is paying attention (even to my Game of Thrones posts) and it has strengthened our relationship. (Personal communication, May 10, 2019)

Please don’t confuse change, confidence, and competency around technology with pressure for platform adoption. Leaders need to have digital leadership skills so they can discern which spaces are the right fit. Mordecai Ian Brownlee, vice president for student success at St. Philip’s College, carefully selected Twitter, LinkedIn, Instagram, and YouTube. He has posted an education series on YouTube, and the following gives an insight on his process: I read up on the latest trend(s) and analyze the appropriateness of my engagement. I also allow for time to take its course, because some of these trends fade quickly and it is important to me to establish a social media presence on platforms that are stable. Mainly for consistency and accessibility. I would caution other professionals from joining a platform simply because it’s trending, without having a commitment for interacting with the platform regularly and consistently. (Personal communication, October 25, 2018)

Mordecai is bringing to light commitment to consistent engagement, as platform adoption is just about the easiest task to cross off your to-do list. Just saying you have a Snapchat account is not digital leadership, nor is it being innovative. Presence doesn’t equal influence, which is why I created Application Exercise 4.2. As you work through the chapter exercises, make sure to tap into our Digital Leadership Network to share, get feedback, and learn from others.

Tap Into the Relationship Equation Digital engagement for campus leaders is built around relationships and community building. This connection is a result of tapping into the relationship equation. Marketing might be part of this equation, but it’s not at the center. Relationships are. When you shift your approach to this principle, you will still be able to meet (and exceed) your marketing and metrics goals. But this is where I see countless university-related pages failing, from departments to deans— overanalyzing and obsessing on vanity metrics like followers and likes alone. Digital leaders align the actual needs of their audience with technology tools. This book specifically gives examples of social media, but you could apply this same principle to websites, mobile applications, enterprise software, and so on. For example, how can your university Facebook page be a service to alumni instead of just a Connection. The priority of connection is an essential ingredient for a digital leader’s relational use of social media. Digital leadership is built on the genuine pursuit of relationships and communities.

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APPLICATION EXERCISE 4.2 Don’t Add More Platforms—Add More Purpose Can you be honest with yourself in where you are with social media? What do you need to better understand and learn to use these tools? As you apply purpose and intentional strategy to your social media presence, ask the following questions: • What reactions come up for you with technology, especially social media? • Do you identify as a resister, an explorer, an experimenter, and/or an influencer? • List one person at your current institution who fits each category. How could each be a resource, collaborator, or knowledge source? • Given your available time and campus position, what level do you need to reach that is different from the level to which you are naturally drawn? • Are there formal opportunities for you and your team to explore and experiment with social media, in practice or philosophy? Could you be talking about scenarios and case studies in addition to tutorials and tactics? • Look at the makeup of your staff, students, and faculty. Where would you define your staff, or even departments or divisions, within these levels? How can internal resources be deployed to aid each other and cultivate role models?

string of announcements? Are you caring for your community with holistic resources (not flyers) that they need (think finals week, holidays) and not just what your office needs from them, like attending a program or completing a survey? Ask yourself: Does your social media presence make the lives of your community members’ better, or does it distract them from, for example, their coursework or families? Are you being a promoter or a community builder online? Or is it worse: Are you just shouting into the internet and making noise? Chris Brogan and Julien Smith (2012) declared in The Impact Equation: Are You Making Things Happen or Just Making Noise that “in our ideal world, everyone has a chance to get heard” (p. 13). Their marketing book is really more a text on relationships in the digital age, connecting “the things that matter for you, to get through to the people you care about” (Brogan & Smith, 2012, p. 9). That sounds a lot like student engagement and success. What and who do you care about, and how do you want to reach them? Is this how you approach online environments? In a relationship equation, you can still be the one who starts with the microphone, but you call up others to join the conversation and pass the mic as needed. Unfortunately, many online approaches in higher ed are the opposite, attempting to control aspects of the message like who gets to talk or be the messenger. For example, Facebook groups can be completely locked down and only administrators (typically professional staff ) can post. What a waste of opportunity for your own fears of “what-ifs” that might happen in groups. In the meantime, parents, students,

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94  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE or alumni have probably realized this silencing effect and created their own page about your campus/program and won’t tell you about it. Digital community group moderation requires talented community moderators who create and maintain community standards (just like in a residence hall or a classroom). The problem is that online spaces can be created quickly, to later become problematic if moderators never had time or training to cultivate the space in the first place. Intention, education, and strategy cannot be an afterthought. Peter Konwerski, vice president for student life at Rensselaer Polytechnic Institute, formerly the vice provost and dean of students at George Washington University, shared an example of the spark social media offers for continued student and alumni relationship building while he served at George Washington University: I recently reconnected with a former student on Twitter, as she posted she was being honored for her service in DC. When I learned about what she was doing now (grant writing), I invited her to come speak to my class (Human Services and Social Justice). When we reconnected, she then asked me for a reference to grad schools, which I did, and she’s coming back to campus for her master’s this year. (Personal communication, September 1, 2017)

During his time at George Washington University, Peter was a problem-solver for campus hiccups and celebrator of all things George Washington University. “I use it [Twitter] to literally ‘#RaiseHigh’ GW, which is our slogan and hashtag from our fight song about celebrating the successes within our community” (personal communication, June 16, 2017). Peter reflected on his intentions for documenting openness and transparency; for example, he shared, “We’re real people who are working hard on issues, and we strive to be open and engage the community. I want our students to know we aren’t just a big bureaucracy—we’re actual people here to help” (personal communication, June 16, 2017). Intentionally using hashtags to connect campus leaders with their communities was named a good practice by a number of university leaders successfully engaging online. Ann Marie Klotz, former dean of students at New York Institute of Technology and current interim vice president of student affairs at The New School, encouraged student leaders to be the “historian of their own experience” on social media. Ann Marie knew the majority of students at the New York Institute of Technology were commuters, and she looked to build community and connections with any tools possible. The hashtag #NYITDidThat was born, and students were encouraged to create their own original content and talk about leadership roles on campus, academic accomplishments, and promotion of campus events. This became a public relations win for the university; as Ann Marie described, “This allowed faculty, staff, and students to learn about all of the good things happening in our community via social media posts and pictures” (personal communication, June 16, 2017). The campus and Ann Marie were able to repurpose these posts and share them on university pages.

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Ann Marie also found that telling her story was a connection invitation: “When you are vulnerable online, it creates an ‘Oh, me too!’ feeling when people see your posts and resonate with your sentiment. This builds connection, commonality, and empathy” (Ahlquist, 2016a, 15:40). Having a relationship-first mentality as a digital leader anticipates “meeting” people online, as well as encouraging face-to-face meetings that result from connections made online. Kathryn E. Linder, executive director for program development at Kansas State University Global Campus, discovered how social media opened up a network within academic publishing: For my third book project, I profiled several academics and higher ed professionals. Many of these people were in my social media network, but we had never met in real life. I’m also constantly meeting people at conferences IRL when we have wellestablished social media relationships. Those in-person meetings feel all the more familiar because of the rapport we’ve established online. (Personal communication, September 1, 2017)

In her book Managing Your Professional Identity Online: A Guide for Faculty, Staff, and Administrators, Linder (2018) included the value of building a network: “You never know where your network will come in handy, so nurturing relationships with colleagues, whether online or face-to-face, is always a smart investment of your time and energy” (p. 108). At this point, we won’t get all worked up about who your audience online is or who you will or will not “friend” on Facebook or add on Instagram. This is covered in another chapter. But I acknowledge that this section may challenge you. Your relationships with the variety of people connected with your work, family, or community organizations already dictate how you interact with them online. To set the tone for these considerations and tap into relationships with social media, Penny Rue, vice president for campus life at Wake Forest University and past NASPA board chair, approached connections with students online as a gift: When a student friends me, I consider it a gift of trust, and I don’t abuse it. If they are posting about student subculture issues, I’m going to be a lurker. I don’t comment. I will offer lots of positive reinforcement around celebratory posts and empathetic comments for the hard times. (Personal communication, June 6, 2017)

Penny carried this over when connecting with her staff and colleagues while instilling her interests around values of social justice. “I have been able to gain the trust of staff members who share these perspectives but may be distrustful of me due to my positionality” (personal communication, June 6, 2017). Penny values authenticity and being genuine, which in the relationship equation is a huge multiplier. This extended to her home life, including some fur babies. You might argue, why would anyone want to see photos of my cats, kids, or what I ate for breakfast? As Ann Marie shared, you are creating micro moments

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96  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE and invitations for connection. You are extending an opportunity for engagement, conversation, and meaning (even in cat GIF form) because relationships and community are built by people with real stories, interests, and reflections. Use Application Exercise 4.3 to brainstorm your own invitation opportunities. In chapter 6, you’ll discern your way through creating a values-based digital strategy, which will serve as a consistent invitation in and activation of your community. A big part of this roadmap includes the next guiding principle, personalizing your approach.

APPLICATION EXERCISE 4.3 Extend Invitation Opportunities Consider the following questions to extend invitation opportunities: • What experiences have you had making a connection with someone in a digital setting? What was behind this spark? How did it make you feel? • What are the struggles of your community right now, or what is it celebrating? Given this, what is one simple thing you or the pages you manage can share that is relatable and resource based for your followers? Remember, this doesn’t have to connect directly to what you or your office provides. • What are the major needs and services your office or position offers? If you were to look at any digital presence (from social to web) do you think the content aligns with your mission? Why or why not?

A Holistic and Authentic Approach Digital leadership, especially how I define it, may not be for everyone— but it can be anyone. Defining and unpacking leadership as we know it will be discussed in chapter 5, and this book and a purpose-driven digital leadership presence is fueled by the fact that anyone can be a leader. However, digital leaders believe in a holistic approach to life that humanizes both their campus positions and technology tools. I’m asking you to reconsider terminology like work-life balance and personal/professional and pursue a blend that grounds your personhood in a values-based way and “embodies and connects our communities with genuine heart and soul, not just the emoji kind” (Ahlquist, 2019a, p. 423). People want to follow real people with relatable ups and downs, not perfect promotional pages or bulletin board–like feeds. Language matters in order to make meaning and embody this guiding principle; think of terms such as wholeness, integration, Personalization. Digital leaders personalize their presence so it is unmistakably true to them. Digital leadership is a holistic, genuine, and authentic approach that humanizes the leader and their use of social media tools.

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blended, and authenticity. Your job is to figure out which speaks to you, to bring down your defenses ever so slightly. Russell Lowery-Hart, president of Amarillo College describes himself as “all heart.” This translates to social media, as he shared, “Given my role in my community, and given that I lead with my ‘heart’ I do not feel like I can genuinely separate Russell the Amarillo College president from Russell Lowery-Hart the citizen. I am both, but I can’t separate either” (personal communication, February 23, 2019). This heartful approach speaks to his value of love, and he reflected on how he integrates that on a platform like Facebook: I truly believe higher ed must love students to success. My online presence works toward highly positive, unifying messages that bring people together and showcase how Amarillo College is working to love its students to success. For Facebook, I offer questions every few months to engage people in reflecting on how love has shaped their lives. For example, I had a Facebook post asking people what brings them joy. The response to that post was overwhelming and indicates that people will respond with genuine, emotional, engaging and insightful dialogue that brings a positive and loving exchange within my community. (Personal communication, February 23, 2019)

Have you ever considered your intent, impact, and online actions as an act of love? Authenticity, originality, genuineness, and “be real” get thrown around and debated in many contexts, especially social media. As I cited earlier, Li (2010) argued it is more important to lead with openness and willingness to change. I would also contend that this transformative change should be how you see your positionality and personhood both on campus and online. In Big Magic: Creative Living Beyond Fear, Elizabeth Gilbert (2016) argued for the value of authenticity, being moved and stirred by it—even if it makes you uncomfortable. The work of authenticity is one of the most intimate asks of this book and could feel overwhelming. So, if some feelings come up for you in this section, take her advice: “I’m talking about living a life that is driven more strongly by curiosity than by fear” (Gilbert, 2016, p. 9). South Dakota State University women’s soccer coach Brock Thompson embraces his work in college athletics as a lifestyle, with the line between personal and professional unrecognizable. He was the Division One Summit League’s Coach of the Year his first year as head coach. He described his life as a dance: I certainly believe you are not defined by what you do, but by who you are. In the world of college athletics, many people define you by your role and your on-the-field success. I try to stay grounded in who I am and often say that I am in the relationship business versus the scoreboard business. (Thompson, personal communication, May 4, 2018)

For Brock, this also means he brings out his faith as a Christian in his Twitter bio: “Jeremiah 29:11 Do what sets your soul on fire! SDSU Women’s Soccer Coach” (personal communication, May 4, 2018). He shared how he used to be “scared” about

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98  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE connecting with current and future players on social media. He explained that “as my relationships with them have grown, I now think it would be weird to have those social media platforms not connected” (personal communication, May, 4, 2018). As he opened himself up to the idea and action of these connections, fear was replaced with celebration. An example like Brock’s documents how a curious approach can be applied when asked to bring your collective self on social media. This doesn’t mean you’re taking selfies in the shower or screaming on the internet when you had a bad day. This presence is packaged to make an impact from simple moments to significant declarations. Brogan and Smith (2012) offered an approach of packaging, which “simply means putting a little bit of attention and mindfulness into the way you represent yourself to the outside world” (p. 237).This can be straightforward, as I’ve documented in a blog post for campus executives as the secret sauce for being more social (Ahlquist, 2018g). This recipe is full of playful possibilities, like sharing about your hobbies, pets, and travels in ways that fit the context and culture of the internet. • Double scoop of relationships. The first ingredient is relationships, including posting about the people you work with and even love, like family and friends. You can also showcase all the amazing things your students, staff, and faculty are up to. • A pinch of pets and places. The second ingredient is posting about pets and places you are or have been. The internet loves adorable creatures. Social media also shines when you document the places you are experiencing: campus events, conferences, and nonwork-related adventures. • A dollop of personality. The third ingredient is personality. What about your personality matches different social tools? For example, one of my personal favorite ways to add personality to a post is to add a GIF. • Sprinkles of hobbies. The fourth ingredient is posting about your hobies. What are you passionate about? What do you love to do with your free time? Are you a seasoned golfer, do you have a coffee addiction, are you a huge Harry Potter fan, or are you a yard sale junkie? Sharing personalized slices of your life humanizes your position and is an opportunity to make connections based on commonalities. However, for leaders ready to advance their social media skills and tactics, I challenge you to pursue this further. Another side that again has to be addressed is, when asking leaders to fully show up online holistically, to celebrate the entirety of their lives—and that is the conflict of power and privilege in society and on our campuses. Certain campus positions and privileged identities may have more protection or affordances to post as they choose—and face more scrutiny or consequences if their posts interrogate, challenge, or openly flout the status quo. A common question is “Should I connect with my students on Twitter?” (Yes, I think you should.) But the more complicated one is

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“How can I show up in different platforms in ways that honor my social identities in a variety of systems (work, family, personal) and are connected to the values and beliefs that fuel my life?” (Ahlquist, 2019a, p. 421). These identities, including race, religion, gender, ethnicity, and so on, bring up complex systems of oppression and can leave campus professionals paralyzed in silence and shame. You could document reasons for why you cannot fully show up as yourself not only in your campus positions but also online. As your author, I acknowledge as a White cisgender woman that I do not have to navigate or overcome the same challenges as other colleagues due to privileges of my race and gender; as an independent consultant and speaker, I don’t have workplace barriers that some institutions place on their professionals. This is why I chose to feature professionals of various backgrounds, positions, and passions throughout this book. I hope documenting how they have maneuvered and made meaning will be a light and living example with which you can identify. Brian D. Hercliff-Proffer, assistant director of student life at Michigan State University, reflected on the intersections of identities, his work in the Greek Life community, and the power his approach online and offline has provided for his brothers: Being a proud openly gay Asian male in my fraternity is similar to finding a unicorn that flies around sprinkling glitter upon the world. So for many undergraduate brothers, it’s a first to encounter and work with an individual who holds my identities and perspectives. However, utilizing social media has allowed me to not only work with the chapters and the brothers easier but to also share myself and who I am as a whole Kappa Sigma brother. (Personal communication, June 13, 2017)

Brian shared that brothers who are exploring their sexuality have come to him and expressed that they are already comfortable based on how he lives his life every day. The congruence of self between contexts and platforms documents the ethical and courageous journey of self-exploration for students, young professionals, and even seasoned colleagues. The next example shows how the integration of digital communication tools can have an impact on someone in their identity development. Pearson, assistant director of new student and family programs at Florida State University, reflected on the journey she went through as a new professional trying to be authentic and vulnerable in online spaces: New to my position, I did not talk a lot, and to some students my vernacular made it appear that I was “not woke” (aka, “You talk White”—but that’s an issue for another day). When this particular student followed me on Twitter though, he pronounced me as “radical” the next time he saw me. My views aligned with many of his own, and my engagement in Black Twitter was genuine. I shared stories of injustice and privilege while also contributing to the comedic nature that is often embedded within Black Twitter. (Personal communication, June 21, 2017)

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100  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE This helped Pearson develop a different relationship with the student: His level of comfort to discuss his identity and his experience increased. His desire to gain my opinion and advice heightened. It was interesting because he didn’t allow my skin color to immediately determine his comfortability. My Twitter feed was vetted first. While I think my actual voice is the same in person as it is on Twitter, he was able to decipher something different in that digital space. (Personal communication, June 21, 2017)

Pearson also shared how being authentic online is aligned to the leadership theories that inform her life: “I cannot think of anything that describes my use of online spaces more perfectly” (personal communication, June 21, 2017). The connection of leadership will come out in the last guiding principle of digital leadership, uploading a leadership lens. Application Exercise 4.4 guides you further in personalizing your presence.

APPLICATION EXERCISE 4.4 Pausing for Personalization Before all my leadership junkies jump to the next chapter, let’s work through some questions and actions on making sense of humanizing and personalizing online. • How do you define authenticity? Is there a difference between being authentic and being genuine? What about intentional or integrated? Which term feels more aligned? • Which campus leaders model a humanized approach to how they lead, no matter the place? How is their approach inviting? • What systems, privileges, or forms of oppression are you currently navigating that show up online? How do you decide which actions are worth the risk? What resources guide your decision-making in this arena (in society and in higher ed)? • What is an example of you being transparent or vulnerable that resulted in strong relationships, communities, or programs? Who did it help?

Yogi-Style Strategy I have “strategically” listed this principle second to last because for too long we have rushed into tactics before using the previous three guiding principles to build a strong base. This principle of a purpose-driven digital leadership presence is having a strong and clear yet flexible strategy that aligns with your values, personality, and university objectives. This description reminds me a bit of yogis who have equipped themselves with both the technicalities of yoga and the mind and body

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strength required to endure transiStrategy. Digital leaders have a clear yet tions, positions, and struggles. Yogis flexible strategy that aligns their purare practitioners of yoga; however, pose, values, and personality, as well as the art has roots in spiritual practice institutional objectives. that calls yogis to live through a set of ethical frameworks called yamas, such as kindness, generosity, optimism, sincerity, generosity, truthfulness, and forgiveness (Farhi, 2000). In Western culture, a yogi has become a self-defined term, even though many go through hundreds of hours of training. We need digital yogis in higher ed—practitioners who have built skills and strength in social media, grounded in ethics and showcasing the values and personality of the person, position, and institution. One glaring and alarming discovery in my research is that we have not equipped even the most visible university presidents with technical skills, nor have we built out strategy and support for their online presence. I have discovered vice presidents, provosts, and deans whose positions may never get additional support for their social media efforts, requiring them to piece together platforms and strategies on the fly. Yet their roles are evolving to require using social media—and even being held accountable for them. Because of this knowledge gap, campus leaders who have successfully integrated these tools seem to have social media built into their DNA. They may possess personalities and self-taught technical skills that have, so far, given them enough ability to use tools for community connection. But what about those for whom these tools don’t come as easily—or who don’t have time, patience, or perspective? There’s no one-size-fits-all for leaders; instead, there are engagement practices that work and can be personalized and immediately applied, which you’ll learn in chapter 7. Although this strategy can come out through big campaigns that last months, it can also be applied with small tactics, such as crafting your bio, like the Twitter bio of Michael Sorrell, the president of Paul Quinn College. Sorrell’s bio clearly spells out who he is and also what his strategy is on campus and online: “Prez of @paul quinntigers. WE over Me + Four Ls of Quinnite Leadership = #NationBuilding, the New Urban College Model, and Reality Based Education. #WEGotNow” (Sorrell, n.d.). Scroll through his feed, and the Four Ls show up everywhere, including in his hashtags. Sorrell has received praise for his innovative practices such as being named to Fortune magazine’s list of the “World’s 50 Greatest Leaders,” being named “HBCU Male President of the Year” three times, and being listed as one of the “31 People Changing the South” by Time magazine (Paul Quinn College, n.d.). His forwardthinking nature at Paul Quinn College, such as turning a football field into usable farmland, also shows up on platforms like Snapchat and Instagram that other campus executives may initially resist. This book isn’t proposing you change your staff structure and create new positions for every executive or department; you may discover existing resources or ways of accomplishing that. You’ll soon formulate a strategy that aligns with all the guiding

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102  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE principles of a purpose-driven digital leadership presence. This content will equip you with skills that are similar to the physical requirements of a yogi as well as a mindset that encourages you to meditate on how to intentionally integrate and customize impactful methods into your practice. Reflect more about strategy using Application Exercise 4.5.

APPLICATION EXERCISE 4.5 Platform Reflection Answer the following reflection questions to think through what platforms you are on, what you post, when you post, and for whom. • Describe what you hope people will gain by following you on social media, today and in the long run. What emotions do you think you currently evoke through your social media pages? • How would you currently describe the content you post on your primary platforms? Would you define your role as a community builder or promoter based on what’s in your feed? • Do you consider yourself a content creator or consumer? What are the benefits of each? What could a balanced strategy, where you are listening as a consumer as well as influencing and leading as a content creator, offer your community?

The Leadership Connection: People, Platform, and Purpose Extraterrestrials would not have to land on our planet to know everything about us. They could just take a scroll through Google, watch viral videos on YouTube, or check out what’s trending on Twitter. We are an open access web of public information. However, if aliens ran numbers for “leaders” of Earth, things might get complicated. The line between leadership position and influence gets blurred when social media enters the equation. Let’s look at Twitter. One might argue that influence and reach on this platform can be calculated based upon a user’s number of subscribers. Therefore, according to Twitter statistics at the time of this writing, our world leader is Katy Perry Legacy. Digital leaders are committed to making real positive change, which is achieved through the influence relationship (on and offline) between leaders and followers who share a common purpose (Rost, 1991). Digital leadership integrates the theory and practice of leadership applied to digital contexts by investing daily in meaningful moments that will leave a legacy over time.

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(@katyperry) (“Twitter: Most Followers,” 2018). A UNICEF Goodwill Ambassador, she has sold over 100 million records and has 109 million Twitter followers who can see updates on her tour, the latest school she has funded, or line of shoes she has created. However, does number of Twitter followers equal leadership, or do offline actions? A different Twitter example may be more clear-cut. Enter the third mostfollowed Twitter account, 44th President of the United States Barack Obama (@BarackObama), who has 114 million followers (“Twitter: Most Followers,” 2018). Some have argued that without social media, he would not have made it beyond Chicago in his political career. Since President Obama joined Twitter in 2007, users have watched his use of the platform through elections; two presidential terms; his transition out of the White House; and now, as his Twitter bio ends, “citizen” (Obama, 2019). With the U.S. president active on a platform like Twitter, the platform’s importance has been established for other elected officials and anyone running for public office. Since 2007, every potential candidate has adopted multiple platforms, and CNN, Fox News, NPR, and other major news sources now regularly cite their tweets in coverage, sometimes years after they were posted. Twitter is a documentation of beliefs, a microscope focused on a day in the life, and it has become more highly inspected than ever for those who seek public, “positional” leadership roles. This is becoming the norm for positions on college and university campuses. Take the current chancellor of the University of Houston system and president of the University of Houston (UH), Renu Khator, who to date has more Twitter followers than any other university official—93,500! She tweets throughout the day—every day. Posts are consistently filled with UH pride. But as of writing this chapter, Khator’s most engaging post, by the numbers, is when she announced that she would be rescuing a dog found on campus: “To all those concerned about the stray dog on campus for a week, don’t worry. I have brought her home from BARC to foster and adopt. Her name is Ruby!” (Khator, 2018). Twitter and UH went wild, with 4,500 likes, 969 retweets, and over 100 comments. Ruby now makes consistent appearances on Khator’s Twitter feed and campus presence. But she didn’t just adopt a dog to get more Twitter followers—this action is congruent with who Khator authentically is. Does activity on Twitter define what it means to be an effective and impactful leader today? Does Twitter activity and followership equate to leadership? For example, what about a campus leader who has only 90 Twitter followers? Can they positively impact and influence those 90? Who really holds influence, power, or authority because of their social media presence—and is it positional? Do these terms even describe leadership in the digital age? Twitter is one of many platforms, and a majority of its users are adults. Katy Perry, Barack Obama, and Renu Khator do not bring the same followership to other platforms that are far more popular with teens and young adults: Instagram, Snapchat, and TikTok. These three applications are also the ones I find higher ed leaders (currently) the most hesitant to explore.

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104  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE But not Terisa Riley, who for 11 years was the senior vice president for student affairs and university administration at Texas A&M University–Kingsville (TAMUK) and now serves as the chancellor of University of Arkansas–Fort Smith. This senior vice president turned chancellor engages on Twitter as well as Instagram, Snapchat, Facebook, and TikTok. Terisa’s activity is driven by the theory of authentic leadership, which she described like this: “With the best interest of the organization at heart, the leader is authentic and transparent in all situations” (personal communication, October 23, 2018). On social media, this translates to “revealing my true self— humor, values, sense of caring, and sense of responsibility in how I post and in how I respond to others” (personal communication, October 23, 2018). Terisa illustrated a sense of caring with an example of how she connected a technology tool to helping her community while at TAMUK: Early in the fall semester, I noticed a student who posted on Twitter that she needed friends at college. I continued scrolling and saw other posts. I noted another student who had posted an almost identical message in which she said she wished she had friends at college. I took screen shots and posted each woman’s post as a response to the other with the message: “Everyone wants more friends, and now you have one!” They have met up and plan to live together next year and both joined a student organization (sorority) together. It has been so great to see them thriving and making lots of friends. (Personal communication, October 23, 2018)

A purpose-driven digital leadership presence includes the recognition and application of leadership theories and traditional face-to-face practices to your online presence—and actively working to connect the two. This final guiding principle requires self-work and exploration, and it’s where heartware shines. Let’s begin to warm up to this leadership connection using Application Exercise 4.6. In the next chapter, we explore a number of leadership theories—especially authentic leadership—for you to try on different frameworks that make your social media presence meaningful, fulfilling, and focused on crafting a legacy for you and your campus. APPLICATION EXERCISE 4.6 Warm-Up to Leadership Theories Here’s a warm-up for the work we’ll do in Chapter 5: • What’s the difference between someone with a lot of followers versus someone making an actual positive impact online? Who are examples of this? • Do you relate to any leadership theories, frameworks, or philosophies that guide your behaviors, beliefs, or outlook on life/the work you do? What about those theories resonate with you, and why? • Have you discovered educational professionals who are models of connecting social platforms, leadership theories, and their campus roles/ objectives? Does this feel like an impossible order?

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Do the “Heart” and Hard Work Mamta’s story is a beautiful beginning for this chapter and the introduction of heartware, modeling her philosophy behind integrating digital engagement tools into her daily leadership practices, which rippled out to her students’ positive reactions on an unlikely place like Yik Yak. Working to connect humanity, heart, and social media that guides her authentic and wholeness approach online and offline, Mamta has done plenty of the “heart” and hard work required of digital leaders over time; on my podcast, she also pointed to the lessons and missteps she’s learned from throughout her life (Ahlquist, 2016b). The gift Mamta has given us all is that you can learn from her, and dozens of other leaders, as you discern and ignite your own heartware. This chapter got to the heart of social media in higher ed, built from a heartwarefirst perspective before getting caught up in hardware or software. Heartware is your purpose for being online—the intent to connect meaningfully with people, not just adopt and be on platforms. The five guiding principles of purpose-driven digital leadership are the how by which we will bring your heartware to life, enacting your why, not only being but also leading online. In Part One, we have done a lot of work on the first principle of change that answered the what and where of how technology has shown up in our society, higher ed, and especially in your life. Transformation from being to leading comes in the next chapter which focuses on the principle of legacy. Who you want to impact and serve is brought out in the principle of connection, which will be heightened through the principle of personalization. With all the “heart” and hard work of these principles in place, the creation and implementation of values-based strategy will feel aligned and alive. I truly hope these guiding principles come to life in you and spark meaning that most social media books haven’t yet leaned into. Adopting heartware and defining yourself as a digital leader won’t be easy, but it will be worth it.

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5 A D I G I TA L M I N D - S E T O N L I F E , L E A D E R S H I P, A N D L E G A C Y

A

t the end of your life, will it matter if you were actively engaged in community on social media (or whatever we call it in the year 2100)? What difference will it make to your career, community, or family? Or think of it this way: What meaning, messages, or moments do you want to leave behind that might be archived and amplified in digital spaces for generations to come? I continue our journey through a purpose-driven digital leadership presence by recognizing that the power of legacy is sorely missing in social media education and strategy. However, when we talk about traditional leadership development and theory, it is at the forefront. If digital communication advancements continue at their current rapid pace, the need to clearly connect leadership to digital contexts is critical. This chapter pioneers an intentional integration between leadership and the digital world, as outlined in the digital leadership guiding principle definition of legacy: Digital leaders are committed to making real positive change, achieved through the influence relationship (on and offline) between leaders and followers who share a common purpose (Rost, 1991). Digital leadership integrates the theory and practice of leadership applied to digital contexts by investing daily in meaningful moments that will leave a legacy over time.

Infusing a Digital Mind-Set Into Leadership Given how old some leadership theories, models, and frameworks are (some from the early 1900s), it is clear that previous leadership scholarship and definitions do not account for the influence of social media nor how leadership exists or is influenced in digital settings. Changes in how power is acquired, how influence is curated, and even what it means to be in a position of authority make for a new landscape of leadership. This chapter fully recognizes and embraces these changes and proposes a digital mind-set to leadership. So I will look at a variety of leadership theories in terms of changes that social media brings, especially to higher ed. 106

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The connection between mainstream leadership theory and practice with a digital mind-set is accomplished using a long-standing and popular text on leadership called Leadership: Theory and Practice (Northouse, 2018), as well as another text with a fresh and critical lens of leadership called Leadership Theory: Cultivating Critical Perspectives (Dugan, 2017). The first, by Peter G. Northouse, professor emeritus of communication at Western Michigan University, presents popular theories and models of leadership, as the title claims, through case studies and spelling out how the theory or model shows up in practice. It’s been used in 1,600 institutions in 89 countries, with 13 translations. First published in 2011, the most recent eighth edition now includes an examination of followership as well as the darker sides of leadership (Northouse, 2018). However, there is still little mention of the influence of technology or even the phrase “social media” in the book. Unlike in Dugan (2017), the text is used primarily to introduce theories, not view them through a critical lens. The second perspective, from John Dugan (2017), current executive director of youth leadership programs at The Aspen Institute and former full professor at Loyola University Chicago, not only explains the nuts and bolts of leadership but also uses critical perspectives to disassemble theories and put them back together. He is also one of the principle investigators for the Multi-Institutional Study of Leadership (MSL), which examines influences on leadership development based on 350,000 responses from students at over 300 colleges and universities in six countries. Inspired by Dugan’s critical perspectives approach, I adopt a similar philosophy when examining theories that are not designed to be applied to research or practice on digital leadership. I look at theories for their strengths and ways in which they can be applied to technology for leader/leadership development, and through this process I also ­identify ones that just do not fit in the digital age in any context. Dugan (2017) opened Leadership Theory: Cultivating Critical Perspectives by summarizing leadership as “the sense we make of it” (p. 10)—that we are part of the process. In that spirit, I attempt to make sense of leadership in light of digital communication tools. This entire book and the activities in it are a process of contextualizing your digital leadership. I read Dugan’s text alongside Northouse, because Dugan addressed leadership theory and action that moved toward a justice-based leadership model, which I believe also applies to the possibilities of leadership enacted through technology.

A Digital Leadership Paradigm Our global information economy lives round the clock, with increasing access to the internet, ownership of mobile technologies, and active social media use by nearly every demographic. These realities thrust leaders into a cycle of constant change, and the change itself is redefining how leaders influence others or are themselves given the ability to influence. This is why I believe we are already far into

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108  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE another paradigm shift in leadership, which is rooted in strategic social change, compounded by a constant and uncontrollable open source of information and an expectation from “followers,” who I refer to as community, that you are accessible and real. Community Has More Power and Influence Over Leaders Than Ever Before The collective community’s power is another reason I see a paradigm shift in leadership: the community’s access to and influence on the leader. I’m not talking about having their phone number or sitting in cabinet meetings; rather, leaders who do not make themselves accessible both by showing up physically or in digital spaces and embracing a humanistic, community-centered approach will have less influence. This is not a trend that originated in higher ed or in corporate settings. Social media has given us a window into the lives of our leaders—whether that view was intentional or not—and it has raised the stakes. Now, leaders must critically discern their personal boundaries, some of which they may or may not have a choice over, and live a life of significant accountability to their community. Ethics and congruence are tracked 365 days a year. Digital leaders must be firmly grounded and affirmed in who they are and what they stand for and be willing to stand behind it—whether in a tweet, an email, or a conversation not meant to be overheard or shared at all. We live in an all-access society, whether we agreed to it or not. Digital leaders can’t just rely on their own skills and messaging; they must recognize, influence, and empower their community unlike ever before. They must also personalize and humanize their leadership, which is why both of these elements are part of the purpose-driven digital leadership which I advocate in this book. Relational-based leadership and followership recognizes just how much we need each other. This humanized and relational definition of leadership and followership is celebrated in this text and is the core of purpose-driven digital leadership; for example, it’s featured in the guiding principle of connection. As defined in chapter 4, digital engagement for campus leaders is built around relationships for genuine community building and positive change. Digital leadership is not a solo gig. If you want to lead online, you need to not only recognize, activate, and influence your followers but also build a community that shares a common purpose toward a common good. Relationships are at the heart of leadership and how I urge you to approach digital leadership engagement. Legacy, the guiding principle of digital leadership, signifies and recognizes leadership theory, practice, and pedagogy and can be applied and enacted in digital contexts. Digital leaders need a philosophy, not just digital practices to grow their influence and impact. Leadership theories are a guidepost along your journey to self-awareness, ethical congruence, and aligned action, so we will use current theories, frameworks, and models of leadership in order for you to use a platform with purpose and positively influence and bring together your community.

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Leadership Theories Understanding and applying leadership doesn’t end with terminology, definitions, or paradigms. Leadership theory is a byproduct of studying leadership and an attempt to explain or define it. The field of leadership is still considered fairly young compared to other disciplines. These theories are not perfect, and even the most actively adopted are flawed. Dugan (2017) declared, Leadership theories represent imperfect grasps at insight about an imperfect phenomenon—an entirely human phenomenon that alternatively reflects all of the potential and all of the constraints of our shared struggles to connect, to achieve, to develop, to create and to improve. (p. 313)

What a beautiful mess, which may never be fully defined nor fit into one all-knowing theory. Therefore, it is our responsibility to critically consider each theory, not just memorize it. Leadership theory is far from perfect. In part, it’s why this book is called upon to help explain leadership in digital spaces. Dugan (2017) stated, “Theory serves less as an outpost and more of a guidepost” (p. 30). This refreshing perspective gives grace and guidance to the rest of this chapter in taking major theories applied currently in the higher ed landscape and infusing a digital mind-set to make sense of the new digital realities. Theory is meant to be moved around as we bring in our own lived experiences. I began to apply this same philosophy early in my research career when I applied the social change model (HERI, 1996) to explore student leader experiences and use of social media in my doctoral dissertation (Ahlquist, 2015). I approached research through the theoretical borderlands approach developed by Abes (2009), which recognizes the comprehensiveness that any one theory provides and cites the need for multiple theoretical perspectives. In this light, one can evolve leadership frameworks to address current needs. For example, the social change model guides students and college educators through the process of self-exploration, group energies, and community impact for positive change agents (HERI, 1996). The values and process of the model are still relevant; however, the language and examples need to be remixed to apply what leadership could or should look like on social media and for college students (Ahlquist, 2015). We cover student digital leadership education at the close of this book; however, as is addressed later in this chapter, the social change model has potential for digital application for more than just college students when applying digital leadership in higher ed. Furthermore, we must situate ourselves in relation to theory, or in other words, understand our social location. Sociologist Bradley Levinson (2011) explained social location as our position and possibilities in society, which are impacted by identity, knowledge, and power. Examples of identity include race, sexual orientation, occupation, education, or geography. Your social location may require you to navigate systems and impact how you view leaders and your own leadership. So, just like I

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110  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE asked you to pay attention to how you “feel” about technology changes or the act of branding yourself online, I ask you to pay attention to how leadership sits with you. Recognize that the process of leadership is personal, just like social media is personal. Can they be partners? Let’s reimagine with some leadership theories, models, and frameworks to see.

A Digital Leadership Mind-Set in Action As promised, the guiding principle of change shows up everywhere in digital leadership. In this chapter, which focuses the guiding principle of legacy, we see change, shaking things up, as we must face that leadership by definition, nature, and enactment is indeed changing. What I love about intentionally applying existing leadership frameworks is how they ignite, inspire, and recognize that leadership is beyond the present, that your lasting impact is more than just what’s going to be your next post online. Use Application Exercise 5.1 to begin transforming leadership theories into your digital presence. To further our thinking about leadership and social media, I have selected a number of leadership theories and frameworks to present that can be applied online.

APPLICATION EXERCISE 5.1 Transform Leadership Theory Into a Digital Leadership Presence As you read the descriptions that follow, I invite you to join me in cocreating and playing with these theories. Pull out your favorite leadership text or theory—you know, the one that really speaks to you and pulls at your heartstrings. Then situate the theory, model, or framework into a digital setting. Ask yourself the following questions, with which I also wrestled: • Who was this theory initially created for? It was the result of what research/ context? • Is this a skill, philosophy, practice, and/or proposal for approaching leadership? • Does the theory offer any communication, relationship-building, decisionmaking, strategy, or conflict mediation skills? • Does this theory recognize context/environment? Is global change men­ tioned within the context? Does the author(s) mention anything about technology, social media, innovation, creativity, or imagination? • Can you think of anyone who would fit this type of leadership? Do they have a Twitter presence, blog, or YouTube channel? Do you see this leadership behavior in multiple settings?

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In Table E5.1.1, answer these questions for one or two leadership theories/frameworks that resonate with you. TABLE E5.1.1

Leadership Theory Warm Up Theory Name Who was it created for?

What context or research is it based in?

Is it a skill, philosophy, practice, or proposal-based approach?

What skills does it promote?

Does it mention technology or social media?

Who models this type of leadership, and how do they use social media?

I have listed all of them in Table 5.1 based on when they are introduced in the chapter, along with how a Twitter bio of 160 characters or less might describe each leadership theory. There are many others I wanted to cover such as adaptive leadership, so I have included even more examples on the book’s companion website (www .josieahlquist.com/digitalleadership).

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112  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE TABLE 5.1

Twitter Bios for Leadership Theories and Frameworks Theory/Framework

Twitter Bio

Leadership challenge model

Assess leaders against and task them to do five behaviors to mobilize others.

Strengths-based leadership

What are your top five?

Transformational leadership

Courageous change agent, lifelong learner, always evolving.

Servant leadership

Servant first, leader second.

Authentic leadership

My true north shines bright.

Emotionally intelligent (EI) leadership

Aware of self, others, and context.

Strategic social change

Leadership is not about me.

The Leadership Challenge Model This model is a result of decades of work by Kouzes and Posner (2017) that answers the simple question “What did you do when you were at your personal best as a leader?” (p. 2). Since the first edition of The Leadership Challenge was released in the early 1980s to the latest, sixth edition that was released in 2017, hundreds of thousands of copies have been sold. Their simple and straightforward model has been applied in corporations, government agencies, and college classrooms around the globe. The core of the model is five practices of exemplary leadership: “Model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart” (p. xii). These practices are measured through a 360-degree survey instrument called the Leadership Practices Inventory. Using these practices, leaders are assessed against and tasked to do these five behaviors to mobilize others. The leadership challenge model was constructed in the early 1980s, which means the authors added zero questions to their interviews about social media. The term did not come into existence until the mid-1990s. However, this model has longevity and scalable application because it is very general and provides a checklist of skills. Let’s apply them to Twitter. The five exemplary practices aim to mobilize others, so let’s just pretend the authors did include social media in their model and apply each practice to possibilities for exemplary digital leadership. I use Steve Robinson, currently the president of Lansing Community College and previously the president of Owens Community College, as an example of this model in practice. Robinson started the hashtag #EndCCStigma because he saw a stigma placed on community colleges that needed to be dismantled because “to recruit more students straight from high school, it’s time to admit that there’s an image problem” (quoted in Jaschik, 2019, para. 1). This stigma is true not only for high school counselors but also parents and potential students. Robinson took to Twitter with the post in Figure 5.1, and since then, dozens of other community college leaders have joined in the movement. Robinson’s advocacy for community colleges on Twitter demonstrates the leadership challenge model’s first practice: model the way. The aim of this practice is to

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Figure 5.1.  #EndCCStigma post by Steve Robinson.

Note. Retrieved from https://twitter.com/OCCPresident/status/1093865766561165313

discern your values to express your voice, which will “affirm the shared values of the group” (Kouzes & Posner, 2012, p. 17). In other words, be an example for the group in your words and deeds. For Robinson, modeling the way included admitting there was a problem and standing firm: “We’re affordable, far more affordable. But that comes with the stigma that if it’s not expensive, it can’t be good” (quoted in Jaschik, 2019, para. 7). In his case, modeling the way meant calling out others, such as high school counselors, who he believes operate out of outdated assumptions (Jaschik, 2019). On social media, the actions, deeds, and beliefs you express on the platform must match both your and the group’s values. Kouzes and Posner (2012) stated, “If people see that you work hard while preaching hard work, they are more likely to follow you” (p. 17); they couldn’t be clearer about the fact that you are held responsible for matching your values and messages with your actions. However, consider that on a platform like Twitter, not only what you tweet but also what is tweeted about you matters. Your followers will call you out on any incongruence before the entire group, and they might literally “unfollow” you. The leadership challenge model’s next principle, inspire shared vision, enables leaders to inspire people to come together around a common vision. Leaders who are skilled in this practice have magnetic enthusiasm and passion, and they make others feel like they are part of their vision (Kouzes & Pousner, 2012). Twitter can become a megaphone for these leaders, allowing them to amplify their excitement and inspire others’ support and energy. However, the skills and tactics for energizing and mobilizing people on Twitter differ from ones that work well offline, particularly

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114  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE a leader’s advanced ability to show and not tell through digital storytelling. A tactic that Robinson used in #EndCCStigma was posting a Twitter video so followers could see his passion jump off the screen while spelling out where community college stigma comes from—false assumptions (Robinson, 2019a). His continued use of this hashtag has influenced new followers, who have become users of the hashtag and have joined him in educating others about the value of community colleges. Kouzes and Posner (2012) declared that the leadership challenge model’s third principle, challenge the process, is critical for greatness in leaders: “Every single personalbest leadership case involved a change from the status quo” (p. 19). These changes ranged from groundbreaking policies to innovative services. Sometimes change was sought out, but other times it was thrust on a leader, so the unknown became an opportunity to excel. Innovation can come from experimenting, taking risks, and celebrating failure in order to learn from it. This practice requires people to learn as much as they lead. On Twitter, the challenge-the-process approach requires the same mind-set. As tech tools shift, so do the requirements of a leader’s position. Viewing social media platforms through a lens of learning, exploration, and experimentation can be not only positive but also empowering. The case of #EndCCStigma was originally birthed with this principle at the forefront. Robinson embodied the challenge and called others to action with him as he posted a graphic quote on Twitter: “We are proud to be a community college. We’re not going to change our name; we’re going to change your MIND” (Robinson, 2019b). Relationships, teams, and collaboration skills that result in trust are mentioned in the leadership challenge model’s fourth principle: enable others to act. Leaders need others, and they need to serve others, not just themselves (Kouzes & Posner, 2012). The values and intentions of a leader can really be exposed in this practice, and using a tool like Twitter could signal their ability to enable others. Do leaders tweet mostly about themselves, or do they celebrate others around them? Do they respond, interact, and engage openly with others who have tweeted at them, both positive and negative feedback, or do they appear to be putting out only overly crafted communication announcements? How do they use each platform’s capacity to connect with others such as Twitter or Instagram hashtags or Facebook groups? Going back to our example of Owens Community College president Steve Robinson, in his original tweet he added the following hashtags: #HigherEd, #RealCollege, #Comm_College, #CommunityCollege, and #EndCCstigma, along with the photo of him holding up a simple sign that read #EndCCStigma. His use of the hashtags in the post allowed it to potentially reach others who were following topics such as #AcademicTwitter. Further, he gave clear direction for how others could get involved and act using the hashtag #EndCCstigma. The leadership challenge model’s fifth principle, encourage the heart, is defined as “recognizing contribution by showing appreciation for individual excellence” (Kouzes & Posner, 2012, p. 23). Leaders with this skill can cultivate a community that promotes the values and victories of the group. These leaders have an entire box of thank-you cards, emails, and, yes, even tweets. At higher ed institutions, we have these victories built into our academic calendar, from the first day of school to graduation. As Kouzes and Posner (2012) noted, “Celebrations and ritual, when they are

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authentic and from the heart, build a strong sense of collective identity and community spirit that can carry a group through extraordinarily tough times” (p. 24). Twitter posts can reflect a more heart-full approach that speaks to the spirit of the community, and advanced tools like blogs, videos, and imagery can give leaders more voice. As a final example, this practice is found in a blog post Robinson shared in his Twitter feed, which was written by a student in response to the #EndCCstigma campaign. The student, Mel Brenner (2019), shared that her college journey began at the Community College of Baltimore County, and she admitted that she too believed it to be lower quality than a 4-year institution—what she called the “13th grade” (para. 2). However, as time passed and challenges entered Mel’s life, Community College of Baltimore County became a realistic lifeline to finally obtain her associate degree, which led to a job, TED talk, promotion, and eventually a master’s degree in business (Brenner, 2019). This #EndCCStigma story, documented on a blog, is the heartbeat of digital leadership, a clear purpose on social media that positively impacts real people. Ready to see how this model can guide your digital leadership approach? Complete Application Exercise 5.2.

APPLICATION EXERCISE 5.2 Five Practices of Exemplary Leadership in a Digital Application Use Table E5.2.1 to complete the following: 1. Write the initiative, program, or message you want to mobilize in others. 2. Use each of the practices to build onto this idea and/or need, brainstorming ways this could be amplified both online and offline. 3. In the last row, brainstorm specific digital application methods. TABLE E5.2.1

Mobilizing the Leadership Challenge Message to Mobilize Model the way

Inspire shared vision

Challenge the process

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116  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE

Enable others to act

Encourage the heart

Digital application in practice

The leadership challenge model isn’t exactly a theory. It’s a set of practices, ones that could easily be enacted on a tool like Twitter. As Kouzes and Posner continue to release updated editions, I hope to see some examples of digital application beyond what has been proposed here. Let’s examine whether another popular, nontheorybased leadership tool, strengths-based leadership, works in digital spaces.

Strengths-Based Leadership Strengths-based leadership comes from 4 decades of research by Donald O. Clifton and Edward “Chip” Anderson (2016), who championed investing in strengths (also referred to as talents) over weaknesses. The Clifton Strengths Assessment tool assesses individuals on 34 possible strengths and identifies their top five. Strengths have become a brand and byline for leaders, as their top five can be found in email signatures, résumés, Twitter bios, and websites of higher ed professionals, especially those who work in student affairs. Even hiring decisions have been impacted by this assessment because the other major focus of strengths leadership is creating teams that are balanced by a variety of strengths (Dugan, 2017). In Strengths Based Leadership: Great Leaders, Teams, and Why People Follow, authors and researchers Tom Rath and Barry Conchie (2008) presented the four domains of leadership strength: executing, influencing, relationship building, and strategic thinking. Each of the 34 strengths falls within one of these domains. If a team has too much or not enough of one strength or domain, it will not be as strong and cohesive. Going blindly on what someone “tests” into as a strength seems to be taking this leadership framework a bit too far. Also, just like other person-centered theories, differences in gender, age, context, or place are not factored into the equation. However, is it possible that certain strengths aid leaders in engaging with and excelling on digital communication platforms? Could a set of strengths, spread

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out among a group of users, result in a strong and cohesive outcome on social media? Out of the 34 strengths, certain ones, like communication and connectedness, seem obvious. However, the communication strength as currently defined includes no mention of tech or social media communication: “You like to explain, to describe, to host, to speak in public and to write” (Clifton & Anderson, 2016, p. 36). Then again, if you don’t have these strengths, this leadership model tells you not to focus your time and attention on them. To consider whether strengths-based leadership is relevant to social media, let’s consider my top five. I’ll state upfront that the last time I completed the assessment was more than 10 years ago while I was working as a full-time professional on a college campus. 1. Achiever. People with this strength need to be productive and challenged, and they crave the feeling of being “alive” in environments (Clifton & Anderson, 2016). Achievers succeed and find balance with timelines and tasks that end with celebration. Motivation is internal, as achievers set and attain goals and welcome more work that brings them more energy. Applying the achiever strength in an online environment provides an outlet to measure, enact movements, and attract others who see a leader’s work as valuable. However, an achiever can get caught up in the metrics of social media, such as measuring their self-worth through numbers of likes, blog post views, or subscribers. What I know personally about achievers is that we may crave more than just watching online activity, so they may be content creators who blog, podcast, and live tweet at conferences. They fulfill their need to be productive in any setting that gives them energy and makes them feel alive. 2. Significance. Don’t judge this strength at first glance. As this strength is defined, people who have it crave visibility for their achievements (Clifton & Anderson, 2016). However, this desire goes deeper than recognition or feeling important, as our work is best served in a public capacity. This exposure in turn gives us energy to expand our credibility and reputation. I remember that when I was a graduate student, a classmate questioned my work ethic, a core part of my identity, and it sent shockwaves through my system. I came to find out that as a class team, there was competition between the two of us that we needed to work through. People with this strength can also be crippled by desiring to be liked/ admired. In a digital environment, this strength thrives as long as intentions and efforts are managed. Leaders who have significance as one of their top strengths may see the value of sharing their work and experiences on a public platform, but they may also display a strong resistance to social media if they believe it has the potential to hurt their reputation. In either case, these leaders need to see others who they admire doing social media well. But again, if they just post on Instagram for likes, they may become disappointed if the response does not meet their metrics.

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118  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE 3. Futuristic. I love to think about the future, and leaders with futuristic strength can turn vivid ideas into reality; Clifton and Anderson (2016) encourage them to seek out articles on technology to ignite their imagination. Out of all my strengths, this one seems to align seamlessly with the leadership skills required to make an impact online. Leaders with futuristic strength are needed more than ever as new tech enters our campuses, as the ability to muse about the future releases them from fear of change. As many may immediately retreat from rapid technological change, futuristic leaders are able to explore and see possibilities. For example, they can see how the residence life department could use YouTube to share a day in the life in a residence hall or live stream move-in day to potential residents to show their warm and welcoming environment. 4. Strategic. Planners, goal setters, and color code system organizers, you are my people. Those of us with this strength know our capacity is bigger and we are able to analyze problems, pull in a variety of perspectives, and consider multiple paths to make an idea come to life. Strengths-based leadership says these leaders succeed with new ventures and projects because they take innovative approaches coupled with technical follow-through (Clifton & Anderson, 2016). Social media needs strategy. Without it, it is just busywork. Leaders with this strength will enjoy the process of building strategy and develop multiple options to implement it in a detailed way. 5. Learner. Just like people with achiever and significance strengths, learners desire progression and advancement of themselves and their teams. One conference per year won’t do it. Learners have stacks upon stacks of books, and they enroll in credential courses, listen to podcasts, subscribe to blogs, and have webinars on cue. Learners are not uncomfortable with new knowledge—they need it! Clifton and Anderson (2016) got it right with this strength, encouraging those who have it to seek out careers or responsibilities related to technology and find energy to keep up. These leaders need to be pushed further in their social media use, as noted in Strengths Finder 2.0, where Tom Rath (2007) noted that learners need to “be a catalyst for change. Your willingness to soak up this newness can calm their fears and support them to action. Take this responsibility seriously” (p. 254). Leaders with the learner strength have the potential to not only teach and be content experts but also act on their knowledge as change agents for technology.

The strengths-based leadership movement has wide acceptance due to ease of understanding and application, as well as its positive approach. This also makes the Clifton Strengths Assessment easy to apply a digital outlook to and expand for environments that did not exist when it was first released in 1998. Find your own strengths in Application Exercise 5.3.

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APPLICATION EXERCISE 5.3 Identify Your Social Media Strengths I encourage you to review your own top five strengths and consider how they play to talents you are already applying to digital communication tools. How could you harness your talents further to enhance social media-based communication and communities? In Table E5.3.1, take two of your top strengths and list out three ways they could or already fuel your online presence. TABLE E5.3.1

Identify Your Social Media Strengths Strength #1

Strength #2

Transformational Leadership Transformational leadership originated from transforming leadership, a term that was coined by James MacGregor Burns in the late 1970s, which declared that leaders must be moral and ethical agents (Burns, 1978). During this time, Robert House (1976) also released a theory called charismatic leadership, which would later be infused by Bernard Bass (1985), who “transformed” transformational leadership by blending both transformational and transactional qualities. This theory was one of the first to acknowledge the follower as a “real” human, with a leader being required to respond with emotions, values, and ethics. It also prioritizes supporting and transforming followers to reach their full potential (Avolio, 2011). By blending both transformational and transactional characteristics and behaviors, seven factors resulted that collectively are called the full range leadership model (Avolio, 2011). For the purpose of this text, I’ll focus on the four I’s of transformational leadership that are part of this model:

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120  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE 1. Idealized influence, charisma (i.e., emotions, role modeling to followers, high morals, clear vision and mission) 2. Inspirational motivation (i.e., communication skills, committed to vision, celebration of others) 3. Intellectual stimulation (i.e., innovation, encourage independent thinking) 4. Individualized consideration (i.e., leader serves as coach, listener, and adviser) (Bass & Avolio, 1993)

Another take on this theory is in The Transformational Leader by Tichy and Devanna (1986). They described transformational leaders as having seven characteristics: self-identify as change agents; are courageous; believe in people; are values based; are lifelong learners; have vision; and are able to work among complex, ambiguous, and uncertain issues. Transformational leadership theory has not been applied to a digital context in the research—that is, how to be a transformational leader on social media or online. However, in “Digitally Connected: Exploring the Social Media Utilization of Student Affairs Leaders” (Ahlquist, 2020), I proposed the integration of transformational leadership practices that align with the purpose-driven digital leadership framework that I presented in chapter 4. By studying 16 senior-level executives in student affairs, I discovered that transformational leadership can help explain “how leaders are using social media in student affairs, carrying over skills needed offline into online competencies” (Ahlquist, 2020, p. 13) in a practical and authentic way. One of the framework’s components, prioritizing relationships, has many of the same characteristics of transformational leadership, including “the belief in people” and a “values-based” approach. The senior-level campus executives in that study enacted behavior on Twitter that was congruent with their values and transcended the physical or digital platform, including service to students, care for the community, and celebrating staff. Transformational leadership theory opens the door to demanding ethical, moral, values-based, and actual use of social media as a leader. The uniqueness and realness of transformational leadership calls us to “wrestle with our imperfections along with the inherited messages of working toward positive change” (Dugan, 2017, p. 189). It doesn’t hide the fact that this type of leadership will be difficult because these leaders need to be courageous in the face of the unknown and set a vision for the future. All of these tasks and characteristics carry over to technology, especially social media. Are your values obvious in what you post on Twitter or Instagram? Do you have courage to act when you see something wrong or unjust on Facebook? Do you have a plan for enacting positive social change using YouTube? Are you willing to learn for the rest of your life as tools change? If so, then this theory may give you direction for applying your leadership online.

Servant Leadership Less a theory than a philosophy in which leaders are strongly motivated to serve their organizations and authority is given by followers, servant leadership aims to be

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a transformational movement. The founding document was Robert K. Greenleaf ’s 1970 essay The Servant as Leader; a 25th anniversary edition of his book Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness was published in 2002. The literature on the topic continues to grow, notably including Daniel Wheeler’s (2012) Servant Leadership for Higher Education. Servant leaders are servants first, leaders second. They commit to what is called their true vocation with humility, a healthy sense of self, and moral courage while on a spiritual journey (Wheeler, 2012). There are seven servant leader behaviors that are the heart of the movement: conceptual skill (knowledge of the environment); emotional healing (sensitivity); putting followers first; helping followers grow and succeed (support and resources); behaving ethically (open, fair, honest); empowerment (resolve problems, encouragement); and creating value for the community (sincere concern) (Liden et al., 2014; Liden et al., 2008; van Dierendonck, 2010). Let’s consider the application of these servant leadership behaviors to social media. Some may find the servant leadership approach too warm and fuzzy. However, for digital platform activity that could use more soul, this approach could be welcome. For example, do you log onto Facebook with a servant perspective in how you can help or serve others? Or do you think only of others when scrolling over their posts, considering what you will post, and counting how many people follow you? Servant leadership would check your ego and demand that you view others in digital communities through an ethical and moral lens and consider ways to empower them but in a sincere and genuine way. Social media does have a way of “testing” leaders, as a leader does not exist online if others do not follow them. Servant leadership would confirm this, as authority must be given by followers; it is not just taken up by the leader. This philosophy recognizes that leaders should be online to serve the communities they care about and be humble and sensitive to others. A service approach comes up in chapter 6, as you are asked to establish values that can be felt and amplified through social media. The integration of morals and ethics in digital spaces is required for both leaders and followers alike.

Authentic Leadership Just like servant and transformational leadership, authentic leadership has roots in ethical and moral considerations for leaders. Bill George (2003) developed an authentic leadership approach that includes specific characteristics and qualities, a result of research on 125 successful leaders who displayed five dimensions of authentic leadership: purpose, values, relationships, self-discipline, and heart (George, 2003). In action, these dimensions include • a strong sense of purpose, including the passion for their goals and deep care for their work; • strong values about the right thing to do that connects values and behavior into a “True North”; • trusting relationships with others, which requires a leader to open up access to them for connection and trust;

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122  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE • demonstration of self-discipline and acting on their values, requiring leaders to be focused and consistent in their strategy, which also protects a leader’s energy; and • empathy and sensitivity toward others, seen as willingness as well as collective action (Ahlquist, 2019c; George, 2003). In the final dimension the word heart is highlighted, as it’s where the leader will be transformed. The initial publications came from Bill George (2003), but other authors outlined definitions and elements of authentic leaders as well (Avolio & Gardner, 2005; Gardner et al., 2005; Walumbwa et al., 2008). One might argue the validity of the term authenticity in leadership, which has been defined in theory as knowing yourself and acting consistently over time no matter the context (Gardner et al., 2005). You may already be asking, does every person have the ability or power to be authentic in all contexts? Hold on to this question, as it will come up throughout this text, and you can make meaning of and/or deconstruct it completely. For now, to add more depth to this idea of authentic leadership, Walumbwa et al. (2008) came up with four factors that form the basis of the theory. The following factors are a result of a thorough analysis of literature and content expert interviews in order to validate a theory-based instrument: 1. “Self-awareness” (Walumbwa et al., 2008, p. 4) (i.e., knowledge and trust in one’s thoughts, feelings, motives, and values) 2. “Internalized moral perspective” (Walumbwa et al., 2008, p. 4) (i.e., s­ elf-regulation, tapping into morals, ethics, and values) 3. “Balanced processing” (Walumbwa et al., 2008, p. 4) (i.e., objectivity and analysis of information, despite disagreements) 4. “Relational transparency” (Walumbwa et al., 2008, p. 4) (i.e., valuing honesty and openness of true self, ability to share both positive and negative attributes)

This theory walks the line between other theories, as Avolio and Gardner (2005) argued that authentic leaders use the construct of authenticity in other grounded leadership practices, such as authentic servant leadership or authentic relational leadership. It is made to be a root rather than stand-alone application. However, it further expands the language leaders can take into digital settings, especially when using Walumbwa et al.’s (2008) four factors. For example, self-awareness, the first element, asks leaders to trust their gut, really tuning in to both institution and self-knowledge. What a crucial skill when approaching fast-moving digital conversations and constantly updated mobile applications! The activities and questions are intended to provide the knowledge of self and intuition needed to be ready for the fast pace of real-life social media. You’ll need to cultivate awareness of your values and apply them in action through a digital leadership discernment model, which you will learn about in chapter 6. The second element to consider is internalized moral perspective, which may cause a leader to call out their reasons and intentions for how they act (or their failure to act). Do you not post about certain topics out of fear of punishment or post about certain

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topics because you’ll be rewarded for doing so even though you do not fully believe or value the topic? Posting to please others or not posting because of retribution has extremes and sometimes may be required in a professional setting. However, authentic leadership would challenge leaders to know themselves and their values so that when a topic is worth the risk of punishment, the need to act will outweigh the risk. The third element is relational transparency, as relationships are a core of digital leadership skills, especially the one with self that is the true self. Social media is about relationships, and having a relationship-focused approach to your leadership online is one way to align authentic leadership in your life. The other way is to be seriously honest with yourself if you are performing or staging your life on- or offline in a way that is not in line with your true self, especially if it goes against your moral and ethical values. The fourth element, balanced processing, is interesting to consider; on social media, it might be accepting the good and bad of the tools, including your presence there, and/or when there may be conflict. These tools are not perfect and cannot be completely controlled—what you can control is your objectivity about them and acceptance of the impact you can have. According to this theory, it is crucial for leaders to develop competency in digital literacy and identity in order to have knowledge and skills in digital contexts. It also means seeking out information and mentorship possible in a reverse-mentoring framework, such as being mentored on social media from a current college student. One final highlight about authentic leadership is the commitment to ongoing development, which researchers have noted has four key positive psychological attributes: confidence, hope, optimism, and resilience (Luthans & Avolio, 2003). Confidence connects to self-efficacy, “the belief that one has the ability to successfully accomplish a specific task” (Northouse, 2018, p. 205), and will impact motivation, persistence, and overcoming challenges (Luthans & Avolio, 2003). Hope is belief in willpower and agency to accomplish goals, optimism is basing efforts in positive results and seeing failure as temporary, and resiliency is the result of flexibility to come back from adversity (Luthans & Avolio, 2003). What authentic leadership values is a can-do attitude, especially during challenges or critical life events in which one could build capacities around or enact these four attributes. With some challenges to the scholarship and application of this theory, what may cause individuals to have a hard time applying it is the root term: being authentic. Applying authenticity in professional settings doesn’t always pay off. Add on differences in power dynamics of campus positions or ethnic, social, or gender identities that may not be valued in equal terms, and practicing this theory on social media becomes problematic. However, the values the theory embraces, including ethical and moral behavior, congruence and awareness of and even regulation of self, and enacting a positive approach, reveal the upside of the theory. This is not the final time authenticity is addressed in this text, as it is featured in numerous examples of professionals in the field. I believe by seeing examples of authenticity in action, you may see how you can be authentic in your own life. Taking what you’ve learned from transformational-based leadership theories, jot down some ways these theories already inform your online practices in Application Exercise 5.4.

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APPLICATION EXERCISE 5.4 Dx in Action Next to each transformation-rooted leadership theory in Table E5.4.1, list one example of how you have or will demonstrate it in your online presence. TABLE E5.4.1

Transformational-Based Leadership Theories Applied Online Authentic Leadership

Transformational Leadership

Servant Leadership

Emotionally Intelligent Leadership Don’t take this theory’s name at face value—it’s not just about getting in touch with your emotions. The framework of emotional intelligence (EI), which was originally developed by Mayer and Salovey (1997), has four parts: Ability to perceive accurately, appraise, and express emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth. (p. 10)

Allen et al. (2012) used the EI framework and leadership theory to model emotionally intelligent leadership (EIL) for college students: “With an intentional focus on context, self, and others, emotionally intelligent leaders facilitate the attainment of desired outcomes” (p. 187). These three primary objectives revolving around consciousness of self, others, and context fall within 19 capacities. Although this appears again to be another checklist, it is the context element that assesses environment, group dynamics, and skills to interpret internal and external forces and trends that can provide benefit. Also, although written for college students, the EIL can and should be applied beyond the campus environment.

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In the second edition of Emotionally Intelligent Leadership: A Guide for Students, Shankman et al. (2015) applied a metaphor of “signal strength” (p. 11) that is a visual representation of skill in each of the three EIL objectives: consciousness of self, others, and context. They actually used a Wi-Fi icon with a dot and three extending lines to make up each of the three objectives. At full strength, your ability as a leader is being aware of “oneself; the needs, interests and abilities of others involved; and the factors from the larger environment and the group that come into play” (p. 12). The attention on environment and the playful use of a Wi-Fi signal offer methods to also manage the objectives and 19 capacities in digital spaces. I find that these capacities in particular bring to life the skills and dispositions leaders need when being impacted by digital content, devices, and methods to act. Consciousness of self. Leaders in this interpersonal level have done the self-work required to bring awareness to their emotions, abilities, and beliefs (Shankman et al., 2015). Two of the capacities that fall under this objective are emotional ­self-perception and initiative. The first, self-perception, recognizes the need to be in touch with your emotional reactions to people, environments, and situations. Let’s take this online. Are there certain applications that emotionally trigger you more than others? Are there specific users or types of content that bring you happiness, fear, sadness, and so forth on Facebook? In the self-perception capacity, you don’t need to get rid of your emotions but rather be aware of them, and my argument is that this awareness is definitely needed in digital communities. The second capacity that stood out to me under consciousness of self was initiative. Shankman et al. (2015) discussed this capacity as taking action and understanding why we don’t, which can be fear of failure, apathy, or inability to manage conflict. From my research on university students and higher ed professionals, these concerns carry over in our ability or inability to take or declare action in digital spaces (Ahlquist, 2015, 2016b). Consciousness of others. To demonstrate EIL, you must develop awareness of both individuals and dynamics in groups (Shankman et al., 2015). This intrapersonal level rallies around building teams, coaching, and openness to others’ points of view. There are nine capacities that fall under this level, and I relate two of them to leadership in digital contexts. The first is developing relationships—not just gathering together friends, colleagues, and networks, but meaningful relationships. As I discussed in chapter 4, having a leadership philosophy and values-based approach to your presence online not only brings meaning to the platforms but also honors the relationships you build there. Leaders who are able to harness social media for growing and developing others will be celebrated. The second is displaying empathy, a skill the internet desperately needs more of. Let’s consider Facebook and the 2016 U.S. presidential election. One could easily scroll through posts with threads of comments that expressed raw emotions as individuals dueled over opposing views. EIL would challenge a leader to reconsider posting, commenting, and reacting through social perspective taking (Shankman et al., 2015). Instead of immediately commenting or posting, you should approach the conversation with empathy and aim to understand, not change the person’s mind. Although EIL doesn’t offer a direct solution when face-to-face is not possible, there are creative methods to take digital disagreements

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126  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE into more personal environments, like direct messaging on Twitter or Facebook, text messaging, or (even better) a phone call to better understand the other person. Consciousness of context. This level is about settings and situations, as environment can drastically change the outcome of an effort just as much as the individuals and groups who are part of it. The capacities under this level include analyzing the group and assessing the environment (Shankman et al., 2015). Going digital with this example is putting context at the forefront so that who is involved and where it is occurring are weighed equally. For example, you (self ) are part of a public Facebook group (context) made up of thousands of higher ed professionals (others) in which arguments are ongoing among users. If you are the moderator of this group, you are usually viewed as a leader in this setting, and EIL would “know how to diagnose, interpret and navigate these dynamics” (p. 217). The problem here is that there are very few resources on how to effectively accomplish this in online environments. This theory’s authors believe questions are powerful means to solve problems, and they “see patterns of behavior—who is opting out of the activity, who holds the power, who is building coalitions, and so forth” (p. 221). This level recognizes the political nature of all groups, and I would argue that this is very true in digital communities like Facebook, Twitter, and others. EIL is another favorite theory to use when teaching students how offline leadership theories can be applied online. It beckons the application of heartware as the soft skills of the internet, which EIL development can provide with diagnosing self, others, and context. It’s also great for adults, especially higher ed professionals, to put into practice. EIL can equip users to reflect, be intentional, and be regulatory of their online activity. It also connects users to their leadership in relation to others and heightens leaders’ awareness of setting and situation both online and offline. See how you can make clear connections in Application Exercise 5.5.

Strategic Social Change Leadership Dugan’s (2017) Leadership Theory: Cultivating Critical Perspectives examined a newer theoretical framework—strategic social change leadership. This is a leadership model that addresses social justice, systemic inequity, and visions of justice straight on within leadership practices. Ospina et al. (2012) developed a framework for strategic social change leadership that includes strategic action to build collective power. Grounded humanism is also a foundation of the model, with a worldview of sense making for individuals and groups (Ospina et al., 2012). Ospina et al. proposed that “humanism reflects an appreciation of the humanity of all individuals and a faith in their potential to contribute to the work required to transform society” (p. 269). Therefore, leadership must include social action that is collective and not all about the leader. Leadership isn’t about you. Instead, the focus is on building and leveraging power that benefits the group/community (Ospina et al., 2012). Power relates to leveraging influence that leads to transformation. Compared to the other theories that address context and recognize its influence on leaders and followers, Ospina et al. (2012) argued, “Context is not a separate variable to be taken into account or to control

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APPLICATION EXERCISE 5.5 Consciously Connected In Table E5.5.1, connect one social media platform (context) and list the skills you can activate (self ) as considerations to tap into the emotions of the community (others). TABLE E5.5.1

EIL Digital Connections Consciousness of Context

Consciousness of Self

Consciousness of Others

for” (p. 284); rather, context is a source of leadership. This source is an invitation to explore and cocreate digital leadership practices being coconstructed (and deconstructed) for collective capacity and enactment. There are three leadership practices involved in strategic social change leadership: reframing discourse, bridging differences, and unleashing human energies. Let’s look at the last practice and how it can be applied in digital environments to justify the use of social media for social change efforts. Ospina et al. (2012) listed unleashing human energies as a leadership practice that brings out individual, organizational, and interorganizational capacity and agency, “which allow every member of the group to reclaim their full humanity and, in the process, recognize their inherent power to direct their lives” (p. 274). Storytelling is one example of leveraging agency and fueling transformational learning, drawing attention to how “knowledge, power and identity are inextricably intertwined” (Dugan, 2017, p. 304). As a result, members see different ways that power is accessible, and furthermore, how it is a resource of the community. Open Twitter, and you can see digital storytelling and community power at play. Individuals can claim and direct their use/lives by telling their story. Communities form around identities; social issues; and, yes, unfortunately sometimes aims for harmful outcomes. But it is accessible (mostly), so this theory would argue that the focus of capacity building in digital spaces needs to be harnessed for members and groups to see themselves as capable in a space like Twitter. Work through this framework and how it can inform your digital practice in Application Exercise 5.6.

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APPLICATION EXERCISE 5.6 Strategic Social (Media) Change Consider the three leadership practices of this theory and answer the following: How do you (or could you) apply leadership in digital spaces using strategic social change as a strategy? Fill in the blanks in Table E5.6.1 with your ideas. TABLE E5.6.1

Strategic Social Change in Digital Practice Reframing Discourse

Bridging Differences

Unleashing Human Energies

Authenticity Is Your Superpower At the beginning of this chapter, I suggested that being a digital leader may just require superpowers. So naturally, I have decided to feature Jennielle Strother, the vice president of enrollment services at Concordia University Texas, who reveals the superpower she feels is necessary to enact digital leadership: simply being herself. Jennielle is driven and inspired by the leadership theory, framework, and philosophy of authentic leadership as a way of being. She considers authenticity a superpower and views authentic leadership not as a style but as a way of being. As noted in this chapter, the foundation of authentic leadership is having a strong understanding of self in order to be vulnerable and build trust. It is, as Jennielle explained, “centered on the human” (personal communication, June 9, 2018). As a first-generation student, scholar, Latina, professor, and doctoral candidate, Jennielle has appreciated how she can scale role modeling online with an intentional presence, and she has felt called to lift up women and first-generation students. She shared with me that you “can’t just sit back and wait online—go to where they are, add value” (personal communication, June 9, 2018). The humanizing of an authentic leader also includes expressing real reactions and opinions. Jennielle often posts about public policy and politics, but she knows “this also means that I will also engage in dialogue with those who disagree with me”

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(personal communication, June 9, 2018). Jennielle has some advice for those worried about taking on topics that are controversial or could potentially lead to conflict. She would first call on you to make sure everything on social media is aligned with authenticity—it is truly you—then follow up with accountability: “If you make a mistake, don’t delete, just own it. Speak to it immediately. Lead with love in the boardroom and in your feed” (personal communication, June 9, 2018). This kind of love and authenticity has resulted in how she builds community, both on Twitter and on campus. Jennielle stated, “Who I am on social (media) is who I am in the boardroom. I try to make people feel comfortable by creating a safe space of familiarity” (personal communication, June 9, 2018). Carving out space for “all of us to be our best selves” (personal communication, June 9, 2018) was a driver for the creation of the #emchat community, which was born from seeing a missing connection for enrollment professionals who work in a stressful and competitive industry. Jennielle first started using Twitter when she was completing her master’s degree and stumbled upon #sachat, a student affairs Twitter community. Although she found these chats and topics very helpful, there were enrollment-specific topics she wished would be included like marketing, financial aid, recruitment, and staff development. Alex Williams (@AlexMWilliams_), now vice president of RHB (a marketing consultancy), and Jennielle coordinated the very first #emchat, and since 2010, these chats have been held every single Thursday at 9:00 p.m. eastern time. They have hosted in-person tweet-ups (a meet up that has grown out of Twitter) at conferences and provided ongoing support for new professionals as they grow and transition in their careers. Jennielle reflected, “It is now something much bigger than I ever thought possible. Uniquely in enrollment, the #emchat community is a place for problemsolving and collaboration, not competing for students or against each other” (personal communication, June 9, 2018). The mission of #emchat came from Jennielle’s intent to openly document enrollment practices that benefit the entire field of higher ed. Further, #emchat is owned by its community, not by its cofounders, Alex and Jennielle. Recently, the community created a crowdsourced handbook and website (www.emchat.us) that includes a list of higher ed insider jargon, so it “lowers the barriers and technicalities, especially for new professionals” (personal communication, June 9, 2018). As a cofounder, Jennielle has built a community of humans who want to help each other. It has been her purpose both online and offline. In spring 2019, federal prosecutors uncovered over a dozen family members who schemed their children into elite universities such as the University of Southern California and Harvard University with the assistance of an enrollment consultant. Bribes were extended to athletics coaches, SAT exam proctors, and campus enrollment professionals. Jennielle sent countless tweets that prompted conversation, but the following also reminded me of her steadfast belief in her calling, profession, and #emchat community. The same week the admissions scandal broke, Jennielle and Alex hosted a chat called “Access, Equity, and Ethics” that gave space for professionals to have timely dialogue about their process, with questions such as “Q1: Starting off broadly—what initiatives has your institution employed to increase access and equity

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130  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE in recruitment and across campus? #EMchat #SAchat” to the more specific “Q5: Loaded question(s) about ethics. How do you communicate these across campus? How embedded are they in your missions? How do you discuss these in onboarding processes? #EMchat” (Williams, 2019a, 2019b). The final example to share about Jennielle, an authentic leader who connects people, platforms, and a clear purpose, is Texas Women in Higher Ed: Acting, Reflecting, Transforming, also referred to as #TXwheart. Using an unconference model that is participant driven, attendees get to vote on breakout sessions that resonate the most with them. Jennielle called upon Kristi Kirk, the provost at Concordia University of Texas, as well another colleague she had been interacting with on Twitter, Michelle Lopez (@chellelopez), who also happened to live in Austin. The unconference they developed has evolved into a place for women to “be surrounded by each other through their challenges and their celebrations” (personal communication, June 9, 2018). In closing, Jennielle shared a pretty simple recipe that activates authenticity as a superpower on social media: “Use it, do it yourself and be yourself ” (personal communication, June 9, 2018).

Connecting Offline Leadership to Online Practices In this chapter, I have explored a number of relevant leadership theories with a digital mind-set. Although none of the theories and models discussed were originally developed for social media application, they can be applied online. Weaknesses in the theories do exist, as described previously (and as Dugan more fully unpacked in his 2017 book). However, leadership theory is important to our society. Dugan (2017) wrote, “Despite its imperfections, leadership theory serves as an essential function in shaping how leadership is manifest in society” (p. 322). Theory is about sense making, a guidebook to explore, understand, and live out leadership (Dugan, 2017). Leadership theory doesn’t, however, point to who is or is not a leader, because the system in which an individual or a group finds themselves has norms and assumptions of what leadership is. Could leadership in digital communities also be defined by the system’s (or application’s) norms and assumptions? No matter whether you are on- or offline, there will be no all-knowing and accepted leadership theory; as Dugan (2017) shared, there is no endpoint. It is a lifelong pursuit. Our society will change, and we will need new theories and ways to make sense of the world. This chapter especially aims to explain and produce resources for a phenomenon that, because it is highly constructed by society, provides opportunities for positive social change. Leaders must work with, not against, technology tools to make change happen, but they must also activate their community to enact a common purpose. To date, digital leadership remains quite vague, with leadership on one end of the discussion and digital strategy on the other. What if there was a clear way to connect offline leadership to online high-impact practices?

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This book’s mission is to do just that: guide you through a digital leadership presence that dances across the gaps of traditional leadership and digital practice. What leadership theories resonated with you? Did you already start to think about how your strengths results or EI skills influence your online presence? Use Application Exercise 5.7 to find a deeper meaning for not only social media but also your life.

APPLICATION EXERCISE 5.7 Your Digital Leadership Mind-Set It’s time to connect your leadership with online practices. Which leadership theory or theories do you most identify with? List at least one in Table E5.7.1, including its core framework, tenets, and beliefs, then consider how you can display and amplify those attributes online. How has this theory already informed your digital presence and practices? Head to our book community, the Digital Leadership Network to share your theory. TABLE E5.7.1

Strategic Social Change in Digital Practice Theory

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Framework or Philosophy

How Does This Theory Currently Inform Your Work?

How Does or Can This Theory Inform Your Leadership Online?

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6 A VA L U E S - B A S E D S T R AT E G Y FOR SOCIAL MEDIA

I

n From Values to Action: The Four Principles of Values-Based Leadership, Harry Jansen Kraemer Jr. (2011) defined four principles of values-based leadership: self-reflection, balance, true self-confidence, and genuine humility. Using this approach, leaders take significant time to reflect, which leads to transformation in the form of aligned actions to “always bring you back to what matters most” (Kraemer, 2011, p. 5). What really matters to you and your institution? Is it fair to say that sometimes as humans and organizations, our values get jumbled up and misdirected? One could also argue that social media has been a reason for this and ask, “Are we on platforms for the wrong reasons—working toward goals that actually take us away from our values and mission?” This chapter questions how you activate social media, whether in your individual accounts or for the entire university, so that your activity does matter and is mission driven. Coupling values discernment with strategic social media planning, I’ll show you how to navigate through the process of creating a values-based social media ­strategy that actually has purpose and Strategy. Digital leaders have a clear yet isn’t just busywork. The digital leadflexible strategy that aligns their purership guiding principle of strategy, pose, values, and personality, as well as which is the focus of this chapter, has institutional objectives. been addressed previously in this book and is highlighted again here. Think of this chapter as a compass for your journey, with what really matters to you and/or your institution or organization as the direction in which it guides you. A number of other questions serve as a wonderful warm-up to this chapter. I encourage you to pause and note what comes to mind for each one: • • • •

What do I truly believe? Am I willing to state my values? Am I willing to compromise my values? If so, why? Are my actions consistent with my beliefs? (Kraemer, 2011, p. 83)

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If you don’t have clear answers to these questions, then creating a plan for social media will be more difficult, as will standing firm with courage when a crisis, controversy, or setback takes over your social media feed. Whether they face scrutiny or celebration, leaders must be able to communicate clearly and role model by simply doing the right thing, which provides a perfect transition to introducing a digital leader who shows up with courage and clarity on a variety of online platforms— @DeanDad.

Documenting the Digital Confessions of a Community College Dean Since 2007, Matthew (Matt) Reed, vice president for learning at Brookdale Community College, has been writing the “Confessions of a Community College Dean” blog for Inside Higher Ed. Technically, he started blogging in 2004 just after his daughter was born; his column is one “in which a veteran of cultural studies seminars in the 1900s moves to academic administration and finds himself a married suburban father of two. Foucault, plus lawn care” (Reed, 2018a, para. 1). Matt’s column began as “stories about family, as part of a conscious effort to convey the message that work/ life balance isn’t only a women’s issue” (personal communication, May 22, 2018). This helps explain Matt’s Twitter handle, @deandad. His family is a core part of his identity, and it’s his kids who consider him a “well-meaning dinosaur” (his words), teaching him about the latest technology. Blog writing has become a core part of Matt’s identity, and he shared that he was hired at Brookdale because of it: Its then-president had followed both (my blog and Twitter feed) for years, and was a fan of my work. Years of reading my takes on various issues gave her a much deeper sense of who I am than an interview could. I know she also enjoyed the dry humor, which tends to play well in academic settings. (Personal communication, May 22, 2018)

He publishes multiple posts per week that are read by thousands. And you’ll find him nowhere near Facebook, Instagram, or YouTube—at least for now. Instead, he is adding constant value through his blog and Twitter feed. Matt has documented his use and appreciation of Twitter in his column. In a post called “Why Tweet?” (Reed, 2018b), Matt reacted to another Inside Higher Ed blogger, Joshua Kim (2018), who declared Twitter was for cliques, careerism, and self-promotion. Reed countered: Yes, self-promotion is part of the world. So are cliques and careerism. And so are trolls. But academic Twitter makes me smarter on a daily basis, from a panoply of perspectives, for free. As research tools go, I’d hate to be without it. (Reed, 2018b, para. 10)

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134  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE Although Matt mentions trolls in his post, his public response to Kim’s blog post wasn’t troll-like behavior. Instead, his approach was cautious: I’ve had to learn not to feed trolls and which battles are simply unwinnable. One tactic that helps is building in a delay to any response. If I feel my blood pressure spike upon reading what seems like a stupid and/or hateful attack, I remind myself to put it aside for a few hours before responding (or not). (Personal communication, May 22, 2018)

At the end of the day, Matt’s advice is to always “take the high road” (personal ­communication, May 22, 2018). Every journey through digital identity and leadership will look different. Matt clearly chose for his vehicles LinkedIn, Twitter, and blogging—and the personalized brand behind them. He uses his campus position and family to fuel his path through digital platforms to power the impact he wants to make. As you will learn in this chapter, this project is an example of a values-based social media strategy. In order for you to develop a purposeful strategy, I have created a discernment roadmap for digital leaders.

Discernment for Digital Leaders: Developing a Values-Based Strategy The need to have a strategy for social media isn’t a new concept. There are plenty of articles, YouTube videos, and conference sessions that lay out the “perfectly produced” social media strategy for you, using what we know about algorithms, established best practices, and projected trends. However, these data-driven strategies fall a bit short when applied to personhood heartware application for digital leaders. They are overly produced. Just like the development of a values-based strategy with intent to influence, inspire, and impact, metrics for digital leaders need to be different. When you infuse values into your work, if you are really being honest and reflective, it will be hard to not feel emotional—maybe even spiritual—about the work you do and why you do it. I’ve been having you complete plenty of “spiritual exercises” since chapter 1, intentionally progressing you through a discernment process in which you explore your ­identity, brand, reputation, and leadership approach. If I instead started the process in chapter 1 with teaching tools, tactics, and strategies, they would be just surface-level tasks. This is why I created the discernment roadmap for digital leaders, which injects values into a social media strategy with four pillars. It guides you through creating a plan that connects and aligns with people, platform(s), and both a short- and long-term purpose.

Discernment Roadmap for Digital Leaders In Li’s (2015) The Engaged Leader: A Strategy for Your Digital Transformation, a solid strategy begins with a solid plan. Li encourages leaders to have goals, objects tied to

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the right tool and task. On the journey to Dx, the focus is a mind-set shift, not a sprinting-after-the-next-technology trend. This philosophy and process needs to be applied by educational leaders. After studying executives at university and college campuses who had been active online for at least 2 years, I discovered a common thread of conscious choices and philosophies when approaching a new tool or staying active on an existing social media platform. This didn’t mean they had a strategy written down, nor did they follow a rigid plan like tweeting every day or at a specific time of day. I found elements of their values-based social media strategy that you can apply when a new tool comes to your attention while reevaluating your entire online presence or if this entire conversation is brand new to you. The discernment roadmap for digital leaders is a substantive self-reflection process that includes four pillars. Each pillar is meant to build to the next sequentially; however, the exercise of completing all four pillars will challenge you to clarify, evolve, and change your strategy because of the discernment process. This process may necessitate going back to prior pillars due to shifts in one’s strategy. The digital discernment pillars for digital leaders include the following: • Community engagement and stakeholder activation. In order to prioritize building relationships using digital communication tools, you must know your various communities extremely well so you can connect with them on specific platforms that will make an impact. • Digital tools and strategic communication. Critically evaluate technology tools through a strategic communications approach, matched with your current communication skills, available time and resources, and personality. • Real-time contribution. Make an immediate impact by having a clear digital contribution plan. This pillar answers the constant question “What am I going to post today?” • Intended purpose. A long-term and legacy approach to your online presence illuminates your purpose (Ahlquist, 2016b). Your intended purpose should answer the question “What is the actual ROI I am working toward?” Through these four pillars, you will experience a process of crafting a strategy that fits your audience, tools, and outcomes and connects back to values. In each section, you’ll be tasked to use your head and heart and assess your values in order to make congruent choices along the way. These values will be pulled from your individual values, as well as the values of your institution, the field of higher ed, and potentially community/societal values. As you build your values-based strategy, you may discover similarities and differences between your values and your institution’s or society’s values and grapple with making meaning, action, or inaction within them. Consider those strategies in Application Exercise 6.1.

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APPLICATION EXERCISE 6.1 Values Sources Review the categories listed in the far-left column of Table E6.1.1. Then, use the middle column to write out as many values as possible for each catagory. You will refer to them throughout the discernment roadmap. Start with your individual values that you hold no matter the context (work, home, etc.). Next, move on to your institution—what are the values of your current institution or organization? You might start with publicly available documents like the mission statement or strategic plan, but are there other unwritten values—traditions, rewards, and systems that are valued by the organization? You can repeat this same exercise for your division, college, or department. In the far-right column, write out any similarities or differences between your values and those of your institution/organization. Now repeat the same comparison between your individual values and the values held by the field of higher ed, as well as society as a whole. Finally, reflect on the entire activity by completing the bottom row of the table. Did you find any values that were very or completely misaligned? What natural alignments did you find between the categories? How might these aligned and misaligned values impact how you currently use social media or plan to? TABLE E6.1.1

Values Sources Source

Values

Similarities/Differences

Your Personal Values

Current Institution’s Values

Higher Ed Values

Societal Values (City, State, Country)

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Pillar 1: Community Engagement and Stakeholder Activation This pillar is all about knowing your people. As the purpose-driven digital leadership framework proposes, prioritizing relationships should be of the utmost importance to leaders in higher ed. Many social media strategy processes list this step as picking your audience, but I list this discernment pillar as community engagement and stakeholder activation. I encourage you to pause and spell out the members of your community, being as specific as possible. The more you know about them, the easier it will be to find/connect with them online and create content that resonates with them. I also encourage you to know the ripples of your community, as most likely you have not only a primary but also a secondary audience and influential stakeholders that you need to consider. For example, at the executive level you need to consider the daily community you serve (students, staff, faculty, alumni) as well as campus stakeholders who have a vested interest/influence in your actions (donors, the media, local community, government officials, professional associations, foundations). Write down your discoveries in Application Exercise 6.2.

APPLICATION EXERCISE 6.2 My Community Who are you specifically here to serve—current and ideal? Based on your current position and/or career objectives, use Table E6.2.1 to determine the primary audience and secondary sources that are part of the equation. Who has influence on your work? Try to get very specific: ages, demographics, experiences. The more you know who you are serving the easier it will be to create a values-based digital ­strategy to connect with them. TABLE E6.2.1

Claim Your Community. Primary Community

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Secondary Community

Influential Stakeholders

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138  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE Once you’ve identified your communities and stakeholders, you should next explore what platforms they’re already using and whether you want to have a presence and a plan for engagement on them. I’ve discovered that some campuses already have a strong presence on one platform (i.e., Twitter), whereas another campus in the same city is more active on another platform. Observe where your campus community (students, alumni, employees) are already sharing their own user-generated content, as well as your stakeholders (local businesses, government officials), as they may be on different platforms entirely. For example, if none of your audiences are regularly posting on Twitter on their own, attempting to engage with them on Twitter may be difficult (but not impossible). Let’s use Application Exercise 6.3 to see community engagement and stakeholder activation in practice.

APPLICATION EXERCISE 6.3 Know, Be, Do An exercise to reflect on engaging and activating your audiences on social media is called Know, Be, Do: Know your intended audience; Be aware of how they already use a platform(s); and finally, ask yourself, “Do you want to engage with your audience on that platform?” Pick a very specific community/group/audience that you serve. For example, let’s say you’re an academic adviser for the college of business and you primarily serve students in an executive MBA program where students are already working full time in the local area. You’ve observed that nearly every student has a LinkedIn profile, as they add their LinkedIn URL to their application materials and dozens of students tend to request to connect with you throughout the year. You decide that yes, you do want to connect with these students, so you add your LinkedIn URL to both your campus email signature and your introductory email to new students that welcomes connections on that platform. You’ll be making the same sort of social media engagement decisions for your own position in this warmup exercise found in Table E6.3.1. Don’t get caught up on the “Do” part of this; a simple “Do” or “Do Not” is a great place to start. TABLE E6.3.1

Know, Be, Do Know

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Be

Do

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Go Where Your People Are To continue to explore the “Be” portion of the “Know, Be, Do” application exercise, consider platform demographics. Although users of all ages can be found on nearly every digital platform, certain applications are more clearly tailored to and trending with younger or older demographics. This is certainly true when new platforms come out (younger) and as platforms are around longer (older). As of this publication, Facebook and Twitter trend to 35 and older, whereas Instagram and Snapchat trend to 35 and younger. Country of origin may also be a factor, as certain countries differ in not only adoption rates but also access to certain platforms. Let’s take YouTube, for example, which has over 1 billion users (YouTube, 2018). The United States has the highest percentage of monthly viewers; notably, in the past 10 years, countries like China, North Korea, Iran, and Pakistan have at one point blocked the platform. As more universities and colleges recruit international students and develop global programs, social media platform access and activity for each country need to be researched. Knowing where your community is currently active online (and tracking usage as tools evolve) is one practice in the “Do or Do Not” part of this pillar. You need to know who is already active on platforms you are considering and whether you are comfortable engaging with that audience online. You need to not only make a clear choice but also be prepared for your choice to evolve over time. For example, Instagram, which attracts an under-35 audience, might include your current students, alumni, new/young professionals, midlevel professionals, and emerging executives. A question quickly arises: Do you want to connect online with students, colleagues, and/or others you supervise, no matter their age? If you’re anxious about connecting with certain “types” of people, there are methods to opening your connections instead of setting ironclad boundaries. Let’s learn from a couple of digital leaders on how they approach different platforms and make it clear to those audiences how they want to connect. Community Engagement and Stakeholder Activation Practice A major finding of my research was that senior campus leaders were open and accessible to students on social media platforms, the most popular of which at the time was Twitter (Ahlquist, 2016b; Ahlquist, 2020). Jenny Hall-Jones, associate vice president and dean of students at Ohio University, shared, “I use Twitter really as another tool to engage our students. You know, we’ve got 16,000 students on campus. So, my office needs to engage and meet all of them” (personal communication, June 26, 2019). She is so well known on Twitter and through a YouTube series called Golf Cart Karaoke that students sometimes refer to her by her full name/Twitter handle, @jennyhalljones. She includes students in her posts, social media strategy, and understanding of platforms. She also accepts Facebook invitations from students, but she sets more restrictive privacy settings with them. Christine Adam, dean of students at Thompson Rivers in Kamloops, British Columbia, has a different approach to Facebook and Instagram. Although her Twitter account is active and she’s engaged with all members of her campus

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140  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE community and stakeholders, Christine reserves Facebook for her close family, friends, and colleagues. University students who find her on Facebook are clearly directed to her Twitter account in her “About Me” section: “You are welcome to follow me on Twitter at www.twitter.com/trudeanstudents” (personal communication, June 6, 2017). Your community and stakeholders can be different for each platform, and at the end of the day, you must decide where you’ll engage with them. Having clarity on this pillar will be a huge benefit in the next chapter, where we’ll create meaningful and engaging content that your community will connect with. Application Exercise 6.4 continues to challenge notions of connecting with your community beyond your campus role. As a reminder, activate our Digital Leadership Network as you move through each pillar, sharing your reflections and answers, using the chapter 6 topic.

APPLICATION EXERCISE 6.4 Community Engagement and Stakeholder Activation Consider the following questions: • Who are all the major players in your life: friends, family, children, community organizations, brands, and so on? Where are you already connected with these individuals/groups online? • What are the different audiences you serve in your current professional role? Which of them do you enjoy and/or find easy to connect with? Which tend to be the most challenging? Which tend to need more direct communication, resources, or support? • Beyond people/communities to whom you directly provide services, who are the stakeholders impacting your work? Who has vested interest or power over your position or programs? • Are there certain audiences or demographics that you are not currently comfortable connecting with through social media platforms? Why is this? • Are you willing to entertain the possibility of connecting with students, colleagues, supervisees, and community members based on a platform and its privacy settings? • Given the boundary collapse of nonwork circles and work-related populations online, are there certain people or platforms you would not be comfortable meshing with? • Based upon the population, can you think of types of communication that this audience already tends to respond positively to (or is known to, based upon research/practices shared so far in this text)? Who is most likely to check/open email, watch a video, or be on Facebook, Snapchat, and so on?

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Now, use Table E6.4.1 to spell out your target community and stakeholders, matching each with a communication tool, any privacy settings you’d require for this connection, and the related values you spelled out earlier in the chapter. TABLE E6.4.1

Community Engagement and Stakeholder Activation Example Students, recent alumni, and incoming students

Individual: Approachability, Instagram Accessibility, and Humor Institutional: Intentional Student Engagement

Public university branded account

Pillar 2: Digital Tools and Strategic Communication With the number of social media platforms available, full-time positions have been created just for producing online content. For the majority of roles on campus, social media is not mentioned in job descriptions, nor are metrics used for promotion, tenure, or advancement; however, as this text aims to document, the benefits of online engagement are still worth the investment. But not every single tool provides value every single day. This pillar requires you to look critically at each new/existing tool to see how it fits into your life, asking, “What platforms should I be on, and how will I use each one?” (Ahlquist, 2016b). Then ask, “What are the logistical considerations and realistic strategies and systems you need in place to make this happen?” Toward the end of this chapter we will put together an example plan and explore support systems for you. Digital Tools and Strategic Communication in Practice Thom D. Chesney is the current president of Clarke University, but he began his discernment and enactment of digital leadership in his previous role as president of Brookhaven College, part of the Dallas County Community College District. He worked through this pillar’s strategic process with Brookhaven College’s communications team. He shared with them his hope of becoming fluent and adaptable on one single platform. Although he had a LinkedIn page, they decided that Twitter would be his primary vehicle for regular social media presence. In his Twitter feed (@ThomChesney), you’ll see his excitement for upcoming campus events and celebrations as he live tweets at conference sessions, as well as his reflections (and humor)

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142  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE about fatherhood. His presence connects to his values, as stated in his Twitter bio: “Just call me Thom—@ClarkU 16th president. In the story of my life I am not the main character. #inclusion #GoPride - One Clarke | One Community.” (http://twitter .com/ThomChesney) Thom shared with me, I’ve focused primarily on Twitter to be the platform through which anyone who wants to know and understand me can get a pretty good three-dimensional view of what I care about on campus, in my community, and at home. My college’s core values should be reflected in my statements. I aim to be strategic in the frequency and content of my tweets, as well—showing a balance of internal and external engagements, activities, and commitments. (Personal communication, June 6, 2018)

Thom has no current plans to add any other platform, and honestly, as long as Twitter remains relevant to his students and society, he has made a great choice. His advice for picking platforms and surrounding yourself with a social media strategy as a president: “Don’t be afraid, but definitely don’t go it alone” (personal communication, June 6, 2018). This is why he worked with Brookhaven’s communication team, and does the same at Clarke University. The next question to ask is, “How often should I log on?” Thom consistently engages with his followers, tweeting back and forth throughout the week. Thom clarified when exactly he logs on and noted that he definitely logs off: Anything I tweet during what is generally expected as working hours (i.e., 8:00 a.m.– 5:00 p.m) is 99% professional in focus. I’m conscious of perceptions. I often go dark on vacation so as not to leave it up to readers as to why I’m on a beach on a Wednesday morning when I should be at work. (Personal communication, June 6, 2018)

In my research on senior leaders in student affairs, I found that the most common times to log on and post were very early morning (5:00 a.m.–7:00 a.m.), lunchtime (11:00 a.m.–1:00 p.m.), and/or early evening (7:00 p.m.–9:00 p.m.) (Ahlquist, 2016b). Overall, the average time throughout the week spent on social media was only 3 hours. Let’s get you thinking about your strategy with Application Exercise 6.5.

Pillar 3: Real-Time Contribution The previous two pillars are a bit technical, such as the inner workings of your strategy related to tools and audiences. The next section gets more macro and focuses on the output, which also aims to attain ROI in social media for leaders in higher ed. In other words, is this even worth your time and talent, and how do you measure it along with the primary aim of your position? We’ll begin with a focus on immediate and real-time purpose, then we’ll finish with the long-term and legacy purpose. The pillar of real-time contribution may be easier to answer and work through. What do you want to post about in the next hour or in the next day? What is going

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APPLICATION EXERCISE 6.5 Digital Tools and Strategic Communication To get started thinking (or rethinking) about digital tools and strategy, answer these reflection questions: • What digital communication tools are you already active and comfortable on? What is your low-hanging digital fruit for curating presence and community? • For newer (to you) platforms for which you lack knowledge/skill, is there training available to you on your campus, in the community, or on an educational portal like LinkedIn Learning? • Using the audiences and stakeholders we explored in the first pillar, what tool(s) makes the most sense? • What social and human capital do you have on your campus or in your network? • Based on your current calendar, could you carve out just 10 minutes per day in the early morning, at lunchtime, or in the evening? What about 30 minutes or an hour? What day of the week and on what platforms will you post? Whenever you can commit to it, go to your calendar and add it now. Revisit Table E6.4.1 to modify or clarify your audience and platforms, based on what you’ve discovered in this pillar.

on in your world immediately that you want to amplify? What type of behavior and communication do you already tend to put into action in your role? It could be celebrating birthdays, recognizing staff achievements, attending campus events, community gatherings, and so on. This is the starter content you want to post (Ahlquist, 2016b). From presidents to graduate students, I’ve seen a number of themes with post types that I believe will aid in your initial idea generation. They include but are not limited to “appreciating others, promoting or posting about events, celebrating holidays, sharing news or information, and responding to others directly” (Ahlquist, 2016b, p. 39). Immediate and timely content could include live tweeting at a basketball game or professional conference and real-time updates such as winter weather advisories that may result in closures or parking policies for a major campus event. You must have a keen awareness of your position’s power in messaging. A dean tweeting an announcement about the college may have more weight than the university account, but without clear communication and strategy with different stakeholders on campus, miscommunication or competing messages may result. Who would these accounts/ people be on your campus? Are you already one of them? This is why it’s critical to collaborate and communicate with whatever office on your campus is tasked with external and/or internal marketing and communication.

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144  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE A champion of digital engagement research in higher ed is Dan Zaointz (2015), who studied university and college presidents’ social media practices in #FollowTheLeader: Lessons in Social Media Success From #HigherEd CEOs. The intent in the book was to help senior leaders, including professionals who support positions such as chancellor, president, provost, and more. Zaointz wrote, The advantage that social-media-active presidents have over their non-social counterparts is that they can directly address issues in their own voice, using the speed of social media to respond with greater agility. After all, a higher ed leader on social media is always just one video or blog post, tweet, or update away from setting the record straight. (p. 42)

One of the biggest takeaways of his research was that there is no right or wrong for presidents on social media. It’s a personal choice. In my own research, my findings have been exactly the same for just about every position in higher ed. Therefore, in this very content-heavy pillar, you need to explore the types of topics and takeaways you believe fit your values and personality, then layer on your position at your specific campus, which should include the institution’s values, mission, and outcomes. Tie your actions online to your core values and the values of your institution. This type of aligned purpose should bring in a sense of relief; it has the potential to answer questions like “Should I post this?” and not just “Will this post get me fired or go viral?” It should also begin to answer questions like “Is this worth my time?” or “Is social media really worth it?” Goal Setting for Social Media There are a variety of goal-setting frameworks out there, but for brevity, I’m applying the most common one, the SMART method (Doran, 1981). This framework can be used to establish both overarching goals and goals particular to social media that are specific, measurable, attainable, relevant, and timely. Of course, for the sake of digital leadership we’ll connect social media and leadership outcomes to the SMART approach. Use Application Exercise 6.6 to draft your smart goals. • Specific. List a goal that includes an exact audience and data points on specific platforms. For example, your Instagram account will grow to 1,000 followers, primarily made up of the campus community. • Measurable. Document how you’ll track this goal over time and know when you’ve succeeded or fallen short. Luckily with social media, lots of data is already built into the platforms, so you can review this progress. But know going in what bar you are setting for yourself. • Attainable. Be super realistic, and know your resources. Having a TikTok account sounds fun and flashy, but creating a highly engaging account will take a lot of time; most campuses with a TikTok account have a full-time communications professional behind it. • Relevant. Tie back goal relevancy to your individual and/or campus objectives. It’s your rationale that exists beyond social media/platforms.

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• Timely. Add a deadline and/or timeline for your activity on this digital engagement goal. For example, plan to go live weekly for the first 6 weeks of the fall semester.

APPLICATION EXERCISE 6.6 Social Media SMARTs Use the SMART method to come up with two objectives. After you’ve gone through each part of the discernment framework, update your goal in Table E6.6.1. Want some feedback and/or accountability? Post one of your goals in the Digital Leadership Network, under the chapter 6 topic. TABLE E6.6.1

Drafting SMART Social Media Goals Social Media SMARTs

Draft Goal 1:

Draft Goal 2:

Revised Goal 1:

Revised Goal 2:

Specific 

Measurable 

Assignable 

Realistic 

Time-Related 

Updated Goals

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146  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE Real-Time Contribution in Practice Thomas Dickson, assistant vice provost at University of California–Riverside, described how using Twitter to recognize faculty has fused strong relationships and future collaborations: In the last few weeks, I have sent a few tweets out congratulating different research teams, specific faculty, and some students about their accomplishments. Comments from campus faculty led to several digital engagements about various scientific discoveries and research. These occasional comments turned into larger discussions and eventually led to a great campus contact who is now a valuable faculty resource who regularly gives guided tours through her lab space for students—helping students engage with research and have visuals about what research looks like. (Personal ­communication, June 19, 2017)

Thomas, who serves faculty in his campus role, connected a tool with a specific outcome (acknowledgment), and that has paid off. The payoff for having a clear digital contribution doesn’t have to come from focusing only on those you serve on your campus every day. Vinicius “V” Vargas, program coordinator for fraternity and sorority life at the University of Vermont, discovered he used Instagram (viniciusmvargas) and Twitter (@ViniciusMVargas) the most for work functions. Twitter especially was beneficial for real-time relationship building such as at conferences, weekly Twitter chats, or other events. However, on Instagram he featured reflective highlights of his professional journey or acknowledged other higher ed professionals. V reflected on just how much technology allowed him to advance as a new professional through the content he shared, as well as his intention for interaction throughout the year on platforms like Twitter and Instagram. One practice that is priceless (but literally free) is to find others in a position similar to your current one (or one you would like to attain in the next 5 years) who are active on the platform(s) you’re exploring. This is market research for your digital contribution. How often do they post, what do they post about, and do they interact when conflict arises? Do they include photos from work and their family—heck, even their own face? We can lurk and learn to expedite the process. In Application Exercise 6.7, let’s work though these questions and more in order to develop your real-time contributions.

APPLICATION EXERCISE 6.7 Real-Time Digital Contribution Here are a few questions to consider for your real-time digital contribution: • If someone were to scroll through any profile you have on a platform, what are the themes, values, and messages you would immediately want them to find?

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• What are your passions, interests, hobbies? What can’t you stop talking about, or what topics come very easily to you? • What parts of you are people drawn to or get positively remarked on (i.e., sense of humor, work ethic, seeing possibilities)? • What type of efforts, energies, and commitment does your work already call you to amplify? • Are there topics or a tone you strongly feel should not show up in the way you post or interact online? Do these differ based on the platform? • What in the next month is happening within your professional role that you should celebrate, educate, amplify, or debate? Let’s get you warmed up to crafting a plan for what to post for one specific day. Select one day in the future, and come up with a ideas for content. In the first ­column of Table E6.7.1, I’ve listed times in case what you want to post is time-­sensitive. In the second column, sketch out the copy or graphical elements (photo, GIF, link, video, etc.) that you’d want to include for at least one of these ideas. TABLE E6.7.1

One Day of Digital Contributions Plan

Post

7:00 a.m. – 9:00 a.m.

9:00 a.m. – 11:00 a.m.

11:00 a.m. – 1:00 p.m.

1:00 p.m. – 3:00 p.m.

3:00 p.m. – 5:00 p.m.

5:00 p.m. – 7:00 p.m.

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148  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE 7:00 p.m. – 9:00 p.m.

9:00 p.m. – 11:00 p.m.

11:00 p.m. – 1:00 a.m.

Pillar 4: Intended Purpose A challenge of digital leadership is keeping your eyes on current trends and tools while spending just as much time investing in strategies and priorities that offer a documented ROI—or another term that I am personally drawn to, return on relationship (ROR) (Rose & Rubin, 2013). Basically, how will you know that your time investment on specific tools and tactics has reached the goals you have in your life, work, and leadership? Beyond marketing, what significance and difference will you upload that creates sustainable meaning through micro moments and major movements? For example, 3 years after implementing a realistic strategy on one social media platform, what would be different in your life or the lives of your community? Here is where your skills in writing learning outcomes, vision statements, and ­mission-driven programs will come in handy. My research discovered leaders’ digital purpose included lifting up others, making themselves accessible to students, and having a strong sense of their campus by listening online (Ahlquist, 2016b). Your longterm, intended purpose is the sustaining force that will keep you coming back to social media over time. This is more than likes, comments, followers/subscribers, or shares. In BrandED: Tell Your Story, Build Relationships, and Empower Learning, Sheninger and Rubin (2017) considered the concepts of leadership and branding, stating, “When mission, vision, core values, and well-being are advocated and enacted, you are experiencing brandED leadership, an educator’s professional stance in this new age of communication” (p. 5). To get us started, let’s tackle this using your institution’s or organization’s own mission statement in Application Exercise 6.8. An intended purpose in practice should inspire and motivate you while challenging you to improve. These feeling and outcome-based purposes for social media were also covered by Charlene Li (2010), who included five tactics for open leadership, connecting both the physical and digital work of leaders. First is to be human, specifically in how you use your voice and create content that infuses kindness and respect. Second is accessibility that shows you are willing to respond and interact, including being held accountable for your actions. Third is to be authentic in how you identify

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APPLICATION EXERCISE 6.8 Map the Mission In Table E6.8.1, use the first column to list your university mission, vision, or any other seminal guiding values it has. For example, Loyola Marymount University’s (2018) mission includes the following intentions: • The encouragement of learning • The education of the whole person • The service of faith and the promotion of justice (paras. 2–4) In the second column, list your institution’s current practices that are directly missionvision-values-driven. Finally, use the third column to document specific online opportunities based on your institution’s mission or vision statement for social media. Are there opportunities for you to amplify this mission on social media? Use this exercise to begin to connect the dots between mission/vision, practices, and social media. TABLE E6.8.1

Infusing Mission Into Social Media Mission/Vision Statement

Current Related Practices

Possible Social Media Integration

yourself, specifically by using your real name. Fourth is patience. Both building a reputation and recognizing having an impact will take time, especially when you’re trying to address an underlying issue. The fifth and final element is to be productive. This doesn’t necessarily mean being productive in content creation or constantly posting; rather, you should be actively keeping conversations going with productive intentions for solutions. This universal checklist can ignite your intended purpose in the characteristics, content, and difference you want to show up online over time. Let’s come up with your own examples, working through Application Exercise 6.9.

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APPLICATION EXERCISE 6.9 Intended Purpose Answer these questions to further explore the intended purpose pillar: • How would you describe your life purpose? What are the major drivers for you working in higher ed? • If you scrolled through your emails, text messages, and Twitter feed, how do the core values that represent all the parts of your life come out? Are there one or two values that you want to ensure come across more clearly? • What is one goal, metric, or challenge you are currently taking on at work? How could not only social media but also other technology tools aid in these efforts? Who else is also working through this challenge in higher ed? Where online can you network with these colleagues to share resources and strategies? • To whom are you drawn in your current professional level or higher who is implementing a style and strategy on social media that you admire? What comes across no matter the platform or physical/digital space? What about this presence can you learn from and apply in your leadership practice? • In 3 years, after implementing a realistic strategy on one social media platform, what would be different in your life? What networks would you attain, what relationships will have grown, what knowledge will you acquire, and what collaborations will have been kicked off? These pillars guided you through a clear and conscious process that sets you up for strategic and purposeful digital engagement. What did you discover in these pillars that will direct your choices?

Intended Purpose in Practice Julie Payne-Kirchmeier, vice president for student affairs at Northwestern University, explained her use of Facebook, Instagram, and Twitter, including the audiences she connects with and her blended approach to showing up online: I do not separate my personal and work social media use. I do know and understand that this is a privilege—where I work affords me the ability to keep these blended in a way that is real and genuine to me. I know that not all my colleagues can do this. (Personal communication, June 23, 2017)

Because of her approach and understanding of these elements (as was requested of you in the first pillar—community engagement and stakeholder activation), Julie opened up communication with students in order to maintain access and relatability: She [a student worker] and I over the past year have become connected on both Facebook and Instagram. Because of this connection, I have gotten to know her

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more deeply and come to more fully understand what is important to her based on conversations we have connected to Instagram postings. Her commitment to social justice in the digital space has spurred some really great and insightful discussions between the two of us IRL. These moments have challenged me to think differently, and vice versa—so we have both grown together over this past year in large part because we were brave enough to connect as people, not just as work partners. (Personal communication, June 23, 2017)

Frederick Smith, assistant vice president, equity and community inclusion and senior diversity officer at San Francisco State University, shared his intentions and integration of social media while he pursued his doctorate at Loyola Marymount University: As the first person in my family to pursue doctoral studies, social media has been a great way to build community with other doctoral students from marginalized backgrounds. It’s also led me to academic sources and references that I might not have found otherwise. (Personal communication, June 28, 2017)

On Facebook, Frederick chose to openly share his PhD journey, and he found this vulnerability “brought support and love my way, motivated others to consider their next academic step, and kept my family (who are in Michigan, Indiana, and Illinois) informed of my life as a doctoral student juggling full-time professional life” (­personal communication, June 28, 2017). Frederick shared further the ROI he received during his academic journey by using hashtags like #BlkSAP, #CiteASista, #SADoc, and #CaCCCHE, which provided “intellectual stimulation outside of work for professional development, especially as a minoritized professional working in higher ed” (personal communication, June 28, 2017). There are a number of purposes throughout this brief example, documenting how the investment of time for more significant outcomes benefits not only you but also the communities you aim to serve. The discernment process has moved you through four pillars so you can be laser focused on your people, the ideal platforms for connecting with those communities, and short- and long-term goals. Now that you’ve experienced this framework, use Application Exercise 6.10 to summarize and refine your discoveries and decisions.

APPLICATION EXERCISE 6.10 Discernment in Your Digital Leadership Process Strategizing your purposeful digital leadership presence puts you through a process to discover what tools and tactics are best suited for your community in order to make an impact today and in the future. In order to detect your social media strategy overall, as well as for each platform, use this section to collectively document why and how digital engagement platforms will help you reach your goals. Refer back to

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152  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE the result of previous application exercises and complete Table E6.10.1, so everything is in one place. Table E6.10.1.  Discernment in your digital leadership process Community Engagement and Stakeholder Activation. List your ideal community (audience), campus stakeholders you need to consider, and greater communities you serve.

Digital Tools and Strategic Communication. Identify specific platforms and tools that fit these groups. Take this a step further, and spell out when and how you will carry out these goals with strategic communication tactics.

Real-Time Contribution. What type of content do you want to share now and in the immediate future? Think about events, topics, and causes.

Intended Purpose. Clearly document long-term goals and map this work to your institution’s mission/vision. This should all connect back to your life purpose, values, and legacy and help you determine whether social media is worth your time and investment.

Digital Leader Discernment in Practice: Creating Counterculture Spaces Online The Women of Color in Career Services blog series was created by Shamika N. Karikari, associate director of the Office of Residence Life at Miami University. At the time she was a doctoral associate at and was inspired by Jeffery Alston’s Men of Color in Career Services blog series and knew she too needed to create a counterspace that would help women of color amplify their voices and showcase that they exist in higher ed, specifically in career services. These guest blog posts exist as a series on Shamika’s LinkedIn page; she described it as “a labor of love . . . a labor of truth . . . a labor of knowledge” (personal communication, June 9, 2018). Using the hashtag #WOCinCS, she featured 25 women from a variety of roles and tenures in career services. Shamika discovered,

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After two months of sharing the insight, knowledge, and expertise of these intelligent Women of Color, it seems we have created something far greater than likes and shares will ever showcase. We created space for ourselves to be heard and seen. (Karikari, 2018, para. 1)

Although Twitter had been a platform that previously expanded her network, by creating the blog series on LinkedIn, Shamika quickly grew in her presence and met new contacts. In her LinkedIn bio, Shamika described her passion for creating space for others: “She is dedicated to empowering others to use their voice to bring change to the spaces they occupy” (Karikari, n.d., para. 1). As the curator of the #WOCinCS community and amplifier of voices online, Shamika shared the realities of being a woman of color online: Being a Black woman is something I’m proud of. Most people will notice that online I’m usually talking about issues related to Black women or Black people generally. I try to be honest with who I am but that comes at a cost. I can’t be FULLY Mika all the time in person or online because everyone can’t handle my Blackness. I’ve learned to be more bold but I’d be lying if I said I was 100% Mika online. I have too much at stake to do that. (Personal communication, June 9, 2018)

The stakes are high for many professionals in higher ed because they have more at play than others, and they can never truly show up both online and on campus. The desire for this to change was just another reason for Shamika to create her blog series. The counterspace that she created has taught her that “all it takes is for someone to create the space or venue, and people will show up” (Karikari, 2018, para. 2). Furthermore, she stated that “if you want something that doesn’t exist, you have the ability to create it yourself ” (para. 4). Social media platforms are just a tool until someone like Shamika shows up and transforms them into something with a higher purpose. And you can too. The discernment process doesn’t stop just by completing the pillars once. Before we move on, Application Exercise 6.11 will push you further in refining and defining your strategies.

APPLICATION EXERCISE 6.11 Six Strategy Considerations The four pillars of discernment for digital leaders fill up three quarters of what completes a values-based, purpose-driven social media strategy. The final step is creating a realistic and flexible plan, as well as implementing social support systems that bring your strategy to life. Collectively, they are purpose (real time and long term), people, platforms, and a plan. All your responses in the discernment pillars should be the rationale and reminders when creating and implementing your plan. In case

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154  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE you have made it this far into the chapter without cracking the code of your purpose, I offer six critical questions in Table E6.11.1 to answer when you are creating your plan; reevaluating your strategy; or considering adding a new tool, tactic, or platform to your online presence. TABLE E6.11.1

Six Strategy Considerations 1. What are your goals?

2. Who is your audience?

3. How much time and resources can you commit?

4. How can you produce quality content for your community?

5. Who else can you collaborate with and/or what resources are available?

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6. What is your “why” for this platform or strategy? Do you really need it to accomplish your goals?

Exercises like these are critical for campus leaders; just to adopt a platform and start posting content is not digital leadership. It is busywork. You must have a purpose and a plan for these platforms, which should always be grounded in connecting with your community. Use Application Exercise 6.11 for every single new platform or tool update to reflect whether it is really necessary in your strategy and/or will aid in your actual purpose(s). The aim of all these exercises is for you to truly evaluate social media tools, so when you commit to a platform, it will feel aligned and alive, not just another item on your to-do list. Now, we’re ready to test out your planning skills with Application Exercise 6.12.

Social Support Systems There are probably very few readers of this book who have job descriptions that give priority to having an online presence for their campus role. However, I believe we will see more of these positions, especially for those who serve in public-facing roles across campus. But that doesn’t mean you’re going to be given any more time or training to accomplish this. This is why I offer four means that will ease the logistics of maintaining an online presence: organizing content, scheduling tools, staffing, and saying no. Visit the resources section of the book’s website (www.josieahlquist.com/ digitalleadership) for more information on social support. Organizing Content Think about how you currently organize or round up content to post online, from photos to articles, reflections, and videos. Do you ever forget to post about something? To fully embrace your role as a digital leader, you need to intentionally organize content, especially if it’s evergreen and can be posted later. Create a folder on a cloud-based file-sharing platform like Google Drive or Dropbox that can sync to all your devices. In addition to adding photos and videos to this folder, create a document or spreadsheet that you can use to build the type of content you plan to post. In chapter 7, I share advice on selecting engaging content types along with how to bring to life a content calendar.

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APPLICATION EXERCISE 6.12 Creating a Purposeful Plan For a future week, plan out in detail a social media plan that connects a platform with people and purpose using Table E6.12.1. For the sake of this exercise, let’s plan out three times you will post. At this point, it’s okay to make the content ideas general. You will learn how to create engaging and meaningful content in chapter 7. TABLE E6.12.1

One Week Social Media Strategy Posting Day/Time

Plan: People: Content Ideas, Community You Topics, Events Want to Connect With

Platform(s): Best Channel for Reaching Your Audience

Purpose: Goals, Values, and Outcomes

Scheduling Tools I find the most meaningful interactions with your community on social media happen in the moment. However, some types of content can be planned ahead. This is where you not only create a strategy but also upload content into a scheduling system, which helps you post consistent (but still quality) content for your community. Currently, a few of the most popular (and mostly free) platforms that do this are Hootsuite, Buffer, Feedly, Later, Sprinklr and Sprout Social, as well as platformspecific tools like Tweetdeck for Twitter or Planoly and Later for Instagram. New scheduling tools are constantly being created with more bells and whistles, which of course most likely have a monthly price tag. What may make the investment worthwhile is the data analytics a number of these paid options give you. However, a fancy platform is only as powerful as the content you upload into it. By creating content ahead of time, you can accomplish what is called batch content creation, developing and adding content into the scheduling tools mentioned previously

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all at the same time. I spend an hour every Sunday scheduling content that will post throughout the week. You can also create and schedule content by simply building it in an Excel or a Google spreadsheet, then copying and pasting the content into different platforms. I believe making a plan for consistent content can both come on the fly and be strategically orchestrated in advance. If scheduling tools and predeveloped content doesn’t fit your style, I have one other option for you: digital engagement reminders. They still require you to plan ahead, but the content doesn’t need to be created until the day you’re going to create and post it. Sit down once a week (or at least once per month), looking at your calendar for what is to come that connects to the six content types. What are your big events, important meetings, common campus struggles, upcoming travels, and so on? Add notes and reminders into your calendar that remind you to post. This is an area where you can call upon others on your team for support. Staffing This section is specifically written for campus executives who have already assigned administrative tasks such as managing their calendar to support staff. However, when properly trained, students can also serve in supportive social roles. I will outline options for scheduling and content creation that isn’t a solo task while reaffirming for many senior leaders that their very best option might be doing it completely on their own. In a previous section, I noted different types of presidential activity, which could potentially be connected to support systems you have developed, including scheduling and activating your staff. In #FollowTheLeader: Lessons in Social Media Success From #HigherEd CEOs, Zaointz (2015) discussed the following three models that were used by campus executives: ghost writer, hybrid, and independent. I am not a fan of the ghost writer model, so I’m not going to propose it. Basically, you’re having your staff do and run everything—you’ve literally ghosted your community. The presidents Zaointz interviewed also reported this model was the least effective. The hybrid model is a joint effort between the leader and institutional staff, and it needs to stay that way—a collaborative effort. I am seeing more and more communications staff who are tasked with supporting their president’s social media accounts, which means these professionals need access to the president—a lot—from occasional one-to-one meetings or attendance at events to ongoing digital communication. For example, Gail Martineau, now associate director of distance education marketing at The Ohio State University, served as the senior manager for digital media and strategy at The Ohio State University, where she oversaw then-President Michael V. Drake’s social presence and digital brand. Drake is now president of the University of California system. As a member of University Communications, which ladders up to the Office of the President, Gail worked across the university and with partner organizations to ensure Ohio State’s strategic messages were reaching the right audiences through the appropriate channels. Gail was the first person to hold this position and learned quickly she would need to not just know what to post

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158  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE about for the president but have a deep and intimate understanding of who he was as a person. She viewed her primary task as managing the brand and reputation of the president. So, in one of her first meetings with President Drake, she asked him pointed questions like “What three words would you use to describe yourself?” “How personal do you want to get on your social channels?” “Do you drink coffee?” These questions collectively helped inform how she first created a strategy moving forward. More than 2 years into her role with President Drake, Gail and her colleagues at Ohio State developed a system for planning, creating, and reviewing social content. At the heart of the content calendar is the president’s schedule—events that speak to President Drake’s primary audiences of students, faculty, staff, and lawmakers are prioritized for coverage. Current events and news, such as faculty or student honors and awards, are slotted into the content calendar around those live events. Gail says staying nimble and allowing room for flexibility is key to authenticity, especially in this hybrid support model. Some of President Drake’s most popular and engaging posts are ones I couldn’t have planned. That’s why I think it’s important to not only be present at events and engagements but also build a trusting relationship with your leader, so [their] social presence is top of mind. I obviously can’t be with President Drake 24/7, so I love when he sends me pictures and posts about things that resonate with him. (Personal communication, May 20, 2019)

Not every leader has the option to create or repurpose a position to support their online presence. There are other ways that campus leaders can activate staff (or students) to support their social media presence. Some of these tasks include • taking, editing, organizing, and posting photos; • listening on social media for community conversations, trends, or problems; • monitoring analytics on your platforms and creating ongoing reports that direct further strategy adjustments; • being the contact for university-wide requests for promotions that end up on your institution’s pages; • creating educational content, including editing, resource gathering, and scheduling in time to produce the content for you; and • gathering stories from your community in pockets you may not be aware of. Another model shared in Zaointz’s (2015) book, independent, was the most straightforward, common, and recommended by presidents: “Several of the presidents I interviewed went as far as to say that no other social media model could be nearly as effective as the independent approach” (p. 47). I believe the most engaging campus leaders—in all types of positions—would identify with the independent model. However, I also acknowledge that for those who are not naturally drawn to, enjoy using, or have other struggles with social media, this model may be a little unnerving. I also worry as more expectations are placed upon higher ed leaders and the number of

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social media platforms grows, that even the most social media–friendly higher ed pros may need to make hard choices and allowances for what they are capable of accomplishing on their own. This leads me to my last support system—saying no! Saying No Although this chapter, and honestly this entire book, is supposed to give you passion and direction for an online presence that enhances leadership, I can’t help but state clearly that you’re going to need to say no. Be your own advocate for your time and well-being. You still need to take a day off when you are sick and multiple days for vacation. This should also relate to your online activity. Give yourself breaks— including from email. Another place where you’re going to need to say no is how you’ll approach negativity and harassment online. If you haven’t already experienced it, there unfortunately will be a day when you’ll need to report a user for harassment or block or mute an account—or just ignore the activity completely. President of Washington State University Kirk Schulz shared on Josie and The Podcast his practices when approaching harsh users on Twitter: “If there are certain lines being crossed, I’ll mute” (Ahlquist, 2018c, 20:50). He doesn’t just do this lightly; as he explained, “It’s interesting to go look at someone’s [Twitter] timeline and see what types of things that they’re normally sending out to people, and that also influences my decision whether to listen to them or mute them” (21:18). Kirk also shared the importance of setting boundaries between your campus position and digital platforms for self-care, stating, “Take some time where you’re not under the intense pressure that you have to be ‘on’ all the time” (40:03). Know your limits and your resources within platforms and stay focused on the larger intent and purpose for why you spend energy online. Use Application Exercise 6.13 to help structure those conditions and limits.

APPLICATION EXERCISE 6.13 Craft Your Tech Terms and Conditions This topic deserves its own book, as your health and wellness are definitely being impacted by digital tools and online interactions. As a digital leader, you need to develop and prioritize your technology terms and conditions. Answer the following questions: • When will you log off your social media accounts, not answer emails, and so on? • What support do you need to do this? How will you communicate this to your staff, students, or family? • What signs do you need to pay attention to when you are logging on too often and/or feel depleted? • What will be your process when you receive criticism publicly on social media?

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160  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE • What actions would cause you to report, block, or mute someone? • What campus resources do you have if you’re required to respond in a crisis or mediate conflict on digital platforms? Then, in Table E6.13.1 craft the tech terms and conditions to which you will hold yourself. Share them with your family and staff so they can both support you and hold you to them. TABLE E6.13.1

My Technology Terms and Conditions I will log off during the following times:

I will accomplish this by:

I’ll know I need a technology break/ boundary when I feel the following:

My process when I receive criticism or conflict on social media will be to:

When harassment occurs, I have the following I will: campus resources if needed: Report: Block: Mute:

The Price Tag of Planning We have delved into the core meaning of values, using words and phrases like high regard, significance, meaning, and evaluating what’s important in life in our definitions. To guide you through this process, I introduced a discernment roadmap with four pillars that include people, platforms, and short and long-term purposes upon which you can build your plan. I apply a variety of different approaches to bring out your values, starting with a spiritual perspective and creating SMART goals. You also learned from professionals, including Matt Reed and Shamika N. Karikari, how to carry out digital strategies through specific digital storytelling tools such as LinkedIn, Twitter, and blogging. The chapter concludes with social support systems that enable your plan to be sustainable and realistic, even if it means saying no to some social media tools. The investment in a social media strategy for digital leaders doesn’t propose that you take out Facebook ads, attract online sponsors, or purchase followers to hit the coveted 10,000 number on Instagram or YouTube. For a leader who has a clear yet flexible strategy that aligns with their goals, personality, and university objectives, the payoff for their investment can be tremendous. The cost to not move forward with purpose on social media is something you can’t replace or scale; you could lose your

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time investment or trust of your campus community due to unclear communication or misdirected tactics. Without a purposeful plan grounded in your values, social media really is just running in circles and possibly not necessary. In the next chapter, I teach how to bring your plan to life with digital engagement tactics that are in the business of belonging, not busywork—where personalization and a plan ignite a leadership purpose online.

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7 S O LV I N G T H E R E L AT I O N S H I P E Q U AT I O N

W

e danced with leadership theories in digital contexts in chapter 5, and I discussed a paradigm shift in leadership today that is due to community members’ (or followers’) access to and influence on the leader. Today, your collective community has more power than ever before. Relationships are critical, and leaders must be able to solve the relationships equation, activating aligned Connection. The priority of connection and strategic ways and means to connect is an essential ingredient for a digital with their communities. As part of the leader’s relational use of social media. five purpose-driven digital leadership Digital leadership is built on the genuguiding principles, connection and perine pursuit of building relationships and sonalization empower this relational proconnecting with communities. cess to online community, and as such, they’re the focus of this chapter. In this chapter, I guide you on how to activate both of these in practice, humanizing your digital presence for the community with which you want to connect the most. We cover building your digital leadership brand and creating meaningful types of content. As a result, you’ll be able to reevaluate the values-based strategy you worked on in chapter 6 and ensure that your content and conversations are a consistent invitation into and activation of your community. The best news of all is that this practice isn’t about adding more platforms—it’s about prioritizing Personalization. Digital leaders personpeople. A clear purpose will transform alize their presence so it is unmistakably the busywork of social media into the true to who they are. Digital leadership business of belonging. This belonging is a holistic, genuine, and authentic work is built from owning and uploadapproach that humanizes the leader and ing authenticity. their use of social media tools.

162

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Owning Authenticity Online In the digital leadership paradigm shift, I share that leaders must be affirmed in who they are and what they stand for and stand behind—365 days a year, online or offline, public or private. I realize this level of openness may send a bit of a chill down your spine; however, leadership theories have all called for congruency, morality, and transparency for decades. I found inspiration from transformational leadership theories, especially authentic leadership, when I began crafting the guiding principles of digital leadership. An example of an authentic leader is Angela E. Batista, Champlain College vice president of student affairs and institutional diversity and inclusion. She shared, “I consider myself a servant leader and encourage participation in my leadership. I am energetic and passionate and focus on helping to achieve organizational success through a transformational approach.” Angela noted that situational leadership is also required “to deal with new complexities and multiple demands” (personal communication, February 28, 2019). In her digital practice, Angela’s leadership style shows in how she consistently shares educational content about diversity and inclusion and the latest higher ed news and trends on LinkedIn, Twitter, and Facebook. She explained her rationale for posting this type of content: My passion, values and commitment as a leader are clearly illustrated by my commitment to influencing conversations and providing resources that can help higher ed professionals become more effective and also nurture their potential. (Personal communication, February 28, 2019)

Both educational and authentic content are discussed later in this chapter as meaningful topics that are congruent with who you are and resonate with your community. This chapter also guides you through branding exercises, such as selecting your username, crafting your bio, and more. Angela’s Twitter bio is a straightforward example because it points to her values: “Cultural Architect, Speaker, Author, Student Affairs, Diversity & Inclusion, Organizational International Consultant | First Gen” (Batista, n.d.). Transparency itself is part of her brand, showing what she calls her “full self ”; as Angela explained, “I believe that engaging genuinely helps me more effectively build relationships and enhance my networks” (personal communication, February 28, 2019).

Tapping Into the Relationship Equation Angela’s example points to self-awareness as the gateway to uploading authenticity online, in not only assessing your behavior but also taking new approaches to your online presence. The other side of access in the digital leadership paradigm is a test of relatability. I see relatability as approachability, and no matter what a community member’s background, age, or position, they’re looking for people they can relate to

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164  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE and actually connect with. The question is, are you willing to be open enough to foster these connections? Are you willing to solve social media’s relationship equation? To build relationships online, you have to make a commitment to authentically relate to your community, which requires a higher level of vulnerability and sharing than what was expected of leaders in the past. As Christopher (Chris) Conzen, executive director of the Secaucus Center and early college programs at Hudson County Community College, explained, “Authenticity is not about following a prescription but about creating something that best reflects who you are” (personal communication, June 9, 2018). Chris’s Twitter bio reads: “Pronouns: He, Him, His. Higher Ed professional, Leadership Educator and advocate for student success.” (Conzen, n.d.). Just from his bio, what message, tone, and meaning are on display? A key task of a digital leader is coming to terms with and celebrating your being, then committing to the ways you will be in relationship with others, including your campus community. By stating pronouns, Chris is role modeling inclusive community building practices. When someone takes a controlled approach to social media, such as using platforms like a bulletin board or never replying to or interacting with followers, they’re putting a “Closed” sign at the entry of their office door. You can’t hide out, nor can you fake it (i.e., be one person in one place and a completely different person in another). President Russell Lowery-Hart of Amarillo College agrees: “Social media sniffs out and discards the overly corporate and sterile approach. Be yourself, even if you do not fully disclose your full, political perspectives” (personal communication, February 23, 2019). You can avoid this problematic and prescribed behavior by focusing on producing the eight meaningful types of content for digital leaders that I outline in this chapter, all of which help you make connections and build relationships, as well as building a digital leadership brand.

Build Your Own Digital Leadership Brand In chapter 3, you were prompted to begin exploring digital branding and reputation. This section gives straightforward advice on what might seem an impossible task: writing your bio and creating content that aligns with your interests and intentions while maintaining your peers’ respect, your eligibility for future career advancement opportunities, and the right tone for connecting with your community. It will feel like a 101 course, with building blocks of knowledge and lab-like experimentation on defining your brand mission to support you.

Brand Building Blocks Your brand should excite you and connect with your obvious attributes and deepest desires. It should be clear and engage the type of community members with whom you want to dialogue. It’s an invitation to connect with you—your welcome mat. You can build your brand through five building blocks that I’ve developed specifically for an education environment. They’re basic practices that will increase your confidence and ownership of your choices.

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The five brand-building blocks are presence, spark, drive, beliefs, and legacy. I bring to life their use through the example of Vice President for Student Affairs Patty Perillo at the University of Maryland. She’s a vibrant, community-driven, and soulcentered digital leader; when you meet her at a conference or campus event or explore her Facebook, Twitter, or Instagram feed, you feel these attributes come to life. She was applying heartware before I started to write about it. Presence The first building block is presence. When you walk into a room, what five descriptor words would you like to be associated with your presence? How do people currently describe you? How would you describe yourself? List the first three to five words or phrases that come to mind. Patty’s presence answers are shown in Box 7.1. BOX 7.1.

Patty’s Presence Patty shared the following responses to the presence questions in the text: • Positive energy, a “light,” and holds a mirror for others’ light to shine • Life-giving • Strength, joy-filled and grateful, passionate/compassionate Spark The second building block is spark. What are your unique attributes, skills, or experiences? What is your story? Who or what were the drivers in how you are today? What makes you come to life and sparkle? Without editing yourself, think of at least five things. See Box 7.2 for Patty’s thoughts on spark. BOX 7.2.

Patty’s Spark Patty shared with me that her spark comes from the following: • • • • • • • •

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Being a spouse, sister, and aunt Having a circle of friends from every season/chapter of my life (still!) Being first-generation Being a connector who brings people and ideas together and knows everything is connected Coming from a family of eight (I was #5), and my dad was the youngest of 15 (I have 80 first cousins) Born and raised in Wilmington, Delaware Real—authentic—what you see is what you get Grateful heart

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166  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE Drive The third building block is drive. What gets you up in the morning? What is worth staying up for after your typical bedtime? What do you love to do with your free time and/or on vacation? Are there specific causes that drive your actions, like social justice, access, education, politics? From simple and silly to seriously significant, think of at least five things that are the driving forces in your life. See Box 7.3 for Patty’s responses to drive. BOX 7.3.

Patty’s Drive Patty’s drive comes from several sources: • My Lisa, my love; my sisters and my brother (my posse); my nieces and nephews • Desire to advance as a way to bring my family/next generation along • Education as transformation • Equity, access, social justice • My deep faith • Having the opportunity to make a difference in another person’s life (family, student, faculty, staff, or community) Beliefs The fourth building block is beliefs. What are core beliefs that you’ve developed throughout your life, career path, and daily professional and personal activities? Do your beliefs come from any defined faith, spirituality, or religion? What philosophies do you have in leadership that shape how you supervise and manage others? What ethos guides your ethics or decision-making? Note as many beliefs as come to mind. See Box 7.4 for Patty’s thoughts on her beliefs.

BOX 7.4.

Patty’s Beliefs Patty articulated her beliefs in the following statements: • We are brothers and sisters in this world, each doing the best we can, and our responsibility is to become our best selves and help others to do the same. • Positions and titles do not make a person. • True power is love. • We can take people only as far as we’ve come; we have to do our work. • We are all interconnected—every action we take has an impact on another. • To whom much is given, much is expected.

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Legacy The fifth building block is legacy. When you leave your current role, what impact do you hope you made? What about when you retire? When people talk about you at your going-away party, what do you hope they will say? Think through at least four wishes that you have for your impact. Let one or two leadership theories/frameworks we covered in chapter 5 also inspire your responses. See Box 7.5 for Patty’s responses on legacy. BOX 7.5.

Patty’s Legacy Patty’s hopes for legacy are that people would say of her: • That I always acted with loving kindness • That I lived intentionally and consciously • That I fostered a caring, humane, and just community and actively cared about its members • That my leadership was about “we” and not “me” • That I worked across boundaries, minimized silo operations, and contributed to the greater whole • That I was student centered, learning focused, and cared about my people • That I helped people thrive and was committed to the well-being of the community Brand Mission The brand building blocks collectively should inform your brand mission. This is your guiding light in creating and implementing a purpose-driven digital leadership presence. Your brand mission is the impact and influence you are creating and leaving behind, so it should emulate your tone, brilliance, drive, beliefs, and impact. Brand mission overlaps with many different activities, from writing your bio, to selecting which platforms to be on, and to deciding who your primary community is. When I tasked Patty to create her brand mission statement, she summarized it in Box 7.6. BOX 7.6.

Patty’s Brand Mission Joy-filled, grateful, faithful, and passionate woman committed to family, students, faculty/staff, and her community, who knows the transformative power of education, creates conditions for people to thrive, and believes that people can be the architects of their own success. (Personal communication, May 26, 2019) Patty’s response gives weight to why she has chosen for her Twitter bio to read: “Vice President for Student Affairs, University of Maryland. I care about our students, faculty & staff! Love our university motto - Strong Deeds, Gentle Words! (Perillo, n.d.). This is a wonderful example where logistics (position title, institution)

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168  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE meets personalization (humanizing your platforms) that resulted from Patty completing this exercise. As you probably noted in Patty’s example, the questions you’re asked to answer as part of each building block are far from surface level. They’re significant, so take your time, sit with them, and see what your soul whispers back. Ask your colleagues how they would respond. Share your answers with someone important to you. Ask a close friend or family member to share what they would say. Equipped with the entire set of brand building blocks, complete the three parts of Application Exercise 7.1 to spell out your presence, spark, drive, beliefs, and legacy, and brand mission. Also, you should consider this exercise a guided activity, so though I don’t specifically indicate it, I highly encourage you to work through each of its sections in order. Post your brand mission in our book community, Digital Leadership Network, under topic chapter 7.

APPLICATION EXERCISE 7.1 Brand Building Now, it’s your turn. Use the inspiration and example offered by Patty to build a brand that is true to you in this exercise, which has three parts. Part I: Presence, Spark, Drive Without editing or evaluating yourself, use Table E7.1.1 to write down the very first things that come to you for the following prompts: • Presence: List five descriptor words that you want associated with yourself. • Spark: Write down at least five things that are unique to you, your story, or how people describe you. • Drive: Write down at least five things that are driving forces in your life. Reflect on your answers. What are the commonalities? How long have you known these things? Who influenced them? Did you write them down because they were the right things to say, or are they really are a reflection of who you are? TABLE E7.1.1

Brand Building Blocks Presence

Spark

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Drive

Part II: Beliefs and Legacy The next part of this exercise asks questions that go a little deeper into what matters to you, what you want to be known for, and more. I suggest free writing about these prompts in Table E7.1.2. • Beliefs: Building on your code of ethics, which you created earlier in this book, it’s time to more clearly define what your core beliefs are related to faith, identity, education, leadership, and/or humanity. Write down as many as come to mind. • Legacy: Inspired by what you created for leaving your legacy and legacy 2.0, write down at least four wishes you have for your impact online. TABLE E7.1.2

Branding Building Blocks Beliefs

Legacy

Part III: Your Brand Mission Review your answers to all the prompts, then create a two- to four-sentence brand mission statement. It should illuminate your unique presence and approach, as well as the impact you currently will aim to have.

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Upload Your Authentic Brand With your brand mission defined, it’s time to take it intentionally online by crafting your profile name and bio. Ties between you, your campus, and your community will become clear as you develop these two elements. Then you’ll continue applying your brand mission as you develop online content and participating in digital communities. As presented at the start of this chapter, an authentic approach that humanizes leaders and prioritizes community must be acknowledged in order to solve the relationship equation for digital leaders.

Give Your Bio Life Brand brevity is required on most platforms. So, consider this: If you only had 20 seconds to explain yourself, what would you say? If you argued that it would depend on who you’re talking to, you’d be correct. This rationale should be applied to each social media platform. Think about who your ideal audience is while keeping in mind the nature of the platform. For example, Instagram followers are currently a younger demographic, so it’s common for users’ bios to have emojis, sayings, or inspirational quotes. However, this tactic might not fit on LinkedIn, where the most active users are a very different, older demographic. If I could give you only one piece of advice regarding your bio, it would be to not overthink it. Choose simplification and clarity over maxing out your character count just because you can. The most common elements of bios on Twitter that I see, especially ones for people who work in higher ed, include the following: • • • •

Position title and university Action and industry key words: Research interests/professional passions Affiliations: Alma mater, Greek organizations, professional associations Personalization and personality: Hobbies, family, or an uplifting message

Depending on the institution and position title, you may also find a number of accounts that include messages like “Tweets are not endorsements” or “Opinions are my own,” which are likely due to their institution’s social media policy. One element of your bio that should be capitalized on is call-to-action links. For example, on Twitter and Instagram you can add just one link to your bio. How can your bio be a call to action to click on that link? Maybe the link directs to a university website page where followers can learn more about you, apply for an open position in your department, or sign up for an upcoming open-house event. These logistical items are just one part of your bio; the other is personalization. Personalizing your presence is based on the fact that one of the distinguishing factors of preferring digital reputation over branding is the human element. I challenge you to look strategically for a way to add flair to your profiles with personality or what I refer to throughout the text as personalization. For example, Cynthia

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Teniente-Matson’s bio reads, “President of Texas A&M-San Antonio. Inspired by faculty, students, and people who make things happen! Proud mom, happy wife, bicyclist. #OnAMission” (Teniente-Matson, n.d.). Her bio is short, but the personalized choice in the wording clearly defines her brand and even the branding of her institution, #OnAMission. Cynthia’s Twitter bio is an example that goes beyond the confines of what is personal versus professional. Don’t just post emojis and GIFs that are trending—find ways to build a genuine presence and demonstrate expertise. For example, I summarize my brand as short and sweet but full of sass, soul, and substance. I don’t include this anywhere searchable online, but I know that these elements sum up my personality and even my physical stature!

Your Campus Branding Standards It’s important to identify your campus’s brand standards and reflect on them to see if there are significant differences and commonalities. This section and exercise will be especially helpful if you are new to your institution, preparing to make a transition to a new campus, and/or are in job-search mode. College and university branding can be discovered in seminal documents such as mission statements and strategic plans as well as public designs such as logos; school colors; and, yes, even your mascot. The brand of the campus is also influenced by unwritten norms and mores discovered in campus culture, as well as the current online presence (or lack thereof ) of campus offices and/or campus leadership on social media platforms. There may also be ­written social media/branding-related policies or guidelines for your campus or organization that you’ll need to become aware of and abide by. Use Application Exercise 7.2 to compare the two and decide how much you are willing to evolve and adjust your brand, or if there’s a bigger issue with your current position/institution beyond its view of social media.

APPLICATION EXERCISE 7.2 My Brand Versus My Institution’s Brand First, use Table E7.2.1 to review your institution’s mission, vision, values, and/or strategic plan (which we also considered in chapter 6). Second, considering these seminal documents, reflect on your campus/organization culture. Third, find out any public branding elements, like colors, mascot, logos, and so on. Fourth, list any clear policies that direct your online presence, which could include whether you can list your institution’s name in your bio and whether you can post certain opinions about the campus or take a stance on political issues. Fifth, with all this research and reflection complete, identify where there are gaps, disagreements, or harmony.

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TABLE E7.2.1

Your Campus Branding Campus Research

Your Reflections

What seminal language does your campus use that guides the institution/campus community?

Are there inconsistencies or disagreements between your current institution’s seminal beliefs and your values?

Campus Culture How would you describe the culture of your campus? What is it known for, both positive and problematic?

Are there inconsistencies or disagreements between your current institution’s campus culture and your values?

Brand Elements

List your institution’s colors, mascot, approved logo, processes for public announcements, and so on.

Does the public brand of the institution appeal to you? Do you want to be tied to this brand?

Policies Related to Social Media and Branding

Are there any policies or guidelines that would influence and hold you accountable as an employee for your actions online?

Are you willing to follow these policies and/or guidelines? In what cases are you willing to stand behind your values that may come into conflict with the institution?

Institution Mission/Vision/ Values/Strategic Plan

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Campus Social Media Presence

How would you describe the current use of social media at your campus/organization? Are there specific campus leaders who are actively engaged? What are the strongest program pages?

Your Brand Versus Your Institution’s Brand

Are there discrepancies between what you created in earlier exercises on your brand and the brand of your campus? Are there bigger belief systems or values that are currently in conflict with your institution/organization? What harmonies exist and can be amplified within your brand?

Does your organization currently use social media in ways that align with how you do or hope to? Are there differences that concern you? If you have a campus leader active online, does their presence offer you a roadmap?

Create Meaningful Content Through the digital leadership discernment roadmap in chapter 6, you have identified the platforms on which you want to spend your time, along with the who, when, and why of your plan to communicate. Building on that work, this section asks you to strategize and personalize the content you post, which should all connect back to your brand mission. You should have more clarity and confidence in what you share online, and this section gives you tools for how to operationalize your content. The goal is to help you contribute to your online community consistently, hence building trust with your audience. In #FollowTheLeader: Lessons in Social Media Success From #HigherEd CEOs, Dan Zaiontz (2015) described five styles of presidential presence online, including customer servant (answering questions, overcoming challenges), institutional promoter (featuring only their campus celebrations), socially inconsistent (having an account but not using it), oversharing nonstrategist (unclear messaging and positioning), and socially active strategist (strategy-first mind-set). These styles give us an idea where presidents fall on a spectrum, along with the type of content they share. Taking this a step further to tactical practice, I began to discover and document specific types of content shared by campus leaders that connected to a number of Zaiontz’s styles.

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174  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE Originally, I established six types of meaningful content for campus leaders, which were featured in the American Marketing Association Higher Ed blog (American Marketing Association, 2018). However, in a collaborative social listening research report with Campus Sonar, a higher ed social listening agency, we piloted and tested for these content types in practice at scale and discovered a total of eight. Using a convenience sampling of 196 presidents, vice presidents, and provosts from a variety of institution types and functional areas, we captured and analyzed data from more than 6 months of their Twitter activity. In our report, “Examining Twitter Influence of Campus Executives” (Campus Sonar, 2019), the eight content themes are as follows: educational, community, endorsements, expressive, your story, day in the life, political and social issues, and the higher ed industry. In this chapter, I apply slightly different terminology for names of some of the eight content types, but the definitions and examples still align. These content types were not established to raise your follower count or likes; rather, they’re in line with a purpose-driven digital leadership presence, which is why I have called them meaningful content types. The intent is to contribute meaning to your community that is useful, important, and authentic to you. The goal of these eight categories is also to awaken inspiration and open possibilities in your feed, not attempt to contain or restrict the types of content you can share. One logistical note: One post type may (and probably most times should) cross over to multiple content categories. As I define them, the eight meaningful types of content are educational, community, promotional, inspirational, your story, day in the life, advocacy, and the higher ed industry (Figure 7.1).

Figure 7.1.  Meaningful content types.

I

RY UST ND

EDUC ATI ON

AL

IN

IN SPIR ATI O

LIFE THE

A DVO

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CA CY

M CO L

Y DA

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Educational We can educate our communities through social media. Don’t confuse this with promotional content, like advertising an upcoming event or deadline. This meaningful content category contributes knowledge and understanding and is transformational for your social media presence. For example, you could post content educating your community on issues of health, wellness, or safety. Educational content can be shared through articles, videos, and short text copy, but it can also come alive in a digital storytelling format like a blog post, podcast, or more in-depth Instagram or Facebook post. Educational content answers questions you keep getting asked or shares what you wish your community knew. Mordecai Ian Brownlee, vice president for student success at St. Philip’s College, blends various types of meaningful content throughout his feed. He has an ongoing series on Twitter and Instagram, which nearly always starts out with a welcome— “Good morning, educators!” or “Happy Sunday, educators”—followed by a quick educational message. The salutation points to the audience he’s communicating with—his educator colleagues. An example reads as follows: “Happy Sunday, educators! Mental health is VERY important and measures must be taken to ensure your mental care. Please take care of yourself, before seeking to care for others. #Education #HigherEd” (Brownlee, 2019a). Mordecai also records videos and documents his message like a vlog, found on LinkedIn, Twitter, and Instagram. Using the questions provided in Box 7.7, consider your educational content. BOX 7.7.

My Educational Content Reflect on the following questions when you consider creating educational content: • What are the critical issues for your campus, local community, and the future of higher ed? • What questions do you get daily about your services or decisions you’ve made? • What do you wish your community knew about your campus, department, programs, position? • How could you “teach” your services, knowledge, or mentorship in micro online moments? • Who are other people/personalities who could bring this educational content to life, such as faculty members, alumni, or current students?

Community This is celebratory and connection-driven content. It’s not about you; rather, it’s about being the bridge and the amplifier for your community. Congratulate staff, reward faculty, showcase alumni, and recognize students. Be a storyteller of amazing

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176  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE things going on in your community and strategic goals you’re working on or accomplishing. Community posts are fantastic when you’re at campus events, such as athletic games, student organization functions, alumni gatherings, donor receptions, community events, and so on. This category can also include posts where you ask questions, take polls, and seek feedback. Box 7.8 provides even more ideas for community content. BOX 7.8.

My Community Content A few questions to consider as you add meaningful community content into your feed: • What are you celebrating today, this week, or in the future? Who are the people who made this accomplishment come to be? • What major student achievements typically get recognized? What about the community members who tend to get overlooked or not get enough attention? • Other than athletic events or signature student campus events, what smaller meetings or gatherings could you attend and showcase on social media? • As you recognize staff and faculty in all contexts, what systems do you have in place to ensure that you are spreading the love evenly? • How can you use platform-specific assessment tools, such as polls, surveys, or simply asking questions that can aid in gathering feedback from your community? President Jeremy McMillen of Grayson College has a goal of interacting on Facebook, Twitter, and LinkedIn at least once per day. Jeremy shared, Our work matters, and it’s important to share that “why” with the world. Social media is a tool for dissemination of this powerful idea that our students are amazing and our communities need them if we are to thrive going forward. (Personal ­communication, February 27, 2019)

Community content may include sharing exciting news about students, staff, or faculty or even challenges the college is facing. Longer form content is also beneficial for this category, such as Twitter threads, Facebook long copy, and blogging. Jeremy has created a monthly letter/blog called “Grayson College President’s Note” in Microsoft Sway. For example, in April 2019, he began, “Grayson College is an amazing place where incredibly talented people gather around one goal—student success! We are most proud that our students find us an oasis” (McMillen, 2019, para. 1). The definition of community will vary from person to position to platform. Jeremy knows which platforms best serve different community members. This president in

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particular hardly draws attention to himself, constantly sending praise to higher ed colleagues and community college advocates around the globe. However, among all his community members, students are his highest priority: “Students appreciate having interactions with college team members, and it’s a point of pride that they have those connections” (personal communication, February 27, 2019). Jeremy also invests in contributing to a community beyond the campus walls that includes other college presidents: One example was the emergence of the President’s Book Club on Twitter. I shared dialogue and communications with other community college presidents around books that we’ve suggested to each other. Although the Book Club activity has died down, that group of presidents still communicates with each other on Twitter. It has been nice to be a part of that group. (Personal communication, February 27, 2019)

Promotional The number-one piece of feedback I have for higher ed professionals on social media is to stop spamming. I get it—we have a lot of events, deadlines, and things to do. But you’re overwhelming your connections, especially if your promotional materials are not the right quality for digital media—and at worst are not accessible. This is why I waited to list promotions as the number three type of meaningful content for digital leaders in higher ed. I believe there are ways to market to your community through educational and community-building content; however, sometimes you’ll need to make it crystal clear when you call your audience to action with an action. You want them to do X by Y time. These can be as simple as retweets or highly produced YouTube videos. Martha Compton, dean of students at Concordia University Texas, shared how her strategy to promote has also led to student engagement opportunities and noted that even the act of liking and sharing content is a form of promoting and recognizing the work of your community: At a previous institution, I shared a lot of the events that the Black Student Cultural Programming Board put on because they were doing a fantastic job planning and executing thoughtful, quality events. I never thought much of it until midsemester when I was at an event during Family Weekend and we were doing introductions. The president of the organization said, “Oh, you’re Martha! You always show us so much support and love online and we appreciate it. Can I give you a hug?” I had not met him prior to that event, and from that point on, we had a great relationship (we’re still in touch), and I went from passively tweeting out support to having conversations about how I could more actively support and engage with that group. (Personal communication, May 10, 2019)

Students’ work across campus shouldn’t exist in a bubble, whether its online or offline, and you can play an active role in promoting and supporting it through your social media activity.

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178  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE Martha reframed how we think about “promotions” in a meaningful, valuesbased way. When asked what her hope is for how higher ed professionals will approach social media in 5 years, Martha answered, “With humor, compassion, for connection, and with an eye toward continuing to promote equity and justice” (personal communication, May 10, 2019). With this reframing of promotions, work through Box 7.9 on your promotional content. BOX 7.9.

My Promotional Content Here are a few questions to aid you in creating promotional content that is enhanced by the other content types listed: • When you reshare, retweet, or create a post that is promotional in nature, can you add elements that include your point of view or previous experience? • How can you bring the promotional content to life in a photo or (simple) video? Can we see you doing something that connects to what you’re promoting? • Is there a graphic you’d like to include? Is it the best format/dimension for each platform, as well as accessible? • Think about how you define an endorsement versus a promotion in your feed. Does your university or college have policy language for this? • What other offices or accounts can you collaborate with on this promotional post? • How can you feature the ideal audience you want to interact with and encourage it to take action on this type of content? For example, you could feature a group of alumni, showcase local businesses, or include students.

Inspirational Considering the academic calendar, you can name some obvious moments and mile markers when your community members are struggling or shining: finals week versus commencement, bid day versus tax day. Your posts for these moments can be playful, like a GIF, quote, or YouTube video; however, you need to intimately know the challenges and wins of those with whom you want to connect. What do they worry about and when? What do they need at that very moment? Inspirational content can also pair nicely with educational and promotional content, sharing resources/knowledge that are timely to your community’s needs. Inspirational content needs to be genuine, or else it comes across as forced or inauthentic. Don’t post content that doesn’t connect with how you’d naturally interact with others, and be especially careful when using humor. Box 7.10 guides your development of inspirational content.

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BOX 7.10.

My Inspirational Content Use these questions to get started with creating inspirational content: • What social media accounts do you currently follow that inspire you with what they post? Are there commonalities of what they are sharing? • What are some inspirational attributes that already come very naturally to you: humor, hope, gratitude, vision, faith, care, service, and so on? • What are your favorite authors, films, podcasts, quotes, or organizations? How could you share bite-sized inspiration from these sources that relates and to your community? • Who in your community inspires you or is known to be influential? What’s their story? How can you feature them? • What are ways you can inspire your community while also promoting your services?

Tim Miller, vice president for student affairs at James Madison University, created a presence on Instagram and Twitter and set up a Facebook page very quickly after being hired into his role. He explained his strategy for showcasing inspirational posts throughout the week: “I have a consistent presence of a motivational item on Monday, student org spotlight on Tuesday, quote on Wednesday, throwback on Thursday, and info on what I am reading on Fridays each week” (personal communication, May 1, 2019). He has hired and trained a student to support in this strategy, who also serves as a temperature gauge, ensuring his content is connecting with students. He fills in additional inspirational content in the moment, as well as many of the other meaningful types of content, such as attending various events and honoring students. Finally, another personalized and relational example of inspirational content is documenting his ongoing campus recreation attendance through selfies. His posts before, during, or after a pool workout, run, or racquetball game have become one of his trademarks, as they inspire, educate, and promote to James Madison University students the importance of taking care of themselves while also highlighting all of the recreation center’s amenities.

Your Story In previous chapters, I devoted extensive space and substance to explore what ingredients of your life you’d be willing to share in order to create strong connections and engagement with your community. Those elements go here, and they are taken to the next level by actually telling your story. Your story content can be life events or circumstances that we choose to share with our community, such as a setback turned into a silly meme. Provost Mary K. Boyd of Berry College works out consistently at the college gym, which is called

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180  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE “The Cage.” Even in Mary’s Twitter bio, one might realize she doesn’t take herself too seriously, as she brands herself as an “intrepid chemist-turned-provost” (Boyd, n.d.). One day at The Cage, she ended up tearing her elbow and required surgery. After the brace was removed, she was given a four-band strap to continue immobilizing it. While sitting in an academic meeting, a colleague mentioned that she looked like the football player J.J. Watt, and an idea was born. With the help of a football coach, she obtained a Berry College football jersey, and with the Photoshop skills of her daughter, the post in Figure 7.2 was born. As Mary shared with me on Josie and The Podcast, “Putting that out there has gotten really tremendous response. . . . Students have really resonated with it in my freshman first-year seminar class. They have all seen that photo, and so that’s the photo that they use for their GroupMe chat, the same photo of me in the J.J. Watt pose” (Ahlquist, 2018e, 7:32). Note that Mary didn’t go into graphic detail how she got injured, the pain of the surgery, or other details of her health. The story she was telling was her excitement for the fall, simple as that. Her Twitter feed gives a peek into all types of personalization for a provost, including her love of Downton Abbey, Star Wars, her cats, and her sense of humor as she pokes fun at hotel carpets. These posts are mixed in with an endless stream of articles and reflections on STEM, diversity, and equality.

Figure 7.2.  Mary’s J. J. Watt Twitter post.

Note. Retrieved from https://twitter.com/marykboyd/status/1029408182978928640

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When reflecting on types of content in your story, consider what Mary shared: You have to still have appropriate boundaries when you’re engaging with the internet and with students, but I think it’s possible to do that being aware of where is an appropriate line and how much can I share with students to make them feel as though they know who I am as a person and that I care about them as individuals. (Ahlquist, 2018e, 10:48, emphasis added)

Your story content shines on all platforms, and I wouldn’t be surprised if it’ll be your most engaged-with content. Your stories are an invitation to others who identify with and/or are inspired by you—story content is the secret glue that bonds relationships far beyond social media. Storytelling is a required skill for campus executives and others in public positions beyond the page, podium, or ballroom. Reflect on the questions provided in Box 7.11 to spark story content ideas.

BOX 7.11.

My Story Content Think about these questions related to your story content: • Does your community know why you’ve chosen to work in higher ed or be in your leadership role? • What pivotal experiences happened to you in college? • What were you like as a kid? • Who in your family was integral to your development? • What have you learned as a mother or uncle or caretaker that makes you a better vice president, director, or faculty member? • What’s your happy place on campus, in your house, or out in the world? What’s the story behind these places? • What are causes, organizations, or issues that are significantly important to you? • How does the mission/history/story of your campus connect to your identity, values, and story?

Day in the Life This type of content is a peek behind the scenes into what it’s like to be you, someone who happens to hold a campus role. So what’s it like to really be a provost, soccer coach, or campus recruiter? What do you do on the weekends? Take us on a walk with your dog, show highlights of your 18-hour flight to Australia, or do your happy dance after a great meeting with the city council. “Day in the life” can come alive on platforms like Snapchat, Instagram, or Facebook through stories and live streaming because we’re coming along with you. In higher ed, I find that the end product tends

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182  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE .

to be shared the most: big events, celebrations, recognitions. However, what about the process, the planning, and the people behind the production? Documenting your day can be simple enough to capture small moments but still give credit to the end goal. For example, students and families may not realize that graduation ceremonies or new student orientations take months (and months) of preparation. What does the very first meeting look like? Can you create a countdown clock to start building excitement? Michael Benson previously served as president and professor of government at Eastern Kentucky University and now is a visiting professor in the Department of History of Science and Technology at Johns Hopkins University. Like many leaders mentioned throughout this book, he has an authentic approach to social media, where he posts about his family, faith, and all types of functions of his campus and local community. He noted: “I try my best to be as authentic as possible. I don’t have any ‘handlers’ or staff that manage my EKUPrez account or anything else on other platforms” (personal communication, February 28, 2019). Because of his hands-on style with his accounts and his practice of consistently sharing, Michael Benson was positioned to post something that wasn’t meant to go viral but did for all the right reasons. During a wintery spring semester, a student tweeted a proposal to Michael: “Yo @EKUPrez come shovel my driveway/road and I’ll come to class tomorrow . . . deal???” (Molloy, 2015, para. 8). Michael responded: “It’s a deal. What’s your address?” (Benson, 2015, para. 1). Soon after, he arrived, shovel in tow, and left the driveway cleared. The story was picked up by newspapers from London to Hong Kong, as well as the Today Show. The beauty of this post was that Michael didn’t run out to shovel a student’s driveway on his day off to create a viral post. His action was real, and his community and the internet could tell. They rewarded him with 398 retweets to date and plenty of free press for the campus. Reflecting back, Michael still chuckles at the incident and wouldn’t dream of recreating or seeking out a story that would result in more likes, retweets, or shares. He stated, “The reason I responded and went to the student’s house was that I wanted to prove to him I’d do it—what he challenged” (personal communication, May 17, 2019). The student ended up coming to class the next day even though ironically enough school was canceled due to weather. Michael and the student documented the meet-up, taking a photo that is framed and hangs in Michael’s office. It’s another example of a relationship and story built through Twitter. Based on your position and job responsibilities, this category may be a tricky one for you. Due to a variety of policies, our life can’t always be an open book, such as openly sharing what your last judicial case was, which student you just gave a D or an A to, or salary negotiation for a new team member. Day in the life content does not ask that you run afoul of confidentiality, common sense, or federal laws. It should focus on the highlights, a peak, a sparkle, a ray of light. Box 7.12 provides a number of ideas for you to think through.

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BOX 7.12.

Your Day in the Life Content Let’s think through some ideas for day in the life content for you: • What’s your favorite part(s) of the day? For example, sunrise, sunset, coffee breaks, between-class breaks, and so on. How do you experience them (i.e., where are you when they happen)? Have you already captured some of these moments/places/people? • What meetings or events did you attend today that you could feature? What hard work is being done behind the scenes for you/your office/your programs? • If someone followed you around for one day, what might they discover about you? What do you eat and drink? How do you interact with people? What do you bring with you to meetings? • What unique perspective does your position have that the majority of the campus doesn’t normally experience, from your office location, job responsibilities, places you get to travel to, and so on? • What nonwork events or activities are coming up that you would be comfortable sharing, such as a staycation, date night, writing retreat, volunteering on the weekend, or workout class?

Advocacy Advocacy content documents support for or disagreement on topics, events, news, or trends, as well as resources or information for causes, policies, or programs that impact your community. Advocacy tends to dip its toes in other content types, such as education and promotion, especially if what you’re advocating for directly aligns with and/or affects your campus programs or services. This type of content tends to be based on local, national, global, or industry-wide topics such as reacting to a recent federal policy or budget reduction that impacts higher ed. Your campus culture and mission or your institution type can signal the sort of advocacy content you should post; for example, community college leaders commonly get behind movements such as #RealCollege and #EndCCStigma. Also, leaders at minority-serving institutions were found to advocate for issues most critical to and reflective of their community makeup. Sometimes advocacy content may be met with resistance, conflict, or disagreement by certain online followers or campus community members. These positional posts require you to own your point of view and be well informed about what and who you are advocating for. This means you have to ensure the article, event, or resource you share is accurate. President Russell Lowery-Hart of Amarillo College reflected on his advocacy approach during the protests in Charlottesville, Virginia, and the news of the killing

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184  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE of a participant, Heather Heyer. He felt compelled to post about the incident with the intent to “call us to unify, listen and love each other past our differences.” During this time, he noticed that posts were becoming very intense, and people were spreading misinformation that anti-fascists (antifa) were behind the death. Although he was committed to “helping people see differing perspectives,” he chose to confront the misinformation, and he noted that as a result, “I lost some followers who were more interested in politics. . . . So be it.” When in doubt, always go back to aligning purpose with positing choices. When asked for his “why” for leading online, Russell responded, “Every major conversation affecting those we serve in higher ed is happening online. If we want to lead into the 21st-century, we must lead using 21stcentury tools” (personal communication, February 23, 2019). Advocacy content tends to be the most “controversial” but not always because of the actual content that’s shared. Higher ed professionals across the field have debated who should be given voice to express their opinions publicly, whether they should show support for certain topics, and which forums are appropriate for debate. There’s not always a clear map of what issues or statements will be backed by your employer/ campus. Some institutions have moved to create policies that document expectations and repercussions for not following them. Because of this overwhelmingly gray area, I highly encourage all professionals, from graduate students to chancellors, to seek a second opinion through a mentor or close colleague if you are ever in doubt about whether you should post advocacy-related content. Keep in mind that advocacy content doesn’t have to be polarizing. It can be about issues that beckon your community to unity or action. For example, instead of telling people who to vote for in an upcoming election, educate your campus community on how to register, where to vote, and what fun events are being held for all community members who voted. Consider your advocacy content in Box 7.13. BOX 7.13.

My Advocacy Content Use the following questions to reflect on content that could fall under advocacy: • Are there specific issues, communities, or organizations that you are already committed to offline? • Reflecting on your work in the brand-building exercise, what issues are already part of your core? • What do you see as the biggest hurdles that your students are facing? What about those who serve in your same position across the globe? • What do you worry about for the future of higher ed? What opportunities and possibilities to do you see? • How can you use your position (and your social media platforms), which may come with power and privileges, to be the voice for marginalized individual(s), communities, and/or causes?

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Industry Industry content is targeted to the field of higher ed and those who are interested in, impacted by, and employed in it. This audience-specific content goes beyond your core campus community of students, alumni, and family members. Industry-related content is focused on engaging in conversations and making connections with other higher ed professionals. Think about what issues, challenges, and opportunities the industry is currently navigating and how your experience/perspective can serve as a guide. For example, in “Examining Twitter Influence of Campus Executives,” we found that campus executives were purposefully connecting with one another, commenting on issues, and discussing strategies that impact the broader higher ed industry (Campus Sonar, 2019). Industry content has strong elements of community, weaving together a network of colleagues based on position types, topics, and common interests. Box 7.14 offers a number of other considerations of industry-related content. BOX 7.14.

My Industry Content Here are some questions to consider when integrating industry content in your feed: • Do you have extensive knowledge and experience on a specific topic/­ functional area that could position you as a mentor or reliable resource for people who are newer to their careers/this topic? • What challenges does everyone in your position experience? What resources have you found that have helped you? • What higher ed information sources do you turn to for news, literature, and trending topics? Think of associations, media outlets, reporters, campus officials, government representatives, researchers, and so on. • Are there existing digital communities that you could tap into as a learner as well as contributor of industry-related content? • What issues are not being discussed enough? What problems remain to be solved in the field of higher ed? An example of a digital leader whose content leans heavily on advocacy and industry is Melissa Woo, the senior vice president for information technology and chief information officer at Michigan State University. In addition to serving as a technology leader on her campus, her purpose expands to mentorship and advocacy, especially for women in information technology. Melissa stated, Tech tools have allowed me to expand my professional network far beyond what I could achieve through face-to-face or telephone conversations. Establishing online relationships before meeting face-to-face helps to create a bond that carries through to physical presence (Ahlquist, 2018f, 11:51).

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186  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE You can often find her participating in Twitter chats like #CIOchat, and she feels serious remorse if she misses one, as shown in this tweet: “Unfortunately, I’m double-booked so can’t make this week’s #CIOchat—already experiencing FOMO on your combined wisdom” (Woo, 2019). This chat is just one digital community where Melissa and other chief information officers network, share resources, and advance dialogue about critical issues they’re facing. Industry-related content for Melissa goes even deeper than Twitter chats. She shared her purpose as a mentor and advocate: “I want to make sure we have an environment that isn’t intimidating to people who are different” (Ahlquist, 2018f, 27:00). Social media is one tool she activates to accomplish this. Remember, every content type should be connected back to your purpose for being and leading online.

Your Meaningful Content These eight types of content beckon higher ed professionals to look more closely at their social media activity over time. Don’t think of them as a guide to what you should or shouldn’t be posting; rather, use them to identify opportunity gaps in educational, community, promotional, inspirational, your story, day in the life, advocacy, and industry content you could be sharing. Look at your social media activity through the dual lens of content creator and educator to craft meaningful messages, not just add more noise to the internet’s clamor. Application Exercise 7.3 asks you to begin this process. Advancing these skills means knowing the potential of a platform and taking advantage of how each one can position you to better serve and connect with your community.

APPLICATION EXERCISE 7.3 Your Meaningful Content Using Table E7.3.1, review the last 3 to 6 months of posts you’ve contributed on your most active platform. Look for themes, and note observations and opportunities you find. TABLE E7.3.1

Meaningful Content Creation. Content Type

Past Content Observations

Future Opportunities

Educational

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Community

Inspirational

Promotional

Your Story

Day in the Life

Advocacy

Industry

Meet The Committed Project For some, the act of clicking publish, posting a status update, or sharing a tweet is harder than it sounds. I coach executives and even college students who painstakingly evaluate every single online interaction. I created the purpose-driven digital leadership guiding principles and the eight types of meaningful content to give you confidence and courage in creating online content and building digital communities. But you don’t have to go about this branding, influence, and leadership journey alone. As many leadership theories would echo, the act of leadership and change is not an individual effort. On social media, this means your actions do not need to be made in isolation. It means that a bigger digital initiative could bring together numerous individuals under a common goal. Kristen Abell, executive director of The Committed Project (thecommittedproject.org) and higher ed marketing and communications professional, believes that social media is the great equalizer:

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188  A PURPOSE-DRIVEN DIGITAL LEADERSHIP PRESENCE As leaders, it gives us an opportunity to hear what others think of us or what they think about our institutions. What greater way to assess our work and our effectiveness than to hear directly from the students and others with whom we work? Social must be a two-way relationship—you have to listen as well as share. (Personal communication, May 18, 2018)

This belief resulted in The Committed Project, which was born on Twitter between Kristen and Sue Caulfield, director of student affairs at the Hofstra Northwell School of Medicine. They discovered their shared passion for breaking down the stigma of mental illness for higher ed professionals. “We believe that the more people that tell their stories, the more people who don’t experience mental illness will have a better understanding of and greater compassion for those that do” (Sue Caulfield, personal communication, May 18, 2018). Kristen and Sue use their blog and podcast, The Committed Podcast, to open doors for others to openly talk about mental illness in the field. When it comes to investing in a strategy that results in high-quality and consistent content, Kristen and Sue use each other’s strengths. For example, Sue manages Instagram, and Kristen takes care of Facebook and Twitter. Kristen oversees recruitment and editing of blog posts and website updates, and Sue provides graphics and design. For their podcast, Kristen finds people to interview and conducts all the recordings, and Sue does all the editing and some of the promotion. Taking on this timely and vulnerable topic documents a purpose-driven digital leadership philosophy and demonstrates how Kristen chooses to show up in digital spaces to advocate for others who are struggling: I honestly thrive on being authentic and vulnerable in digital spaces—I think it allows me to advocate for others in a way that I had struggled to do offline previously. And it allows me to be a leader in ways that I can’t always do offline without a specific degree. (Personal communication, May 18, 2018)

The Committed Project is a documented digital space that amplifies the importance of talking about the wellness and well-being of higher ed professionals. They back up their content with resources, including a monthly newsletter, the Educational Tool Kit, and a book, Hello My Name Is Committed: A Compilation of Stories From Student Affairs Professionals About Mental Illness (Abell, 2015). Sue stated, “We’ve tried to strike a balance between sharing personal stories, and giving tangible takeaways for our community members to bring back to their home institutions,” and she noted that “leveraging our social platforms has allowed us to share these resources with people who we may not have reached otherwise” (personal communication, May 18, 2018). The solution to the relationship equation can be found by fostering open dialogue and building community through posts across as many of the eight types of meaningful content as possible, as reflected in The Committed Project’s work.

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Variables to the Relationship Equation In a mathematical equation, there are two sides. These two sides may be your work self versus your weekend self; your professional position versus your community; your beliefs versus your employer’s. Balancing the relationship equation in digital leadership inserts variables of personalization and connection that unite these two sides through a holistic approach. As a digital leader, you must be keenly self-aware of how you define your true self while staying attuned to your campus culture and your institution’s policies. To guide you through this very gray area, this chapter outlined a variety of means to solve the relationship equation by embracing and uploading authenticity through selecting the kinds of content you share. Despite these frameworks and examples, you may still not identify with the idea of uploading authenticity online. Throughout the chapter, campus leaders used a variety of terms that made sense to them, including their full self, whole self, true self, authentic self, audacious self, and honest self. The common element between all of these is the word self. Solving the relationship equation requires you to make a simple but profound commitment. Are you willing? Can you commit? Your community is waiting.

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PA RT T H R E E D I G I TA L L E A D E R S H I P IN PRACTICE

B

eta and beta testing are common terms and tactics within the start-up world, especially within technology companies. Beta is the act of prototyping a product, a test version, to receive real feedback and make improvements. Beta testing is part of a lifecycle in which nothing is ever truly “finished.” Tech companies are always learning, growing, and evolving in order to better serve their users. Sounds a bit like leadership, right? As technology tools instantly change and our collective and individual lives adapt to these changes, we must embrace the tenets of beta in our digital leadership practices. Being in beta as a digital leader gives you permission to be imperfect. Through this experimental process, you’ll evaluate and allow yourself to evolve over time.

Josie and the Perfect Podcast A sealed box next to my desk began to collect dust. In it was a podcasting microphone I bought a year earlier during a Cyber Monday Amazon sale. I made the purchase 6 months after interest in hosting my very own podcast was sparked. I saw numerous other podcasts popping up in higher ed, and I thought, “I could do that.” But I was stalling, wondering, “Could I really?” Eventually, I thought, “I’ll open the box and at least read the directions. Maybe that will push me to start the show.” Fast forward another few months, and a podcasting mic in an opened box sat in my office closet. Still stalling. So I went into what I knew. I opened up Evernote and began brainstorming concepts in producer mode: the podcast’s name, description, guest list, production schedule. I wanted it to be perfect. No surprise—I fizzled out. If I was being honest with myself, I was planning a podcast just because. It lacked purpose. But one day, it finally clicked: a podcast that holistically and honestly discusses social media with those who serve in higher ed. It would recognize and connect with the human elements that have been left out of technology so often: leadership, life, and legacy. From this deeper purpose, the podcast quickly came together, and in fall 2016, I began podcasting. My first concept for the podcast would be technical and tactical, a teaching tool for higher ed on how to integrate social media. I’m sure it would have been a great podcast and elements of this are still part of the show. But 191

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192  DIGITAL LEADERSHIP IN PRACTICE I’m proud of how much deeper some conversations have gone on the series. That little podcasting pivot was the first of many betas I have gone through. Allowing the podcast to evolve, to always be in beta, finally freed me. Starting is not simple—it’s a huge part of the creation process, whether you’re dreaming about a podcast or your next tweet. Starting and finally posting content online is only part of the equation. In Part Three, you’re tasked with action and presented a number of tools to contemplate infusing into your digital leadership practices. You also hear from even more featured leaders who share their personal journeys with tech. Don’t expect their why to be the same as yours; rather, be inspired by it. You may not be able to accomplish some strategies without support. I also give you permission to not know everything, be willing to teach yourself tools, and know that plans and platforms will change. We don’t have to have every single thing in our lives figured out, including the ways we will share content online. Stop stalling because you don’t have enough information, enough time, the right title, the right story. Get out of your own way. Today is a perfect day to be in beta.

Part Three Overview We’ve made it to the final stretch along our digital leadership roadmap, digital leadership in practice. This last leg prepares you to take digital leadership to the next level with confidence as a content creator. First, in chapter 8 I discuss innovative tactics for social media platforms with practical examples from the field. In that same chapter, you’ll learn advanced skills for digital leaders such as social listening, digital analytics, and offline evaluation. Then in chapters 9 and 10, I present real and relatable stories from higher ed executives, administrators, and faculty. Although examples of digital leaders in higher ed are threaded throughout all of the chapters in Part One and Part Two, the chapters in Part Three are completely devoted to a variety of forwardthinking digital role models who hold positions across the field. Remember, digital leadership is neither a copy-and-paste activity nor a VIP-invite-only party. These digital leaders’ practices provide inspiration for you to react to, reflect on, and ramp up your own practices. Finally, in chapter 11 I invite you to dream with me about the future for digital leadership in higher ed and what’s already possible within you. It’s the process of leadership, not the perfection; the beta, not the final product; the journey, not the destination. Wherever you are today is the perfect place to start.

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8 INVEST IN YOUR ONLINE AMPLIFIER

T

he purpose-driven digital leadership guiding principles lay a foundation on which higher ed leaders can build confidence and courage and develop a values-based strategy for crafting meaningful content, having consistent conversations, and growing an online community. Digital leadership focuses on people and purpose before platforms. When you want to adopt new platforms or issues arise on existing ones, always go back to these guiding principles. Let them ground you in the midst of our rapidly shifting digital society, gauge when your digital engagement is working, and amplify your leadership online. This chapter begins with a discussion of specific platforms for content creation, digital storytelling, and community building. In its second half, I describe three digital engagement vital signs—social listening, digital analytics, and offline evaluation—that you can use to assess the vitality of your digital leadership presence. But first, let’s see all of them in action through an example: a vice president who actively claims leadership, creation, and evaluation online.

#BringIt: Amplifying a Vice President’s Digital Influence Levester Johnson (LJ), Illinois State University vice president for student affairs, has welcomed and prioritized digital engagement and leadership for over a decade, continually looking to future trends and strategizing ways to improve marketing and communications. LJ’s presence is positive and literally built around his Clifton Strengths Assessment results, which include Positivity and Woo (winning others over). LJ is investing in online amplifiers that are activated by a clear brand, strategy, goals, and staffing. In describing his strategy for not only his own social media accounts but also his division’s, LJ stated, “We strive to create an online community for our audiences, specifically for students, where they feel a sense of belonging and pride within the division” (personal communication, April 30, 2018).

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194  DIGITAL LEADERSHIP IN PRACTICE LJ’s social media feeds showcase three posts per day on average, as he has discovered that engagement decreases with more. Although he manages all aspects of his own accounts, he views them as being very integrated with the brand of his university and its student affairs division, leveraging them to promote a division-wide initiative, #YourRedbirdLife, which shows up in nearly every one of LJ’s posts. He also started an iconic program called #TweetTreats, the use of a thumbs up in group photos, and a #BringIt mentality to life. Throughout all these on-brand behaviors, LJ’s activity shows a day in the life of a vice president for student affairs without a distinction between personal and work settings. He described this as his integrated brand. LJ explained how social media platforms support what he refers to as the dean’s model in the digital age: “These tools have allowed me to take the ‘dean’s model’ of engaging with students via face-to-face interactions to the next level by expanding the reach beyond personal contact” (personal communication, April 30, 2018). LJ shared that parents now look for their students in his posts, which has resulted in building “strong relationships with them and their students not only throughout the undergraduate experience but post-graduation and beyond” (personal communication, April 30, 2018). LJ has his eye on analytics and growth on social media platforms; he has invested divisional resources to amplify this cause more clearly, including a division of student affairs director of marketing communications position, student marketing and influencer team, and divisional marketing council. He also prioritizes constant feedback and interaction with his main audience—students. In his ongoing conversations with a past student government president, LJ received feedback and training on Facebook. Acknowledging he is not the expert has expanded the integration of all technology, not just social media, into his work. LJ meets regularly with his division’s director of information technology to “increase my understanding of technology in general, new systems on the horizon, and how to leverage existing technology” (personal communication, April 30, 2018). Another skill and strategy LJ prioritizes is offline to online engagement. Capitalizing on face-to-face time with your community is a priceless method for not only activating and improving your online presence but also remaining committed to student success. LJ isn’t shy about why he works to stand out on social media: “I strive to be one of the top influential student affairs administrators on social media. I hope to influence other administrators in higher ed to embrace social media personally and on their campuses” (personal communication, April 30, 2018). His approach sets his marketing areas as a national benchmark toward which other campuses can strive; however, it’s not all public recognition that drives LJ to lead and influence others online. When I asked him what message he wanted to leave behind through his social media presence, LJ declared: I would hope that it would be about the blessings that I have for sharing the experience of connecting with so many different people, so many different students, so many different family members, within this absolutely wonderful profession of student affairs. That they saw that every day I did try to “#BringIt.” (personal ­communication, April 30, 2018)

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Anyone who connects with LJ experiences his #BringIt daily. He is an example of how position, personality, and passion can align to benefit many. LJ demonstrates a number of necessary skills beyond the digital leadership guiding principles that higher ed professionals need to explore, which are covered in this chapter. Embracing the role of digital influencer, digital leaders must also claim the title of content creator and activate platforms that will best fit with their people and purpose. As simple as this sounds, academia was not set up for scholars, practitioners, or executives to accomplish this.

Stop Scrolling, Start Creating Higher ed has put into place long and elaborate processes for sharing knowledge. The necessity to document reliability and validity is vital to research, with well-established procedures everyone follows to ensure all requirements have been met. There’s even a process to check and double-check before research begins, as institutional review boards ensure that no harm is done to participants. However, by the time data are collected and analyzed and findings are vetted by reviewers and editors, years will likely have passed before someone can read a study’s results. How can higher ed capitalize on the high-level vetting it has developed for research, practice, and planning processes but make it nimbler and faster? In The Impact Equation: Are You Making Things Happen or Just Making Noise?, Chris Brogan and Julien Smith (2012) wrote how credibility and reliability are one part of the impact equation, and the other is actually doing the work and being part of it. On the internet, “credibility is what you say that can actually be backed up by your credentials” (Brogan & Smith, 2012, p. 206). Setting aside what we know about research methods definitions, in digital engagement “reliability is what happens when you do what you say you will do” (Brogan & Smith, 2012, p. 206). Reliability is what makes credentials your “secret sauce” in the digital space. Digital leaders need to be regularly and congruently engaged by creating original content and initiating and contributing to conversations. The next section gives you methods to accomplish this based on specific platforms, from the simplest to most advanced.

Possibilities for Current Popular Platforms As documented throughout this book, using only social media as a marketing tool is vastly overlooking the power of genuine connection and community building. To truly embrace digital leadership is to activate the right tool, the right tactic, and the right intention. In chapter 1, I shared some

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Visit the book’s companion website at www.josieahlquist.com/digitalleadership for basic to advanced information and updates about each of these platforms. You can also find platform-specific conversations in our Digital Leadership Network, under the Platforms topic.

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196  DIGITAL LEADERSHIP IN PRACTICE history of social media, including the background of the most currently popular digital engagement platforms. In this section, I build on that information, sharing tactics for specific platforms, tapping into each one’s unique features for digital storytelling. Facebook If you’re trying to connect with a wide variety of audiences, Facebook is a great choice. In the United States (and many other countries), Facebook has the most users of the social media platforms at the present and shows signs of growing in the future. However, because it has so much activity, Facebook is becoming one of the most challenging spaces in which to be heard (i.e., to show up in someone’s feed). For a variety of positions on campus, it makes sense to create a branded Facebook page, called a business page, versus a personal profile. Business pages offer a number of benefits, including analytics, sponsored content, and options for additional support from assigned page moderators, editors, and administrators. In addition, you won’t need to be “friends” with everyone who follows your business page; in fact, a number of university presidents and vice presidents have made their Facebook profiles public so their account can be followed by anyone. Whichever type of page you choose, make sure it’s clear to your community where you invite connection. Position and institution changes can also direct shifts in Facebook strategies. Tim Miller, vice president for student affairs at James Madison University (JMU), found that as a new VP his Facebook approach changed “completely,” with 99% of his posts focused on work-related content. “I created a Facebook business page where I often post 5 to 6 times a week. . . . In my first year as VP I have probably posted less than a dozen times on my personal profile” (Tim Miller, personal communication, May 7, 2019). In addition to having a platform for posting official university statements, another reason Tim created a business page (www.facebook .com/JMUTimMiller) was because he often participated and problem solved in the JMU parents Facebook group; at first he posted with his profile page, but quickly numerous members requested to “be friends” with him. For Tim, the benefit of creating the business page was that it not only allowed him to take the pulse of questions and concerns of families but also laid out a clear communication path where parents could connect with him. Facebook groups are covered in more depth later in this chapter. For leaders looking to advance their Facebook presence, I would encourage exploring video content, including live streaming. Broadcasting live on Facebook has been documented to increase engagement (likes, follows, comments) with your community (Kant & Xu, 2016). Keeping in mind the eight types of social media content presented in chapter 7, live streams offer opportunities to chronicle behind-the-scenes aspects of your life, promotional content, or educational content. Make sure to keep live content interactive, calling on your community to respond. Facebook videos should be short in length, embedded with captions for accessibility, carefully timed with the academic calendar, and celebrate the real stories/people of your community. However, the barrier to producing and uploading video is high, so I recommend putting together a team on your campus to produce quality content.

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Twitter Twitter may provide more opportunity to engage with higher ed colleagues than students. As I encourage throughout this book, have a clear purpose on this fast-moving platform. For example, Erin Supinka, associate director of digital engagement at Dartmouth College, consistently uses a self-branded hashtag, #ErinGoesToWork, that documents her everyday work and life adventures, from celebrating a success to documenting her rescue pooch, Cedar. The hashtag was originally born during a presentation at the Higher Ed Experts online conference, and since then, it has shown up at numerous conferences at which she has been a speaker, such as CASE, Confab, HighEdWeb, eduWeb, and many more. Erin stated, “I’ve used it to share the articles, templates, or resources I’m presenting on to help save attendees the trouble of scribbling them down and missing parts of the presentation” (personal communication, July 16, 2019). The functionality of Twitter hashtags is also coupled with the community Erin has been drawn to on Twitter. She described it as a platform that “has always been there for me (in a weird sense)” (personal communication, July 16, 2019) due to the incredible connections, job opportunities, and requests to share her knowledge at conferences. Erin reflected: I use it as a way to continually share what I’m working on throughout the whole process. It’s sort of my “behind-the-scenes” feed for my work. It’s been a great way for me to track my own progress and to get feedback from others along the way. (Personal communication, July 16, 2019)

Erin has activated other hashtags that further share her behind-the-scenes experiences; for example, “I’ve recently launched #ErinsDailyRoutine to document and share life as a young woman struggling with mental health” (personal communication, July 16, 2019). With just these few hashtags, you get a sense of Erin’s values and purpose, role modeling to higher ed marketing and communication professionals. What hashtag(s) would you pick to document your work, passions, projects? Having a hashtag strategy is one simple tactic for you to advance your Twitter presence; however, three other ways include timeliness, visuals, and longer content through threaded discussions. Twitter moves very fast, and at its best, content is immediately delivered and engaged with. For example, when you are at a university soccer game, tweet one post, then put your phone away. Jump back on at halftime and after the game, interacting with anyone who responded. This approach, versus posting something the next day about the event, will get your community instantaneously interacting. Another suggestion is to get visual on this platform. Even though Twitter was created just for text, visual content goes a long way. Bring your posts to life with high-quality photos, a quick video, or an appropriate GIF. Visual can also include adding space between lines or breaking them up with emojis. Bonus—this is also a good accessibility practice. Make sure to tag other Twitter users in your photos/videos and/or the location from which you are posting. Because of the unique architecture of Twitter, I do not recommend that you automatically push your tweets to other platforms, such as your Facebook page. I also

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198  DIGITAL LEADERSHIP IN PRACTICE do not recommend that you automatically publish content from other platforms, such as Facebook or Instagram, to your Twitter feed. Take the extra 30 seconds to copy and paste and modify a post to make it fit Twitter’s format. One final recommendation for advancing your use of Twitter is trying out longer threaded discussions. Although tweets were once limited to only 140 characters, Twitter has added the ability to create a threaded post, where one 280-character post can be followed by dozens of threaded posts that fall under the first one. Although the platform still favors brevity, these threaded responses now allow for longer content. For example, how can you take a blog post or campus-wide email and repurpose it as a Twitter thread? Instagram Instagram is one of the most overlooked and misunderstood platforms among campus leaders. I would recommend this platform for those of you who want to connect with future and current students, as well as recent alumni. Instagram is also a platform for engaging with new and midlevel professionals in the field, as well as your campus digital influencers, community organizations/businesses, and media outlets. Julia R. Golden, associate dean of students at Massachusetts College of Pharmacy and Health Sciences, knows that one of their strengths as a leader is storytelling, and Instagram has allowed them to do this visually. They realized that their associate dean title made them less approachable, but they have found that social media helps break the ice. Although their Instagram feed (@juliargolden) is focused on career, friendships, and hobbies, Julia opened up a bit more within Instagram Stories, where they were able to save posts in a function called Highlights, one of which is titled “Self Care.” Julia explained why their posts included content such as #AskForHelp and #TherapyThursday: Representation matters. I have a responsibility as a queer person of color to show that part of resiliency is being able to ask for help and consider that mental health is something we need to check in on for ourselves. I have been told by queer people of color/LGBTQ folks and men that they were encouraged by my stories and sought out therapists, or self-reflection activities because of my stories. The responses from my therapy Thursday have been high in number and often personal as well as inspiring. (Personal communication, July 14, 2019)

Julia also shared that they used another function of Instagram Stories called Close Friends: I think that as a leader you have to set up boundaries on your stories. Anything I wouldn’t feel comfortable sharing at work or texting to a coworker, I save that for my “close friends” stories, that only my best friends can see. (Personal communication, July 14, 2019)

Knowing each platform’s settings gives professionals options and confidence, as ­multiple communities merge in one place.

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Julia’s example introduces a couple of advanced approaches to Instagram, which include knowing the difference between your feed and stories and having a clear rationale, audience, and strategy for both. Also, consider your feed or grid content to be evergreen and story content to be real time. Just like Facebook, Instagram has an algorithm that impacts when and for how long your post is seen, which could be up to 4 days. Even with promotional content, make sure it’ll be relevant for at least a week. It’s common for those interested in following you to scroll through your feed to get a sense of you, so create content that will spark an interest for years to come. Where Instagram Stories can really drive engagement and interaction is ­promotional content. They mimic Snapchat, as all content on Instagram Stories goes away after 24 hours. Consider what you want your community to know immediately. Stories are also a phenomenal place to share behind-the-scenes content, such as being on stage at commencement, helping out in residence halls on move-in day, or sending out first-round admittance decisions. Don’t be scared to try out new features or ask your digital mentors to show you how to add these options in your use of stories. LinkedIn Only recently has this longtime platform reached its full potential, meaning for years, users didn’t really see its value. This has seriously changed, and currently LinkedIn could be your most powerful platform for certain audiences. Early adopters can quickly establish authority, credibility, and reach, which is not as easy today on platforms that are oversaturated with millions and millions of hours of content. Elements of your profile that can advance your presence include a customized background photo and visual content in your About section and each experience section. This brings life to your profile so connections can “see” your experience, not just read it. For example, you can upload YouTube videos, articles, and presentations throughout your profile that tell the story of your skills. Finally, don’t forget to customize your profile URL (e.g., www.linkedin.com/in/josieahlquist), which can be completed under public profile settings. Community engagement is found in your newsfeed, and that’s why I’m recommending providing consistent value and quality content. LinkedIn’s audience is looking for career, business, inspiration, industry, and credible content. How can your feed provide this type of value? The eight content types can also live on LinkedIn—yes, this includes your story and behind the scenes. Just as with any other platform, you should be not only posting in your feed but also interacting with others by commenting and sharing. Someone who is filling LinkedIn with meaningful content and community building is Brandon Busteed (www.linkedin.com/in/busteed), the president of University Partners, Kaplan Inc. As a contributor to Forbes, Brandon cross-posts his authored articles on LinkedIn and additional countless other educational sources, always providing additional context, reflection, and calls to action. He also uploads thought-provoking insights about the state of higher ed, which receive hundreds of reactions and comments like this one: I’ve met with 52 university presidents in the last year and 12 are already retired, announced retirement or have otherwise left their jobs. 20%+ turnover rate is about

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200  DIGITAL LEADERSHIP IN PRACTICE par for the course these days in higher ed. It’s a very difficult job, with lots of disruptions to the sector and an aging cohort of leaders . . . all contributing to this. I’ve had Fortune 500 CEOs and Governors alike tell me that—although their jobs are challenging—they believe a college president has the toughest job. I agree. #highereducation. (Busteed, 2019a, para. 1)

One final example of Brandon’s advanced use of LinkedIn is his use of personalized content to connect with and inspire others. Photos are a wonderful way to document and activate emotion. For example he posted a picture of a U.S. flag that belonged to his great grandfather, a World War I veteran. Brandon wrote: He never went to college but believed deeply in education. He worked hard every day of his life. And this flag now serves as a great motivational tool for me to work hard every single day. Anytime I might want to complain, I can just look at this flag and realize I have nothing to complain about. (Busteed, 2019b, para. 1)

This post is one of the most popular in his feed. Brandon reflected on why LinkedIn is such a priority for him: “After years of speaking at conferences and attending conference sessions, it’s become clear to me that the best thought leadership in higher ed is now occurring on LinkedIn. I have more meaningful interactions, more consistently with a larger audience on LinkedIn than through any other medium. (Brandon Busteed, personal communication, February 25, 2020)

Content creation strategy is the secret sauce of engagement, but very few are taking advantage of it because it takes time. The first piece of content creation is publishing on LinkedIn through blogging. Although this feature has been available for years, the percentage of LinkedIn users who blog is low. The good news is that short titles and posts actually do better on this platform. If you are already blogging on WordPress or Medium, how can you repurpose that content for LinkedIn? The second piece of content creation that will vastly set you apart on LinkedIn is incorporating prerecorded or live video. These options were added in 2018 and 2019, so those who were early adopters of video are gaining traction more quickly than most other places where you can upload video online. As of this publication, prerecorded videos can be up to 10 minutes, with the highest engagement between 30 seconds and 5 minutes. One example of an educator who has experimented with and embraced nearly every opportunity on LinkedIn is Ai Addyson-Zhang (www.linkedin.com/in/ aiaddysonzhang), who previously served as a professor of communication studies and has since turned entrepreneur, founding Classroom Without Walls. Today, Ai is investing her presence in LinkedIn, conducting interviews with industry experts using live streaming within the platform (and other platforms such as Facebook and Twitter), and consistently interacting with others in her newsfeed, both sharing original content and reacting to others’ content. She also brings her LinkedIn

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content to life with storytelling, which she has defined as an art and science one must learn to master. She illuminates her posts with emojis, action photos that include journal-like reflections to educate and inform, and videos that show her personality. Ai reminds us about the power and access provided by a tool like LinkedIn: “I am convinced that LinkedIn, when used strategically, is the most powerful tool to build one’s brand, influence, and community. The best part is that we don’t need anyone’s permission to get started and this is free” (personal communication, August 5, 2019). Finally, Ai shared with me what a leader on LinkedIn looks like: (a) has the courage to put aside one’s ego; (b) focuses on serving one’s community; (c) shares quality content that shows up consistently; (d) facilitates meaningful conversations; (e) cultivates deep relationships; (f ) accepts one doesn’t have the answers to all the questions; and (g) allows oneself to be human. What is just one way you can use this platform for storytelling, not merely updating your profile to your latest job title? Are you looking to connect with other readers on LinkedIn? Go to our book community, the Digital Leadership Network, find the LinkedIn topic, introduce yourself, and share your customized LinkedIn URL.

Next-Level Amplification Tools As we discuss platforms further, let me restate that not every one of them works for everyone—nor do you need to be on all of them. As you consider each, refer back to the discernment for digital leaders roadmap, discussed in chapter 6, to evaluate the best fit for your people and purpose. In this intermediate section, I’ll cover platforms that host longer form content, including email newsletters and blogging, as well as smaller and more focused community messaging platforms, like group messaging and Snapchat. Email Newsletter This old-school method, when applied to digital platforms, offers a lot of possibilities and provides powerful data. Examples of email newsletter platforms (i.e., email marketing) include MailChimp, Constant Contact, ConvertKit, Emma, and HubSpot. They provide data such as open rates for messages, what links are clicked, devices contacts used, how often a link is shared, and audience/subscriber growth. The challenge with all social media platforms is that we own neither the data nor the content (or the contacts); for example, if Facebook ever goes away, you’ll lose those followers/fans. However, email newsletter platforms offer a sustainable means to communicate beyond the lifespan of a specific platform. That said, newsletters shouldn’t be developed to just capture contact information. Timely and quality content can be delivered to your community members’ inboxes no matter where in the student/alumni/donor life cycle they may be. Ashley Budd, director of digital marketing for alumni affairs and development at Cornell University, has been an active face in higher ed digital communities. She is a long-time Higher Ed Live host and consistent conference presenter. In 2018, Ashley kicked off a monthly newsletter not affiliated with Cornell (https://mailchi .mp/ashleybudd/inbox); its subscriber sign-up form states, “I’ll send you things I’m

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202  DIGITAL LEADERSHIP IN PRACTICE excited about—digital strategy, design, work, and life. No agenda. Come and go as you please.” In these monthly emails, Ashley provides articles, resources, and reflections on the work she’s doing as a digital strategist. What is so engaging about them is how she writes them like a letter, as if she’s speaking to a friend. Blogging We need to be better storytellers in higher ed. Blogging formats offer the opportunity to share stories and resources on platforms like Medium; Blogger; WordPress; and, as discussed earlier, LinkedIn. I started my blog on WordPress as an early scholar in my doctoral program, describing my journey and coursework. Blogs can be niche like mine, which is focused on digital engagement and leadership in higher ed. However, every pocket of campus has professionals with expertise and unique insight. Faculty can feature their research and publications. Administrators can detail program achievements and student success stories. Senior leaders can articulate campus construction progress, strategic plan accomplishments, and highlights of campus events. Graduate students can blog about their coursework, documenting the competencies they are learning and/or have mastered. Daria J. Willis became the 17th president of Everett Community College on July 1, 2019, but just days earlier she began blogging (www.dariajwillis.com/blog). Daria wrote in her first post, “So You Want to be a Community College President”: “As this is my first time writing a blog (seriously), I hope to make my first entries as informative as possible on the ‘stuff ’ they don’t tell you in the leadership academies or in school” (Willis, 2019a, para 2). This post turned into an ongoing series for those who aim to serve as community college presidents, with topics such as “Getting to Know Your Board,” “Take Care of You,” and “Imposter Syndrome.” Daria shared her why for blogging: “I always wondered what the road to the presidency was like. Now that I have experienced that path, I want to help aspiring presidents by providing a glimpse of the process through my eyes” (personal communication, February 24, 2020). One of these messages includes encouraging aspiring presidents to simply be themselves. In the post, “So You Want to be a Community College President: Be Yourself,” Daria beckoned hopeful presidents to be authentic: “When you start to put on the layers and hide who you truly are, hiring committees, your constituents, family, friends, and colleagues will see your unauthentic self coming a mile away” (Willis, 2019b, para. 9). A genuine approach to Daria’s presidency is on display on her blog designed with a purple background and a photo of Daria throwing confetti while wearing T-shirt that reads “WORTHY.” Although blogging has decreased in popularity for individual blogs, both in higher ed and elsewhere, I anticipate a consistent need for high-quality, in-depth storytelling through this platform. I would encourage leaders to consider it as a communication strategy staple. However, campus partners and associations, such as Campus Sonar, Presence, NASPA, NACAC, EDUCAUSE, and Volt, are filling this blogging gap, hosting short- and long-form content on their websites. For a running list of blogs produced by campus professionals and higher ed–related organizations, head to this book’s companion website (www.josieahlquist.com/digitalleadership).

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Group Messaging The next category in this intermediate section includes a variety of platforms that all relate to messaging functions, including those on major social platforms (Facebook, Instagram, Twitter) as well as stand-alone group/direct messaging apps like GroupMe, Kik, Telegram, WeChat, and WhatsApp. If we pay attention to the marketing industry, we’ll see that group and direct messaging (sometimes also called DMing) strategies on major platforms are just starting to be explored. This is a very narrow needle to thread, as private communication can quickly appear like a sales pitch or even as crossing boundaries, according to users on certain platforms. Where I believe campus leaders can use direct messaging tools is celebratory content such as wishing someone happy birthday; sending a VIP invitation to a campus event; asking questions/seeking feedback; or problem-solving during a conflict, crisis, or miscommunication. Direct messaging can also be used for customer service. Group messaging applications have become popular in all sectors of higher ed, including student life, research teams, conference planning committees, and identity-specific communities. Examples of closed GroupMe groups that were built to support defined higher ed audiences include Black Women in Higher Ed and Texas Millennial SAPros. Campus-based channels and groups can serve department, program, or position populations, and I would suggest making the audience very focused and small in size. For example, Florida State University’s New Student Orientation Program utilizes GroupMe to coordinate their entire orientation staff, which is made up of 41 students and 8 staff members. They have multiple GroupMe accounts to break down this large group, and they even assign a logistics manager to each chat. Snapchat The only leaders, departments, and universities that probably should be on Snapchat are ones that can be truly social, open to some silly and consistent sharing, and/or are willing to listen and interact. Direct messaging is also a primary modality of the tool, which may push some comfort zones at first. Snapchat’s main demographic is from middle school to young professionals. If you can win over a Snapchat audience with your authentic approach, you may have gained followers for life. There are some additional quirks of the platform, such as a daily messaging challenge called “Snapchat Streaks,” which a student or colleague may ask you to try. Be open to a relationship that could be fostered or maintained from this expression. The potency of Snapchat is best illustrated by a long-time user of the platform and overall digital leader in higher ed, Chancellor Terisa Riley of the University of Arkansas–Fort Smith. Terisa shared what draws her to all social media tools: I love to highlight amazing things in my community and on campus, provide an additional platform for individuals and organizations that need more active voices, and instill pride, loyalty, and excitement about organizations, including my family, to which I belong. (Personal communication, April 12, 2019)

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204  DIGITAL LEADERSHIP IN PRACTICE Terisa is doing more behind the screen than what is seen in her feed or stories. As she explained, “I use social media to keep my finger on the pulse of how my colleagues and students feel about things. . . . I call this ‘taking their temperatures.’ Knowing these things helps me to initiate institutional changes or individual conversations” (personal communication, April 12, 2019). She has taken this same tactic on Snapchat. Terisa stated: I may not put something every day on Snapchat, but every time I’m at an event that is engaging, it’s fun, it’s active that I know students are going to love it. I just think it’s great and it’s short, sweet and to the point. 10 seconds or so. (Personal communication, April 12, 2019)

Terisa also reflected on how, based on Snapchat data, she could tell who was viewing her stories. She also used this platform for listening and learning by taking in stories as a tool for interaction: “When I’m going through and I’m looking at students’ stories, I comment on them by sending them a private message” (personal communication, April 12, 2019). One specific example Terisa shared was when she served as the senior vice president for student affairs and university administration at Texas A&M–Kingsville. She saw a recent graduate post about her puppy, to which she replied: Terisa: Love it! Alumni: Oh my God. I miss you so much, Doctor Riley. I’m coming to graduation. I’d love to come see you. I want to stay connected with the university. Terisa: I want to connect with you too! Please feel free to stop by. All this unfolded because Terisa simply replied on Snapchat, “Love it!” Terisa reflected, “I think that one of the cool things is how you can always lift people up, let them know you’re thinking of them.” This example is a gentle reminder of how simple but significant your use of a platform like Snapchat can be.

Advanced Digital Storytelling Platforms There are four platforms in this section that I categorize as advanced because they require more time and resources. However, they not only set you apart but also enable you to connect with more people than ever before. All of these platforms are rooted in digital storytelling, bringing content to life beyond the written word. YouTube The most commonly used platform for videos globally is YouTube. However, as you may have noticed, nearly every major social media platform now allows for (and thrives on) video content. Creating a strategy specifically for YouTube requires at least decent-quality production (e.g., lighting, sound, and video equipment), a clear purpose for the content, some funding, and an approachable

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format. YouTube pages also allow users to build community through interaction with their audience, both in comments and the community tab, and calls to action in videos. YouTube feeds on storytelling by those who let in viewers by being themselves, as we learned through Lilly Singh in chapter 1. Another example is Gordon Gee, the West Virginia University president. He actually doesn’t have his own channel, but he is featured in a playlist called Meet President Gee that lives on the main campus page (www.youtube.com/user/WestVirginiaU) with nearly 60 videos. Finally, think back on the eight types of meaningful content to identify where a potential series could take flight, especially in delivering educational content. I guarantee your community is using Google and YouTube to look up how to do things in their coursework or where to find things on campus, so why not provide them this information and insight directly through a YouTube channel? Podcasting Currently, the competition is low and the demand is high for podcasts. In higher ed, they can be discovered as a university-sponsored series like the University of Michigan’s How to Science; Marquette in Milwaukee, a local community series hosted by President Lovell Michael of Marquette University; or a topical program like Teaching in Higher Ed, which is hosted by Vanguard University Dean of Teaching and Learning Bonni Stachowiak. Podcast lengths vary, from 5 minutes to over an hour. You’ve got solo hosts, interviews, panels, or multimethod storytelling that feels more like a Netflix show. Podcast directories such as Soundcloud, Spotify, Anchor, Apple Podcasts, and Google Podcasts offer many options for access. Listening platforms are also expanding with apps such as Overcast, Podhero, PodBean, Stitcher, and many more. To record a podcast, at minimum you’ll need to invest in some technical equipment such as a microphone (I recommend Blue Yeti for beginners) and editing software (including free ones such as Audacity), as well as a graphic that will be tied to your show on podcasting platforms. You’ll also need to explore hosting options; there are some free ones if you won’t be uploading a lot of content, but the majority require a monthly fee. Don’t leave out personality in the podcasting equation! This audio form of storytelling is quite intimate, and listeners come to (or want to) know the podcast hosts they tune in to. I believe we’ll see more associations, campus partners, and hopefully more university professionals uploading audio to the airwaves. Check out the open source list of higher ed–related podcasts curated by Laura Pasquini at http://bit.ly/ higheredpodcasts. Currently, there are nearly 200 shows! GIPHY I have mentioned GIFs several times throughout this text, and GIPHY is one of the most popular host websites. Individuals and companies can now create their own GIFs on GIPHY and share these bite-sized looping videos openly. They become open-access, for all the internet to enjoy. Grab existing video footage that can be

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206  DIGITAL LEADERSHIP IN PRACTICE categorized as a specific emotion or behavior like your mascot doing a backflip, your president hugging a graduate, or your soccer team member’s winning goal. You can also ask your community to submit their own GIFs to be featured on your page. Vibrant GIFs bring life to posts by visualizing and explaining feelings, thoughts, and actions. The University of Central Arkansas saw this potential, and Jon-Stephen Stansel, a digital marketing specialist, built a strategy for the university. Their GIPHY channel (https://giphy.com/ucabears) is a fully branded GIF library that early on was getting a million views a day (Stansel, 2018). With the University of Central Arkansas’s page success, Stansel wanted to seek out student feedback. Overwhelmingly, students wanted to see their president animated. Luckily for Stansel and the university students, current president Houston Davis was already very active on a number of platforms such as Twitter and Instagram. Stansel (2018) shared, “We are lucky to have a president who both gets social media and is very charismatic” (para. 2). President Davis is now featured in 37 looping GIFs, including sayings such as “Nom.Nom.Nom,” “Thank You!” and “Deal With It.” These assets are not just available for the university’s departments, programs, and president’s use—they’ve been viewed by the student community and beyond. Based on public GIPHY stats, University of Central Arkansas has uploaded 263 GIFs that in total have received 77 million views. TikTok Like Snapchat, anyone going near this platform can’t take themselves too seriously (unless the seriousness comes from the learning curve to understand it) and should possess an openness to a whole new world of fast and fun editing. Video uploads are 15 seconds to 1 minute long, and they can be edited, remixed, and shared within and outside of the app. The TikTok platform is built on the joy of lip-syncing your favorite song or performing a choreographed dance sequence from a popular music video, and there are elements of comedy and performance to posts. You can also find original music and media-branded shows. This platform is quickly growing in popularity with preteens through mid-20-somethings and is one higher ed must, at a minimum, be aware of. When creating a TikTok presence, you’ll first want to be a consumer, understanding the digital architecture as well as the culture of this unique platform. Additionally, search the platform to see if your campus already has a presence, whether in the form of students, alumni, or even campus professionals creating TikTok content. When producing your own content, I suggest encorporating relevant and appropriate “challenges” and trends, which will increase your visibility on the platform. Like Twitter and Instagram, TikTok uses hashtags. Universities, departments, and programs could start their own branded hashtags, as well as propose challenges to the campus community. One of the very first higher ed institutions on TikTok was the University of Florida (www.tiktok.com/@uf ). It jumped onto this platform early on, featuring students dancing or running up the stairs of the University of Florida stadium and their university president, Kent Fuchs. They consistently used the hashtags #theswamp, #gogators, and #florida and have attracted more than 95,000

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fans. Ryan Morejon, University of Florida social media specialist, provided simple advice for those looking to join this platform: Flex your sense of humor and have fun with it. We’re here to educate, but most of all we’re here to entertain! It does help to know just a little on how to edit videos, but if you don’t it’s not a deal breaker. For the most part TikTok’s internal system is good enough to create videos. (Personal communication, July 16, 2019)

The opportunity to build connections and community with a video format like TikTok is sure to bring more colleges and universities to the platform. Application Exercise 8.1 walks you through considerations of digital communities, which is also a primer for the next section on community-based platforms.

APPLICATION EXERCISE 8.1 Connect With and Create Digital Communities Part of your role as a digital leader is to be active in existing digital communities and build opportunities for others to connect online. • First, find at least one personal learning network—for example, start following a Twitter hashtag or chat or add yourself to a higher ed–related Facebook or LinkedIn group. • Second, commit the time to engage with this community, both contributing to conversations with your knowledge and seeking feedback. Furthermore, use these interactions to activate relationships both online and offline. • Third and finally, as you become more comfortable and active in digital communities, start to look for the gaps. What groups or topics aren’t represented? This could be for your students, faculty, staff, or even parents. For example, I created a Facebook group community for current, inspiring campus executives who want to have a genuine approach to digital engagement called “The Connected Exec” (https://www.facebook.com/ groups/connectedexec). I created it after discovering that this audience didn’t have ongoing support or education other than conference sessions about social media at the executive level.

A Platform for Your People Platforms that host or provide structure for a digital community actually can exist on any social media application. Twitter is a fantastic example, where communities are formed around hashtags that users follow. These posts are still open for anyone to see in your Twitter feed. Inside Higher Ed has a directory for higher ed–related hashtags (www.insidehighered.com/twitter_directory), but I also encourage you to

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208  DIGITAL LEADERSHIP IN PRACTICE use Twitter’s search function with key words from your functional area or interests, and you’ll discover new people to follow and relevant hashtags. Group messaging platforms, covered earlier in this chapter, could also fall under community-based platforms, depending on the group’s function and intent. Even in the final phases of this book, I created a GroupMe called #TeamJosie with a handful of my closest colleagues, who offered extra support in a more intimate digital setting. However, some platforms are made specifically for group interaction and development and focus on a common interest, activity, or mission. The two I discuss and give examples of are Facebook groups and Slack. However, groups can also be built within LinkedIn and Mighty Networks (and by now I hope you have joined our Mighty Network book community at http://bit.ly/ DigitalLeadershipNetwork). Facebook Groups The availability of Facebook groups for higher ed professionals is vast. Use the search function on Facebook, and explore relevant key words to discover what is available for your interests and area of higher ed. Just a few examples include groups for doctoral students (PhinisheD/FinishEdD), higher ed podcasters (ConnectEDU Network), student activities professionals, mothers in student affairs (Student Affairs MomS [S.A.M.S.]), and campus social media managers (#HigherEdSocial). You can find an ever-growing list of higher ed–related Facebook groups on this book’s companion website. However, various other groups that may not be defined just for campus pros can still serve the function of community. Having a network outside of higher ed may be one of the more rewarding parts of these communities. The Summer Virtual Connection Circle (www.facebook.com/groups/amsvcc) would fall under this category. The group’s About Me section states: Simply put, we have a powerful group of women in here from a variety of walks of life. And we should share our power with one another. Too often, we get caught up in not feeling able to do something because we’re uncomfortable making the “big ask.” This group was designed to change that.

The group was created by Amma Marfo in 2014, who juggles writer, speaker, and consultant titles and previously served in a variety of campus roles. Its function was inspired by the Reciprocity Ring concept, created by the Humax Cooperation. Members of the circle adopt a mind-set to not only help others but also encourage them to ask for what they want. Each summer, members can submit formal pitches or their “big asks.” Amma explained how the group has evolved since she created it: “It’s a lively space where people come to get insight on professional challenges, share resources, and find encouragement during personally challenging or emotional times” (personal communication, July 14, 2017). As the group’s creator, Amma quickly needed to gain skills in digital community moderation and management. Over time, she pulled in others to serve in moderator roles (which can be assigned within Facebook). Having group guidelines also proved important and is a practice I highly recommend for

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moderators. Facebook has added additional tools for Facebook group administrators and moderators, such as the option to require interested members to answer questions before joining, a mentorship matching tool, and a units tab to organize content. Facebook groups has included additional functions such as include live streaming, posting a watch party, and polling tools. Slack Another group messaging platform gaining popularity within higher ed communities is Slack, which claims to help people save time and collaborate better. At its inception, it was mainly used by team, business, and enterprise groups. Although Slack may not have started with an intent for community functions, it has evolved into that role for Team HESM. Created in 2015, Team HESM has grown to over 950 members around the globe who are looking for support, resources, and community for higher ed communications and social media. The channel’s organizer, University of Central Florida’s coordinator for marketing and communications Jonathan Gabriel, noticed a variety of already existing platforms and sources of support for digital communication professionals, such as LinkedIn groups and Twitter hashtags like #hesm and #casesmc. However, Jonathan aimed to bring together the supportive spirit under one umbrella: I am a social team of one at my school, and I wanted to create a place where people like me could find belonging and like-minded individuals, where we could bounce ideas off of one another without fear of dismissal or ridicule. (Personal communication, October 31, 2018)

Jonathan explained his rationale for making a nonsocial media app platform work for the community: Slack is typically used as a work collaboration tool, but I had seen others repurposing it as a tool for building community. I chose Slack because of the low barrier to entry—a free account—but also because of the platform’s extensibility. (Personal communication, October 31, 2018)

In Slack, you can create virtual rooms for specific discussion topics, and plug in all sorts of apps and add-ons including web conferencing apps like Zoom and Skype and file sharing and collaboration apps like Google Drive and Office 365. No longer does professional development occur only at annual conferences, webinars, or conference keynote sessions. Options for and access to networking is available 24/7. Whether digital communities are organized within defined platforms or organically evolve from existing open spaces, digital leaders should embrace and seek them out. Be active as a member, a organizer, or an adviser. Apply all the same skills you’ve learned through this text to create a strategy that is values based, and activate the right platform for the right purpose. Your own pages, as well as the digital communities in which you participate or organize, will require you to invest in evaluation and assessment, which is the final section of this chapter.

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Vital Signs of Digital Engagement and Leadership Although this chapter beckons you to stop scrolling and start creating, doing more and more without a gauge for what is actually working just brings us back to busywork. This is why it is imperative for digital leaders to obtain advanced knowledge and skills that will guide, affirm, and assess their efforts. This section asks you to check your digital engagement and leadership vital signs using social listening, digital analytics, and offline evaluation.

Social Listening: Listening at Scale Becoming a social listener means you pay attention to and actively learn from usergenerated content, also referred to as UGC, that your audience is posting online. Some would call this “lurking,” but strategic social listening is more than just looking—it requires applying a strategy that will allow you to sort and analyze information that you need to do your job better and engage as a leader in higher ed. Liz Gross (2018), author of The Higher Ed Social Listening Handbook, explained how social listening leads to data-driven and audience-centric strategies: “When aligned with established campus goals, strategic social listening can result in outcomes such as increased conversations with prospective students, more effective marketing materials for your target audience, or increased alumni engagement and giving” (p. 6). The type of social listening I am asking you to begin with is listening to/searching for/paying attention to what your audiences are posting about and what content they interact with on a variety of platforms—even if you aren’t going to have a public presence on them. Gross (2018) stated: The key to identifying these hidden opportunities is to find prospective students, their family members, and alumni who are talking about your institution rather than directly to it as they would on your Facebook page or when mentioning your Twitter account. (p. 25)

Location-based posts are a good way to listen in on these conversations; you can learn about your campus community and stakeholders by identifying and leveraging specific key word searches and geotag locations on platforms like Twitter and Instagram. An example of a key word search would be campus-branded hashtags such as #MyOhioState, your university name, your physical location such as your city or town, or position-related content such as #selfiewiththeprez or #comm_colleges. When searching your institution’s name in Instagram, you can see both the top and most recent posts and the past 24 hours of Instagram stories that have tagged your institution’s location. When conducting a hashtag or location search on Twitter or Instagram, you are able to see who is posting about a specific topic and see what they are sharing. This might lead to a new content idea or a new connection with a current student, an alumni member, or possibly a key stakeholder in your community. By completing these online searches regularly, you will better understand who and what your audience is sharing, allowing you to take the pulse of your community and see how others perceive and talk about your organization.

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Gail Martineau, previous digital communications manager at The Ohio State University, shared the value social listening provides to her: “You can use your location data as another way to share direct information about your organization” (personal communication, July 31, 2019). These posts inform how user-generated content is telling the story of your campus, events, locations, and people they choose to feature in their social feeds. Active social listening is one of your best teaching tools, so take notes. Charlene Li (2015) called this engaged leadership practice listening at scale, requiring leaders to use social tools to listen and then openly share on them to build trust. Social listening will give you inspiration, ideas, and information for your digital leadership presence, so make sure your content isn’t one-directional—take equal turns being an active listener and contributor. Application Exercise 8.2. will help you learn how to watch, listen, and learn using social media. APPLICATION EXERCISE 8.2 Watch, Listen, and Learn Open up Twitter or Instagram, and perform at least two searches using a location, hashtag, or key word. Take notes about your observations: • Who’s posting content? Current students, alumni, or parents? • Was there a recent event that a lot of community members posted about? In addition to observations, reflect on the following: • What have you learned about your community and their use of this platform? • Are there lessons you could apply to using this tool to better connect with your community members and create relevant and meaningful content? • Remember that the approach to this exercise is to watch, listen, and learn, not to judge or adjudicate or take immediate action.

Track Your Stats For any quality campus program, strategic plan or learning environment, evaluation and assessment needs to inform immediate application and long-term tactics. This same approach is true for social media. Luckily, every single social media engagement platform has built-in tools to explore the data behind your individual posts and overall presence. The most basic tactic includes tracking your growth through number of followers month by month, which can be documented through a simple Excel spreadsheet or Google sheet. In addition to documenting follower growth, look to capture audience engagement which includes likes, retweets or shares, link clicks, saves, and number of comments. Pay attention to patterns: What content is well received, and what content is not? In certain months, do you have gains or losses that can’t be explained by the academic calendar? An advanced tactic would be tracking your engagement rate over time, which is a metric that considers your likes, shares, clicks, and comments. Engagement rate

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212  DIGITAL LEADERSHIP IN PRACTICE is a ratio that tells you what percentage of people who saw your post went one step further and engaged with it. Basically, how much does your audience interact with and dig into your content? It can be calculated by the number of people who like/ share/react/comment/reply/click on a post, divided by the number of people who only saw it (York, 2018). However, remember that individual platforms can quickly tell you your engagement rate without a need for manual calculation. For example, with a Facebook or Instagram business page, you can head to Insights to view this information, and on Twitter, this data is found under Analytics. Additional patterns to pay attention to include the most popular time of day to post, demographics of your current followers, and your posts’ reach. Content or post reach has become a hot topic, as algorithms measuring it have continued to shift. For example, just because you post something on Facebook or Instagram doesn’t mean all of your audience will actually see it—even if they are logged on to the platform when you upload it. Reach is defined as the number of users who actually see your content versus impressions, which is the number of times a piece of content was displayed (York, 2018). Don’t let all the technical jargon derail your digital evaluation learning curve. Although the numbers may sometimes be frustrating, it’s important to track and use your social data as information to better understand your audience patterns and at least identify a baseline. Remember to be mindful of your audience; if you’re trying to reach your current students, think about their daily habits and when they are online. Posting outside the 9:00 a.m. to 5:00 p.m. schedule will likely be necessary to reach this particular audience based on their technology habits. Use your baseline data to immediately inform your practice—today. Depending on your role, you may have staff who are already experts in social media analysis. If you do not already know your university’s communication team, reach out to request an informational meeting with a communications professional who runs digital data for university accounts. Tap into their expertise and have them run your numbers. Ask them to explain what the numbers mean and how to adjust your approach. Ask them to show you where the data are stored in each of the social platforms. Industry best practices recommend setting up a recurring checkup to make sure you are comfortable with continually reviewing your data and refining your plan. Track your Twitter activity with Application Exercise 8.3.

APPLICATION EXERCISE 8.3 Statistically Significant Social Media In Part One, you worked on a few exercises that had you spell out your presence on a number of platforms, including your privacy settings, ideal audience, and average usage. This exercise builds on that list and tasks you to find and review your data and metrics on these platforms. This can be a very simple list that includes your follower

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growth or a robust database that tracks content engagement rates and impressions. Table E8.3.1 is an example of tracking one platform, Twitter, over time. I would recommend doing this exercise monthly, as Twitter in particular gives you data based on the last 28 days. TABLE E8.3.1

Twitter Tracking Platform: Twitter

Total Connections

Impression Rate

Engagement Rate

Profile Visits

Date:

Date:

Date:

IRL Evaluation In Social Media ROI: Managing and Measuring Social Media Efforts in Your Organization, Oliver Blanchard (2011) noted: Measurement, analysis, and reporting therefore require context: A single metric, taken at random, is as relevant or worthless as one chooses to make it. But as part of a greater whole, supported by a plethora of data points telling their piece of a bigger story, that piece of data can be meaningful and find its true value. (A Word of Caution Regarding Measurement in the Social Media Space section)

In order to holistically assess and evaluate your presence on social media, it is important to connect a variety of sources beyond quantitative data in order to gain this context. Although social listening and data metrics pulled from social media are extremely potent, as a campus leader you need to go directly to the source: the communities with which you want to engage. You need to dialogue openly to your stakeholders and ideal audiences about your digital leadership goals and strategies. It’s as simple as this: Ask them questions, from a casual conversation to a formal survey. For example, at your next luncheon with student leaders or a panel you are hosting with recent

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214  DIGITAL LEADERSHIP IN PRACTICE alumni, bring up your online presence in your closing remarks. When you talk with student workers in your office or sit with them at a banquet, pay attention to what apps they use, and ask them what they love or dislike about social media. Keep in mind that you can’t assume your audience wants to engage with you online (initially) or at least not in all places. I have found that campus leaders wanting to engage with students online may need to first prove that they are on the platform for the right reasons. M. L. “Cissy” Petty, vice president of student affairs and dean of students at George Washington University, reached a new type of Twitter verified status for students. In “The Hatchet Guide to 2019 Orientation,” published in George Washington University’s student newspaper, Cissy’s digital engagement evaluation was documented with the following statement: If you are going to friend one administrator on social media, follow @cissypetty on Twitter. Dean of the Student Experience Cissy Petty frequently posts about inspirational quotes, happenings around campus and students she meets. Like @GWTweets, she is responsive and often replies to students directly on Twitter. From hyping up students to posting inspirational articles, Petty’s Twitter has a little bit of everything. (Mallard, 2019, para. 8)

Cissy shared with me she evaluates her presence by the philosophy she holds as a digital leader: “I have found the more I allow myself to be seen online as ‘real’ the more folks appreciate what I am posting” (personal communication, May 21, 2018). Despite how long Cissy has been active online as an executive in higher ed, she advised others: “Do not be afraid to ask for help. I hope higher ed professionals will recognize the depth of relationships that can be built when you share yourself authentically and responsibly with students . . . and the world” (personal communication, May 21, 2018). Taking offline evaluation to a more precise and formal level means creating tools for feedback and evaluation using common practices within program assessment. Do an audit of your current assessment projects and communication outreach to your ideal social media audience. Could you include questions that relate to social media, especially the presence of specific campus professionals? Is a separate instrument warranted? What focus groups are already evaluating community member expectations and experiences for program improvement or impact, such as graduating seniors, STEM majors, donors, and so on? As an example, you could hold a focus group to evaluate how new students respond to your vice president, dean, or president’s activity on social media in addition to the main university accounts. Use Application Exercise 8.4 to come up with questions you’d want to ask students (or your ideal community) about your online presence and impact. In chapter 1, you were tasked to schedule a digital checkup. This baseline started the journey to embracing your digital leadership, which included thinking about your past use of technology and its impact on your current use of tools. These vital signs are a set of more specialized skills that will give you advanced insights into your digital engagement practices today and their potential impact in the future. They are worth investing in as your digital leadership journey and community evolves.

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APPLICATION EXERCISE 8.4 Offline Evaluation of Digital Engagement A vital sign of digital engagement is no longer guessing if your strategies on social media are working by investing in methods to obtain data. Digital leaders need to actively seek out confirmation these tools are aligned to their goals, and one method to accomplish this uses focus groups to gather feedback. In this exercise, bring together 12 ideal online audience members to be part of a focus group. For example, a focus group of your Young Alumni Academy made up of 30 under-40 alumni. Think about your ideal audience(s) as you consider the following questions: • What questions, activities, or participant demographics need to be included? • In addition to your online presence, what other feedback, ideas, and insights would you want to learn from this group? • Who would run this focus group and give you the feedback? • Without administering this evaluation tool, what results do you already anticipate receiving? For example, do you think students are drawn to your Instagram account? Do they even know you accept connections from your campus community on LinkedIn? Who are the primary readers of your blog?

Invest Wisely This chapter opened with an example of one digital leader in higher ed, Vice President of Student Affairs LJ. With a values-based social media strategy, LJ can be found posting meaningful content on a variety of audience-focused platforms while fully embracing his role as an intentional digital influencer. Leaders like LJ are critical for higher ed because they allow our leaders to catch up, make their commitment to social media legitimate, and grow future digital leaders. We need explorers to map technology channels and experimenters to test new applications for those who have hesitation, as well as those who are willing to invest in their online impact to devise new ways to connect. In the next chapter, five higher ed professionals who have very different titles, work for different areas of campus, and represent a variety of institution types further document how you can activate your leadership and influence online by embracing digital role modeling.

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9 D I G I TA L R O L E M O D E L I N G A N D LEADERSHIP IN PRACTICE

O

ne of the most powerful ways to explore, experiment, and activate your online presence is to learn from others, which is why I’ve included examples of higher ed professionals who bring digital engagement tools to life in their leadership practices. In the #HigherEd Digital Life research presented in chapter 2, we discovered that professionals who reported having a higher ed role model for online behavior decreased their worry about their own online choices. However, there isn’t one “right” way to lead online, so I decided to put together a full chapter of digital role models from all pockets and position levels in higher ed. I’ll highlight at least one guiding principle of digital leadership that each role model demonstrates, even though they live out all five principles: change, personalization, connection, strategy, and legacy. You’ll learn the purpose they bring to digital platforms and the difference their practices have made. After each feature, you will reflect on their practices and consider ways to integrate them with your own digital leadership. Consider this a choose-your-own-adventure chapter. Just as you select who you want to follow online, you get to choose the role models you want to focus on. Table 9.1 provides a list of the leaders featured in this chapter and background information for each of them to guide your choices. Looking for even more role models to learn from? Don’t forget all of this book’s chapters feature other digital leadership examples, and they are all compiled in the appendix. All features, as well as a few bonuses that I just couldn’t fit into the book, are included in the companion website (www.josieahlquist.com/digitalleadership). You’ll also find a number of our role model examples contributing to our community at the Digital Leadership Network. Check out the topic Meet the Features.

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TABLE 9.1

Chapter Digital Role Model Roster Feature, Title, Organization

Topics/Platforms

What’s Your Why for Leading Online?

Liz Gross Founder and CEO, Campus Sonar

• Twitter/Twitter chats • Higher ed marketing and communications • Entrepreneurism in education • Adventures and interests at home

“To connect with, learn from, and role model for individuals who are seeking to further their career in higher ed or marketing and communications.”

Ajay Nair President, Arcadia University

• The executive transition from vice president to president • Hip-hop/rapping • Platform choices and social support • Strategy building

“Maintaining a leading presence online is a great way to stay directly engaged with students and their families, faculty, staff, alumni, and community members.”

La’Tonya Rease Miles Director of First-Year Experience and Strategic Initiatives, University of California– Los Angeles

• First-generation students • Facebook group moderation • Digital community for inperson outcomes • Instagram pop culture

“I want to share everything I know with people who don’t have access to information.”

Karen Freberg Associate Professor of Strategic Communication, University of Louisville

• Pop culture/celebrities • Digital communities • Curricular inclusion of social media • Faculty pushback on the legitimacy of social media tools

“My why is to educate, inspire, and make an impact on the field and the future generation of professionals.”

Marci Walton Associate Director of Residence Life, Xavier University

• Residence life • Nonhuman social media accounts • Pets on campus and online • Supporting students

“I engage online because students are constantly told horror stories of online mistakes, but are rarely provided examples of how to engage authentically in online spaces.”

The Constant Connector On paper, Liz Gross is a higher ed marketing and communications scholar and practitioner, but if you connect with her on one of the many platforms where she is active (Twitter, Facebook, LinkedIn), you’re in for value that ranges from live tweeting at conferences, threads on research reactions, beer badges earned on her constant travels, and the adorable adventures of a litter of kittens that took up residence on her porch. Liz believes that “a leader develops a culture of collaboration and personal growth as a means to progress toward a shared vision” (personal communication, June 16,

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218  DIGITAL LEADERSHIP IN PRACTICE 2017). It’s no surprise, then, that in these examples Liz is role modeling the digital leadership principles of connection and personalization. She’s also a role model and advocate for strategy; for example, she deliberately integrates social media for networking and collaborations. Liz shared that as a professional she has “grown up” on Twitter, having joined the platform on April 23, 2008. She quickly found a small, tight-knit Twitter community called #SAChat and immediately began to collaborate on professional projects with its members. Years later, she still has Tweetdeck open nearly every minute she’s at work. Liz noted: Twitter has become the hub of my professional network, and I regularly share thoughts and resources throughout the day, take a few minutes to check out the stream, participate in Twitter chats, and follow hashtags relevant to my profession (e.g., #hesm, #casesmc, #emchat, #fachat) and conferences that I’m not able to attend. When I’m at a conference, Twitter is my lifeline. As an introvert, I find it easier to connect with someone on Twitter and meet them one-on-one for coffee, rather than attend a crowded networking session. (Personal communication, June 20, 2017)

Although Liz has been all-in on Twitter, she described herself as a reluctant adopter of new social networks: I didn’t start using Snapchat until 2016 after reading The 160 Character Solution (Castleman, 2015). That book made me realize that if I wanted to be involved in anything that positively impacts the behavior of young people, I need to understand how they’re communicating today. (Personal communication, June 20, 2017)

Looking for solutions is also part of Liz’s DNA, as well as expanding her networks, which are made up of diverse perspectives beyond student affairs and higher ed. Liz shared: This has helped inform my worldview and cultural competency in a very impactful way. Witnessing things like oppression, racism, bias, and hatred through the eyes of someone else helps me to better understand the realities of the systems and structures in place in our society, which as a leader I am either supporting or challenging with my everyday actions. (Personal communication, June 20, 2017)

As a connector, collaborator, learner, and solution-focused higher ed professional, Liz will use all the tools available as opportunities to learn how to see gaps and solve problems. In 2013, Liz accepted a position at Great Lakes Higher Ed Corporation as a social media strategist, which progressed to market research strategist then market insight manager. In these roles, she had access to powerful social listening software as she built her company’s social media program. An idea started to form: After a few years, I started to see how social listening impacted Great Lakes in multiple areas of the business (e.g., customer service, reputation management, crisis

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communication, market research, competitive intelligence, etc.), and our senior executives were noticing as well. When I saw that they realized our awareness of, and response to, social online conversation was a key driver of our reputation among millennials and Gen Z, I knew I needed to get this information back to my colleagues on campus. (Gross, 2018, p. 79)

This was a problem she was uniquely situated to solve through a huge network she had cultivated from her close ties with higher ed association members, as well as the consistent value she shows up with on social media. In 2017, Liz led the launch of a new business for Great Lakes, Campus Sonar, in response to feedback she received at higher ed conferences. The business, which she refers to as a specialized social listening agency, is designed to help campuses jump the hurdles they encounter when choosing social listening software, ­hiring someone to use it, and turning data into actionable insights that can have an impact on both their online and offline strategy. Campus Sonar is the first in its industry to use the power of people watching and using online listening to a campus’s advantage in building stronger communities. I have watched Liz cultivate digital and traditional networks for years, and now that she’s in her higher ed-adjacent role, she gets to “use my specialized expertise to grow a team of experts and impact dozens of institutions instead of just one” (personal communication, June 20, 2017). This macro-level impact is something she’s very passionate about. She has been redefining and disrupting what it means to be a campus “vendor” and loves being referred to as an intrapreneur, as she built Campus Sonar within an existing organization. However, even that title has evolved; as you can see on her LinkedIn or Twitter profiles, Liz is now the founder and CEO of Campus Sonar. Liz hopes higher ed will actually use social media for more than building reputation—that it still aligns with social listening but is even more focused on role modeling. “Don’t underestimate the impact you can have on others simply by sharing your unique perspective with the world.” One way that Liz has offered to do this on social media is as simple as reaching out, such as in a reply, direct message, or comment. She can be found commenting twice as much as posting Liz noted, “If you can somehow add value to a conversation or help a person, it’s worth reaching out and replying” (personal communication, June 25, 2017). Social media isn’t all work and no play for Liz, as she posts updates about gardening, cooking, or the book she’s reading. She’s known to be an experienced global traveler who has a unique ability for minimalist packing—all documented on her social feed. Liz also discovered the internet loves cats after she adopted her “porchcats.” But even in her purr-fect videos or quick pictures of them, Liz has a way of calling in community. She described her rationale for using social media, whether for professional networking or personal connection: “We need to use social media as an opportunity, not just an obligation” (Ahlquist, 2018d, 43:45). Learn more about how Liz is using social media today on Twitter (@LizGross144), Instagram (@LizGross144) and LinkedIn (/lizgross/). Application Exercise 9.1 gets you thinking how her practices would or would not fit into your own.

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APPLICATION EXERCISE 9.1 Modeling Your Digital Practice Let’s learn from Liz Gross. Complete one, a few, or all of these prompts, which will connect your practices with hers. • Visit at least one social media platform on which Gross is active, and review her latest week of activity, from posts to replies and reshares. What themes do you find in her activity? Anything that wouldn’t fit into your practice? What is one tactic Liz employs online that you could take away for your own use? • What are the qualities Liz presents that makes her a possible digital role model for you? Liz encourages that we reach out to each other through replies and direct messages—what question or comment would you send to Liz to aid in your digital leadership journey? Send it to her! • Liz is commenting as much as if not more than she is posting original content. Her intent is to connect and help. Reflect on your own interaction ratio, and determine if it needs to be modified. Do you post and ghost? Do you mostly scroll and like content? When folks comment on your posts, how often do you respond? • How do campus partners show up in your social media feed? Do you have hesitations/reservations about connecting with noncampus-based higher ed professionals? In addition to Liz, find two other educational professionals who partner with the field of higher ed and request a connection on the platform of your choice. • What are examples of experiences in your life that are completely nonwork related that can humanize and connect you with your campus community or colleagues? What is personal content that you would not be comfortable opening up about? • Liz prioritizes diverse perspectives and cross-functional communities in her feed. How would you describe the communities you follow? Are there voices, identities, and communities missing? Should you follow others if you don’t agree with all of their opinions? Jump into our Mighty Networks community and find Liz’s feature page to dialogue directly! Don’t be surprised if she’s actively engaged and ready to connect with readers.

Transformation to the Presidency Ajay Nair is the 22nd president of Arcadia University, the first American-born university president of Indian descent and the first person of color to serve as the president of Arcadia. Previously, he served as the senior vice president and dean of campus life at Emory University, where he was already seen incorporating purpose-driven digital

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leadership practices—for example, the annual #EmoryRemixChallenge, where students were tasked with remixing the alma mater. Ajay was seen rapping in a promotional video for the initiative. Rap and rhyming has actually been a part of Ajay’s interest and scholarship, as he coedited a book called Desi Rap: Hip-Hop in South Asian America (Nair & Balaji, 2008). At the 2018 Arcadia graduation ceremony, Ajay did a call and response with the audience. Beyond his rap skills, Ajay is also known for his leadership and advocacy on social justice issues. He shared with me how this comes across on social media: “As a scholar of social justice, I approach every image, post, like, or comment I engage in on social media with the same principles and values that I live by and work to instill in the university community” (personal communication, May 22, 2018). This purpose-driven digital leadership presence was in place and activated even before he became the president at Arcadia University. Within minutes after the announcement of his presidency, countless comments came streaming in. Ajay shared one tweet in particular from a graduate and future university parent that got his (and Arcadia University’s) attention: This is the most exciting Arcadia news (outside of my acceptance letter, and my son’s acceptance letters) I have ever heard! Congratulations to Dr. Nair, and Arcadians across the globe! I’m off to make a donation in honor of the bright future ahead! #PrezNair (Personal communication, May 22,2018)

You bet that tweet was retweeted and shared numerous times! The use of the hashtag #PrezNair was developed early on with the university communications team in brand and name establishment. The digital leadership principles of change and strategy were in full effect. Ajay reported: By creating the hashtag #PrezNair, there was a familiar formality to engage the community. We started using it from the moment my appointment was announced across all social media channels. After the positive user response to #PrezNair, my permanent handle became @PrezNair across Facebook, Snapchat, Twitter, and Instagram. (Personal communication, May 22, 2018)

It wasn’t just the hype of the announcement that echoed praise and purpose for the future Arcadia University president; Ajay embraced the role of president on social media and on campus to build momentum. At his first presidential initiative, still months before his inauguration, he brought together 300 community members to create shared principles of government, resource allocation, and vision. He called it a community of practice and posted highlights online. On tools like Facebook, Twitter, and Instagram, users make and receive direct messages, which Ajay reads, then forwards to the right person on campus. He shared one with me that was sent by a current student directly after the Super Bowl before Ajay became president. Keep in mind this was the year the Philadelphia Eagles had their historic win. The student, who was also a resident assistant, wrote:

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222  DIGITAL LEADERSHIP IN PRACTICE As I am sure you are aware, the Eagles won the Super Bowl. Now because we are an international and Philadelphia affiliated campus, I believe it is in the best interests of students if campus is closed on Thursday so we can attend the Super Bowl parade. I want to be part of history just like the rest of Philadelphia. I have a PowerPoint I can forward to you on why we shouldn’t have class on Thursday. (Ajay, personal communication, May 22, 2018, 2018)

I asked Ajay, “So what did you do? Did you cancel classes?” He responded, “Yes, we did!” Ajay views social media as just one of many methods of communication, but the critical component in using social media is that a higher ed leader is making a conscious decision to continue the official presence that was authentically me, listening and contributing in my own voice. My social media messages as an executive take considerable thought, and I will at times seek advice to ensure I consider all audiences before posting. (Personal communication, May 22, 2018)

In order to develop a values-based strategy, Ajay naturally uses discernment as a digital leader, as presented in chapter 6. On Facebook, he has two accounts. The first is profile that has followed his career and life for years. He noted that on it, “I ‘friend’ stakeholders (faculty, staff, students, alumni, friends, Trustees, colleagues, etc.” (personal communication, May 22, 2018). The second is a public, forward-facing Facebook page named Ajay Nair, President of Arcadia University (www.facebook .com/PrezNair) that serves as his “official” presidential presence. Ajay quickly realized Facebook has two modalities; the first is front facing, orchestrated on not only his pages but also through interactions in comments on them. Now far into his presidency, he has discovered the second modality—the powerful messaging capability of Facebook. He stated: Probably about 50% of students are communicating with me through Facebook messages, not email. If it makes them feel like they can access me, and they’re more likely to do that than through email, then I’m going to allow for that. (Ahlquist, 2018a, 18:39)

This accessible willingness is not always shared by campus executives, but Ajay ­celebrates it just like he does with his use of Twitter. Ajay started using Twitter before he was an executive, and he describes it as a good tool for presidents for direct communication to very specific audiences, including students, prospective students, university community members, media, and the public. This platform is beneficial for him because it allows him to quickly, sometimes immediately respond. He also likes that it allows him to share visual content, so his pages on Twitter and Facebook are full of pictures, and it makes sense that he’s also on Instagram. “I enjoy the visual aspect of sharing experiences and information. I don’t post too frequently, but I strive to maintain a presence that balances the beauty I see in my personal and professional life” (Personal communication, May 22, 2018).

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Instagram is where I discovered that Ajay was going to be on Snapchat. He shared that his rationale for creating an account was out of curiosity and that he has a great teacher (his daughter). “While I’m still learning, I can see why a new generation of students are attracted to an ability to send quick bits of information” (­personal communication, May 22, 2018). Although Snapchat stories disappear after 24 hours, Ajay has his eyes on long-term strategy and impact. It was also on Instagram where I became aware Ajay was learning about TikTok. On Instagram, he reposted a TikTok video created by his son with the caption, “Krishna (Prettyboyk) is trending on TikTok for his creation of the ‘Bollywood Trap Remix’ of Chammak Challo. 16k likes in 24hrs. A new genre?” (Nair, 2020, para. 1). Ajay is continually open to new platforms and learning from others. The ROI of social media is grounded in stakeholder engagement and relationship building, and Ajay has invested in it through stories that demonstrate who Arcadia University community members are. He noted: Stakeholders are offered a view of the University’s narrative through the eyes of the president, from how I can address difficult conversations, engage in presidential initiatives, and celebrate the community’s joys and successes. (Personal communication, May 22, 2018)

Explore how Ajay is engaging with social media today on Twitter (@PrezNair), Facebook (/PrezNair), Instagram (@preznair), LinkedIn (/preznair/), and TikTok (@preznair). Application Exercise 9.2 is a place to see how this president’s digital leadership inspires your own. APPLICATION EXERCISE 9.2 Modeling Your Digital Practice Let’s learn from #PrezNair. Complete one, two, or all of these prompts, which will better connect your practices with his. • Open at least one social media platform on which Ajay is currently active, and review his latest week of activity, from posts to replies and reshares. What themes do you find in this president’s activity? Anything that wouldn’t fit into your practice? What is one tactic or even emotion Ajay employs online that you could take away for your own use? • If you knew in the next year you would be transitioning to a president or chancellor role, would you approach your digital presence differently? Would you add platforms or modify your bio/username? • Do you have any talents, gifts, hobbies, or interests that could shine online, such as Ajay’s with rapping?

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224  DIGITAL LEADERSHIP IN PRACTICE • In what circumstances would you consider creating a Facebook business page for your position as Ajay did? Who else can support you as an administrator on this account? • Ajay is open to responding to comments, as well as direct messages. If you applied this practice, what would be an appropriate response time? What types of messages would you send to other areas of campus for a response or solution? In what cases would you not respond?

Empowering First-Generation College Students The Center for First-Generation Student Success (2017) noted that a first-generation college student “may lack the critical cultural capital necessary for college success because their parents did not attend college” (para. 5). This population makes up an entire third of all college students today, but research has found that only 27% of first-generation students will actually attain a degree in 4 years (Whitley et al., 2018). The need to serve, support, and empower first-generation students has never been so critical. Director of First Year Experience La’Tonya Rease Miles of the University of California, Los Angeles has been committed to exposing the hidden curriculum at colleges, through which first-generation students may struggle to succeed. La’Tonya has seen the popularity of this topic grow since 2008; she shared: “First-gen got hot, but not when I started! People looked at me like I was crazy when I was advocating for services, programs, events, organizations, and even conferences about first-­ generation students!” (personal communication, May 24, 2019). Prior to her role at UCLA, she served as the director of the Academic Resource Center at Loyola Marymount University in Los Angeles and established the First to Go program, the first of its kind at the institution. The outcome of La’Tonya’s dedication to empowering first-generation students and higher ed professionals who serve them can be seen through a variety of digital communities she has created, including a public Facebook group called Empowering First-Generation College Students (www.facebook.com/groups/ empoweringfirstgens/). La’Tonya explained that this group began at a 2014 National Resource Center for First-Year Experience and Students in Transition extended conference session: “After 4 hours really connecting and dialoguing with these new colleagues about first-generation students, we wanted to keep the momentum and community going” (personal communication, March 27, 2019). So La’Tonya created the group, which started with 25 members. Today, it has grown to over 4,100 members! The group’s About Me section reads, “This page is for any advocate for firstgeneration college students at institutions nationally” (Empowering First-Generation College Students, 2020). At first, La’Tonya did most of the posting, vetting content from sources such as Google alerts. However, as the importance and popularity of learning how to better support first-generation students has grown, the community

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entered a new phase in which it became a place for crowdsourcing ideas for conference session proposals and virtual book group discussions. La’Tonya described her role as an active moderator who calls in others: I use the group as a tool that invites in other voices, particularly less experienced professionals. While I generate (by posting) most of the content, I am sure to post encouraging follow up messages to others. Additionally, I nudge other group members to consider developing research topics based on their posts or questions. (Personal communication, March 27, 2019)

For example, La’Tonya challenges the community to engage in deeper conversations, such as prompted by the following: “Can you think of any college terms or lingo that students are presumed to know?” (Jarvis, 2019, para. 1). To date, that post has 112 comments with hundreds of terms. From the beginning, member development and interaction has been a priority for La’Tonya, which is why she publishes a weekly post welcoming new group members and encouraging them to introduce themselves. Because conversation and sharing is encouraged in the group, community members post first-generation-­ specific initiatives they have now created at their own campuses; for example, a first-­ generation honor society, an “I’m the first” forum, a newly formed first-generation student organization, first-generation ambassador program, a first-generation study lounge, or a first-generation zone on campus. Amy Baldwin, University of Central Arkansas director for the Department of Student Transitions, described the breadth of information in the community as “head spinning” and “truly revolutionary.” She called the Facebook group “a network of like-minded [first-generation student] warriors who are committed to adding to the conversation through their research and best practices” (personal communication, June 19, 2019). Members actively add to the conversation about first-generation students outside of the group through conference attendance and session idea generation. Martha Enciso, the associate director for San Diego State University’s Weber Honors College, has been part of the group since early on. Martha shared: The empowering first-generation college students group has provided me a community where I can discuss issues, ask questions, and obtain up to date information. The fun tone of the group makes it easy to connect with folks. (Personal communication, June 19, 2019)

Although La’Tonya and Martha had never met, they created an educational session submission, First-Generation Narratives in Comics, which was accepted. They finally did meet and successfully presented to a packed room in 2019. Martha reflected: “Now I have a great colleague/friend that I know I can call to talk about all things first-generation, and even comics” (personal communication, June 19, 2019). The latest phase the group has been in, as La’Tonya explained, is a community-driven model, which has moved conversation beyond a Facebook group and individual conference sessions into shareable, public storytelling platforms such as a podcast.

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226  DIGITAL LEADERSHIP IN PRACTICE Logistics are just one part of the moderator’s role in a digital community, and vision and consistency are others. La’Tonya described herself as “very upbeat in person and online . . . optimistic and a very consistent presence” (personal communication, March 27, 2019). Her consistent presence and purpose has carried over to her entire online presence outside of the Facebook group. Take a peek at her Facebook or Twitter profile, and you’ll see a mix of humor, education, and a whole lot of pop culture. This also helps explain another first-generation–based brand and movement La’Tonya created: First Gen and Juice. First established through a blog and now extended to Twitter and Instagram, this movement intends to “celebrate first-gen college students in the media and popular culture” (First Gen & Juice, 2020, para. 1). La’Tonya’s skills in the digital leadership guiding principle of connection is paramount, but the longevity of her overall personalized presence and strategy is sustained with the skill of legacy. Her intent all along has been advocacy to and for firstgeneration students. However, one thing has greatly surprised La’Tonya about her online presence that she has found quite comical. She shared that she now gets private messages and comments in person at conferences: “LT, you are Facebook famous!” or “YOU are LT?!” She remarked how it’s a bit laughable, and Facebook fame was definitely not her intent or desire. As a first-generation student herself, La’Tonya is determined to provide students what she wished she had as a lost first-generation college student. It is personal. She described her goal in life as to “share everything that I know with the world.” This mission aims to fill the gap that’s most significant for first-generation students, critical cultural capital (Yosso, 2005). Whether the gap is in a Facebook group, Instagram pop culture reference, or packed conference session, La’Tonya is here to fill it. To fill up on more La’Tonya, make sure to check out her presence on Twitter (@DrLTMiles), Instagram (@latonya07), or LinkedIn (/latonyareasemiles/). Use the prompts in Application Exercise 9.3 to identify ways you can be empowered by this digital role model.

APPLICATION EXERCISE 9.3 Inspiring Your Digital Practice Let’s learn from La’Tonya. Complete one, two, or all of these prompts, which will better connect your practices with hers. • Visit at least one social media platform that La’Tonya is currently active on, and review her latest week of activity, from posts to replies and reshares. What themes do you find in La’Tonya’s activity? Anything that wouldn’t fit into your practice? What is one tactic La’Tonya employs online that you could take away for your own use?

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• Is there a specific population, issue, or cause that you are deeply passionate about that needs its own space on the internet? What platform would make the most sense for it? Should it be open to anyone who comes across it, or should it be private, requiring an approval? • Are you part of any higher ed–related digital community groups that have offered you value? What were the key ingredients of these communities? Have you been part of any digital community that resulted in a negative experience? What were some common issues in that group? • If you were to serve as a moderator in a digital community, how would you handle conflict and/or members not complying with the group’s policies? • How can you integrate pop culture (that you’re already naturally drawn to) into your digital practices as a teaching tool? • Request to join the Facebook group Empowering First-Generation College Students (https://www.facebook.com/groups/empoweringfirstgens/). Introduce yourself, and share why serving first-generation students is important to you. Don’t forget that you learned about the community from this book—tell them Josie sent you!

The Social Media Professor Should faculty members be so active on Twitter they become verified? Should they kick off and manage a Facebook group with 1,600 educators or run a weekly Twitter chat for marketing students across the country? Should a professor use Bitmojis daily? Would you follow a tenured professor who blogs weekly about classroom pedagogy, digital branding practices, and her addiction to coffee? Is having Dwayne “The Rock” Johnson tweet at you a real claim to fame? All this describes Karen Freberg, associate professor of strategic communication of the University of Louisville, the selfproclaimed “social media professor who runs on coffee.” With this tagline, found on her blog and various social media pages, the guiding principle of digital leadership, personalization, is front and center. You might be thinking, “Well, of course Karen would be using social media—she teaches the topic!” But that’s only part of the equation. Karen isn’t just teaching; she is living the curriculum. She stated, “I am a big believer of walking the walk and talking the talk. I have to show others I am doing what I am asking my students to do in class” (personal communication, April 27, 2018). She also shared the reason why she is typically one of the first users on a new social media platform: She uses herself as a guinea pig. Karen explains the digital leadership principle of change in action: I have learned the importance of exploring and experimenting with the technology. This is key—you have to see for yourself what works and what doesn’t. That’s a key thing to recognize—sometimes it’s not about being first, but first in making a strong and memorable impression that advances the field. (Personal communication, April 27, 2018)

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228  DIGITAL LEADERSHIP IN PRACTICE However, being the first and sometimes most active faculty member on social media can attract criticism. Freberg shared that she still gets asked, “Is this a real profession?” This just fuels her to better educate her colleagues on the impact social media has across disciplines. As a result, she’s walking the walk among her colleagues and connecting to the entire field of higher ed. Karen has worked to develop a community, #smprofs, on Twitter, as well as a very active Facebook group called the Social Media Professors Community Group (www.facebook.com/groups/socialmediaprofessors). Karen explained the drive she has in being a connector: I want to make sure I am able to connect colleagues, students, and professionals together so they are able to collaborate and formulate new networking connections. I would not be where I am at today without Twitter. It’s been my go-to Rolodex of contacts. (Personal communication, April 27, 2018)

I had the opportunity to have Karen on my podcast, and she talked about branding through the lens of building resources (Ahlquist, 2017d). As a faculty member, she was asked to teach a new course on social media, but she had to create the syllabus from scratch because there were few textbooks that excited her. So Karen created the kind of resource she wished she had, and within 6 months, she wrote her first book, A Roadmap for Teaching Social Media: All the Assignments, Rubrics, and Feedback Guides You’ll Need to Present a Strategic Social Media Course (Freberg, 2016), followed by a second one, Social Media for Strategic Communication: Creative Strategies and ResearchBased Applications (Freberg, 2018). Karen uses a Twitter hashtag for all her courses, which is formally part of students’ learning experiences and community. She noted that it has been shown to be “a great way to foster not just class collaboration efforts, but it also has allowed people to see what goes on in the classroom” (personal communication, April 27, 2018). With her course hashtags, she has pulled in mainstream media like USA Today and Forbes. As a result of her courses and relationships with her students, she shared that her students have landed competitive internships with Adidas, Team USA, General Motors, and many other companies. Talk about taking the digital leadership principle of connection into action! Social media teaching is at the core of Karen’s brand, but you’ll also get all parts of her life because “social media needs to be social” (personal communication, April 27, 2018). She has removed the labels of personal and professional because “what you see is what you get on and offline. My grandfather had a message that has always resonated with me, and it was: One set of manners” (personal communication, April 27, 2018). Her advice for faculty of all disciplines is to activate social media to successfully promote research and academic studies. Karen noted, “I have found this to be a new way of validating reputation and impact on the field in tenure situations. It’s the expectation now, and investing the time and energy into building your personal brand with your community is key” (personal communication, April 27, 2018). You can find Karen online wherever there’s a community using tools worth teaching to her students. Although some social media platforms might come and go, her purpose comes through in paying it forward. She calls it an adventure fueled

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by coffee, The Rock, and her customized Bitmoji. Check out what adventures Karen has been up to lately on her blog (www.karenfreberg.com/blog) or on Twitter (@kfreberg), and complete Application Exercise 9.4 to inspire your own digital leadership practices.

APPLICATION EXERCISE 9.4 Inspiring Your Digital Practice Let’s learn from #SMprof Karen Freberg. Complete one, a few, or all of these prompts, which will better connect your practice to hers. • Go to at least one social media platform on which Karen is currently active, and review her latest week of activity, from posts to replies and reshares. What themes do you find in the professor’s activity? Anything that wouldn’t fit into your practice? What is one tactic Karen employs online that you could take away for your own use? • Learning is happening everywhere across campus, whether within the classroom walls or on the campus quad. Considering the programs, instruction, and/or administration your position currently provides, what is one way you could fold in a digital communication tool for the intent of building a community of learners? What is one way you can “live the curriculum” in the type of content you share/interact with online and/or digital communities you are part of/create? • If/when you receive pushback from colleagues about your online activity tied to your campus role, what justification would you provide? What are learning outcomes of your courses or programs that you could tie to your use of social media? Does anything in your job description aid in documenting the necessity? If not, should it? • A Bitmoji is a visual representation of self in cartoon form, also referred to as an avatar. Unlike emojis, Bitmojis tend to be self-created to accurately look like the user, such as hair, eyes, skin color, clothing, glasses, and even wrinkles! Go and explore this app (also connected to Snapchat), and create your Bitmoji. Where might using this be a method to connect and communicate? Share your creation in our online community, the Digital Leadership Network under the chapter 9 topic.

The Human Behind @ResLifePuppy What if we could reach campus community members in unexpected places and with different faces, like the kind with lots of fur? What stories would a dog or horse tell from their vantage point about what it means to be one of the students or alumni of an institution, or what insight would they have into the life of a vice president or faculty member?

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230  DIGITAL LEADERSHIP IN PRACTICE The internet runs on animals. Not literally, but it’s full of videos, images, GIFs, and entire accounts devoted to our furry friends. There are Instagram accounts like Grumpy Cat (rest in peace) with 2.7 million followers, Doug the Pug with 4 million followers, or Juniper the Fox with 3 million followers. Higher ed is no different, especially with university mascots. Jack the Bulldog (www.instagram.com/gujackbulldog), Georgetown University’s mascot, lives with a Jesuit priest. A student-run volunteer team takes care of not only Jack but also his Instagram feed of nearly 17,000 followers. It’s not just university mascots and campus executives who have seen the opportunity to take “fur babies” online to connect with their campus animal lovers. Enter @ResLifePuppy, which started in 2012 when a little French bulldog puppy named Ignatius (Iggy for short) was born and adopted by a residence life professional. Fittingly, Iggy was born on move-in day when her future human mama, Marci Walton, was working hard as a residence director at Santa Clara University. As a live-in residential director, now at Xavier University, Marci brought Iggy with her around campus. The idea of creating a social media page for Iggy came from one of her resident advisers, who asked, “What would he tweet right now?” or “What would his Facebook status be right now?” Marci’s eyes lit up, as she was already excited to show off her pup online. Marci created @ResLifePuppy accounts on both Twitter (https://twitter.com/ResLifePuppy) and Instagram (https://www.instagram.com/reslife puppy/) but with a higher ed twist: I decided to put a student affairs/residence life spin on it because I thought it would be fun to see how a dog would experience life on a college campus. What would it be like to be at a program or hang out at the front desk or help a student through the lens of a dog? (Personal communication, June 25, 2017)

Marci was already an active contributor to digital platforms like Twitter, blogs, and Facebook. She described her approach to digital leadership as a personal one that infuses humor whenever possible. It’s no surprise that online you’ll find memes, GIFs, and emojis in her feed. She noted that on Twitter, I have created multiple professional connections and relationships through engagement on Twitter because I don’t try to play the part of someone in online spaces, but am my goofy, snarky self. What people get online is going to be more or less what they get in person. (Personal communication, June 25, 2017)

Just like she is the “human” behind @ResLifePuppy, Marci wants parents, students, and community members to know that she’s a real person, showcased in Figure 9.1. Her example showcases personalization and, as you might imagine, connection is tightly linked and seen in action. With this purpose-driven digital leadership approach in place, the account took off. Although it doesn’t have the digital reach of Grumpy Cat or Trip the Butler bulldog, Marci has countless stories of how a pup can have an impact on campus and online. These stories are examples of the guiding principle of legacy.

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Figure 9.1.  @ResLifePuppy family photo on Twitter

Note. Retrieved from https://twitter.com/ResLifePuppy/status/1006333525744857093

I think the accounts have been successful because there is a specific type of homesickness for a pet that exists with college students. There is a light that goes on in the eyes of someone when they interact with @ResLifePuppy and he can continue to be a surrogate pet for students online. (Marci Walton, personal communication, June 25, 2017)

Marci shared one touching story that documented puppy power and digital communication tools: I had a student who lost her aunt, who was her best friend, to a sudden illness. Due to the timing, she was unable to fly across the country to say goodbye or attend funeral services. She came into my office, tears flowing down her cheeks, and

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232  DIGITAL LEADERSHIP IN PRACTICE simply said, “Can I have Iggy for the afternoon?” I happily handed him over, and the next day I got a direct message from the student’s mom on Twitter, thanking @ResLifePuppy for being there when no one else could. (Personal communication, June 25, 2017)

Marci is now the associate director of residence life at Xavier University, and she has two puppies, Iggy and Francis (Frank), who fill her feed with campus life and home adventures. She presented Frank as the new “roommate,” which in residence life-speak makes for a lot of fun content. The ripple effect of @ResLifePuppy has allowed her to stay in contact with residents and RAs after three job transitions, and current students exclaim to her, “I follow them on Instagram!” Students also tag them in posts and feature them in Snapchat Stories about how often the dogs attend campus programs, where they get to play with them. The rewards have extended far beyond bragging about two adorable pups; Marci has been able to document a social media approach that she describes as “wholehearted in personal and authentic ways.” Her message to graduate students and new professionals is the same as campus executives: “I hope we can see social media as not something we have to ‘manage,’ but rather as another tool in our toolkit to help reach, retain, and impact students” (personal communication, June 25, 2017). As is included in @ResLifePuppy’s bio, our institutions can communicate and live out our missions online, just like in Iggy and Frank’s Instagram bio, which simply declares, “I am an unabashed lover of college students!” Catch up with their latest fur family adventures @ResLifePuppy, as well as Marci’s accounts on Twitter and Instagram (@MarciKWalton), and head to Application Exercise 9.5.

APPLICATION EXERCISE 9.5 Inspiring Your Digital Practice Let’s learn from Marci Walton and the ResLifePuppies. Complete one, a few, or all of these prompts, which will better connect you to this feature. Don’t forget to check out Marci, Iggy, and Frank in the book community, where they have their very own page. • View at least one social media platform on which Marci is currently active, and review her latest week of activity, from posts to replies and reshares. What themes do you find in her or the pups’ activity? Anything that wouldn’t fit into your practice? What is one tactic Marci’s pages employ online that you could take away for your own use? • The idea for the @ResLifePuppy account came from a student asking, “What would he tweet right now?” Do you have a mascot or persona for your

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division/program? If so, what would be one example of something this mascot might “say”? Would their bio be similar to @ResLifePuppy’s: “I am an unabashed lover of college students!” • Marci shared how she saw a lot of negativity and criticism in online spaces, so her account is intended to be comic relief for followers. What do you see online that you wish you could change or contribute to? How would you describe the emotional tone or reaction you would want to evoke? • There are additional examples of accounts that are not tied to a person, position, or program but fall under a common mission and purpose, such as Bull Dogs Tell (www.instagram.com/bulldogstell). This account documents the “real stories of Fresno State students” and is managed by the Division of Student Affairs and Enrollment Management. What are the benefits of having a theme-based account versus a branded department or divisional account? How could your online presence have a common theme to it?

Are You Willing To Role Model Online? Digital leadership is not a one-size-fits-all practice, nor is it what works for one person, one position, or at one campus. It will not be the same across the field. This is why the guiding principles were created to be flexible and individualized; they will sustain your practice as both social media platforms and you as a person evolve over time. Seeing the principles in action by each of the role models offers ideas for your own interaction, not restrictions on how you’ll integrate them. The philosophy of focusing on and following digital role models is based on growth rather than fear, which is brought out by spelling out educators’ digital fails. We can only learn from these missteps to a certain point. The digital leaders cited throughout this book have spoken a whole lot about helping others more than themselves, how they want to add value whenever possible, and their willingness to use the best tools available to accomplish this. What are you contributing to your connections? Have you ever thought of yourself as a role model? As you come to the end of this chapter, you may be thinking, “Geez, why didn’t Josie feature me?” It may be that I don’t know you yet or your intent/efforts to be an influencer and leader online. But I want to know—I want to amplify the way you are actively committing to be a role model online, especially in higher ed. If you believe this is you, tell me! Declare it! Tweet me @josieahlquist, share your story within our book community, or email me ([email protected]) and let me know. The more we talk about and show examples of higher ed digital leaders, the better. Be sure to check out the list of all the professionals mentioned throughout the book, along with their answer to the prompt: “What is your why for leading online.” You can also learn more about them, including platforms they are currently active on, at the book companion website (www.josieahlquist.com/digitalleadership).

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234  DIGITAL LEADERSHIP IN PRACTICE At the start of this book, I asked, “Who is the Lilly Singh of higher ed?” I was looking for an example of a leader who sets trends, uses their campus influence, and constantly documents leadership online and offline. So I have just one more digital leadership feature for you, where I will connect every guiding principle of purpose-driven digital leadership to the leader’s everyday actions. I have set aside the entire next chapter to tell the story of Walter M. Kimbrough, president of Dillard University, whose actions online may be the answer to that question. He has pushed the digital engagement bar for the university presidency, which will eventually impact how all campus leaders are asked to show up on social media.

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10 T H E N E X T WA V E O F D I G I TA L INFLUENCE AND LEADERSHIP

W

e began this journey in chapter 1 by featuring the phenomenal Lilly Singh, YouTuber turned entrepreneur, author, late-night TV host, and all-around lady boss. Singh doesn’t just create content, she cultivates communities, especially for young girls, as she lives out her purpose in all places and spaces. She is also transparent about how and when tools cause harm to her health and intentionally adopts strategies that help her live out her purpose. Her actions online have ripples of impact around the globe. I posed the question: Where is the Lilly Singh of higher ed? Who are the public personas leading with technology tools who influence and elevate others? Those leaders who take up this challenge must disrupt not only campus culture but also the norm of what is valued in education and leadership. Luckily, there are some trailblazers who have been willing to take up this charge.

Venturing Into the New Digital Frontier The number-one question I receive from higher ed leaders is “What really works?” So in 2019, I collaborated with Campus Sonar, a social listening agency in higher ed, to analyze the digital leadership practices of presidents, provosts, and vice presidents to better understand trends and inform this text. We analyzed 6 months of tweets and ranked 196 campus executives as digital leaders in higher ed using an impact score developed by Brandwatch (www.brandwatch.com). The impact score “is determined by the probability that an author’s posts will be seen, and how much their posts have already been viewed or retweeted” (Campus Sonar, 2019, p. 9). We found that, Walter M. Kimbrough, president of Dillard University, ranked first on Twitter, which means the digital leadership practices he has in place have been working. Technically, Walter was tied for the lead ranking with President Kevin W. Cosby of Simmons College of Kentucky, whose social media accounts I also encourage you to explore. Other top 10 executives included President Marcia G. Welch, University of Pennsylvania–East Stroudsburg; Executive Vice President and Provost Bruce McPheron, the Ohio State University; and President and Vice Chancellor Santa J.

235

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236  DIGITAL LEADERSHIP IN PRACTICE Ono, University of British Columbia. To identify concrete tactics in action, we identified the top 10 leaders and began to explore themes in how often they post and the types of content they shared. The entire list of influential executives’ themes was very telling and further justifies featuring President Kimbrough because they are him. The first theme was that the most influential presidents were disrupting demographics in the c-suite, as they were young and racially diverse. Historically Black college and university (HBCU) presidents in particular were top performers. Second was their approach: Every campus leader on the top 10 list managed their own accounts, including Walter. Third is quantity: They tweet a lot, with the 10 top leaders posting 658% more than the overall group in our study. You might be asking, “When the heck do they find time for this?” On average, the most influential executives were most active Monday through Friday, posting two or three times throughout the day before 9:00 p.m. We also found that the most influential higher ed digital leaders’ tweets commonly included text and photos. The most common topic for their posts was students. However, when considering content types posted, these presidents, provosts, and vice presidents, including Walter, were also more likely to tweet about politics and social issues. However, the reason he was ranked at the top of the list can’t be fully explained by data and rankings, so let’s see how he puts in action the digital leadership guiding principles.

Purpose-Driven Digital Leadership in Action President Walter M. Kimbrough of Dillard University has implemented, in his own brilliant way, every practice shared in this book in his purpose-driven digital leadership presence and more, modeling the next wave of digital leadership and influence in higher ed. We’ll see the entire model in practice, as well as another skill that campus leaders need to acquire: approaching online debate and conflict. This digital leadership style is not for everyone—a hands-on, heart-filled approach that takes guts. Walter wasn’t immediately sold on Twitter, but now he can’t imagine his life without the reach it and other social media tools like it provide him. He’s a digital educator, influencer, and leader and is carving out what the presidency may look like in the future—or has that time already arrived?

Embracing the Branding of @hiphopprez In addition to the findings of “Examining Twitter Influence of Campus Executives” (Campus Sonar, 2019), Walter’s influence can be seen in the fact that he’s one of the most referenced university presidents in conversations on social media use. He is on everything, from Snapchat and Periscope to Medium and Facebook, and across them, he has displayed a willingness for change related to branding online. In his first few months as the president of Philander Smith College, an article referred to him as “Hip-Hop President” (Reed, 2004). Many of his staff were concerned about this correlation, but Walter went all in and celebrated it. As a result, @hiphopprez was born and has become part of his brand online and on campus. The digital leadership guiding principle of personalization is loud and proud with this president, as Walter

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proclaimed: “I am actively protecting the brand” (Ahlquist, 2017c, 41:00). Part of his brand strategy has been joining platforms early to claim his username, @hiphopprez. He shared with me how that brand and username will remain with him his entire life, no matter his position or institution. His username isn’t just kitsch: Walter knows and loves hip-hop. He has taught a course called Ethics and Hip-Hop at Dillard University. His intentional branding (and personal interests) have benefited his institution, as they have drawn influential speakers for Dillard’s graduation ceremony, including Chance the Rapper, and for Walter’s Brain Food series, including Issa Rae of HBO’s Insecure and activists like Tarana Burke, who founded the #MeToo Movement. Walter noted that “social media is a way to level the playing field even if you don’t have the resources” (personal communication, August 8, 2017), and @hiphopprez’s digital exposure documents this. The immediacy and reach social media has provided him keeps this HBCU president coming back despite how frequently platforms change. The digital leadership guiding principle of embrace change is showcased in the number of tools Walter has tried out, his advocacy for social media with other university presidents, and his willingness to be an open-access president. Walter warned higher ed leaders who resist intentional branding or having an online presence that “presidents are on social media even if they aren’t on social media” (Ahlquist, 2018b, 13:20). For example, students have taken screenshots of email responses they haven’t liked, posted them online, and saw them go viral. That’s right: You must write every email like it might be shared with the public. Your emails, text messages, internal documents, and even physical campus encounters can end up online, and you have to own all of them. Walter has advised campus leaders to get ahead of potential problems and be the informant rather than the defendant: “You better control your narrative versus letting someone else” (Ahlquist, 2018b, 13:52). Another piece of advice Walter has for executives is to “embrace and build your brand, so by the time you are a president, it is a value add to your leadership and elevates the campus and the students you serve” (personal communication, August 8, 2017). This way of thinking about and being on social media is a shift from past approaches to the presidency: It forces executives out of the boardroom and into campus and digital spaces. It also asks them to embrace rather than manage change. As for the evolution of his brand, Walter reflected in a keynote at the 2018 CASE Social Media and Community Conference that his presidency has grown up alongside social media, and even though others have continued to question his brand, @hiphopprez, he declared, “If Russell Simmons is still hip-hop, I’m hip-hop too” (Ahlquist, 2018b, 19:52). Embracing and accepting change doesn’t mean caving in to others or fleeting trends, especially when you are already clear on your “why.”

A Relatable and Accessible College President Heartware is a community-centered philosophy based on humanizing technology in order to make stronger connections. It’s your why for being online. Walter’s why is this: “To connect with people where they are, hopefully leading to face-to-face engagement” (personal communication, June 27, 2019). His response affirms the

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238  DIGITAL LEADERSHIP IN PRACTICE digital leadership guiding principle of connection. We get to see this in action as Walter sparks relationships for immediate wins and long-term benefits for his campus in his Twitter feed. Also striking is his social media presence’s intent for in-person interaction, which could be evaluated as vital signs of digital engagement (as is discussed in chapter 8). Walter’s why also echoes my call to leaders to be in the business of belonging, not falling into the trap of busywork as they use digital communication tools. Remember: People first, platforms second. Awareness of audience and intended relationships on platforms is also part of the relationship equation in digital leadership. Walter is attuned to and knowledgeable about audiences on different tools; for example, he finds his Twitter followers are mostly non-Dillard-related people like members of the media and higher ed professionals. Therefore, his approach to Twitter is to document and champion the story of Dillard. Students may not be as active on Twitter, but that doesn’t stop him celebrating them constantly through dozens of commencement posts or educating them about the importance of the Twitter platform. Walter gives students his “10 Commandments of Twitter” so they can see the value of the platform. One of his top commandments is connection. For example, he tells Dillard students that he is accessible to them on Twitter because he views it as his space for virtual office hours. For time-taxed leaders, social media makes your physical presence scalable. Walter stated, “I am actively engaged on campus, and so social media for me is an augment to being there” (personal communication, August 8, 2017). He can’t be at every event, and even for the ones he can attend, he often isn’t able to stay for the entire time, but adding interaction or reaction in digital spaces validates the community. This strategy also works for mentor relationships. According to Walter, What happens more often is that being active on social media gives other professionals access to me, especially aspiring presidents. So that becomes tough to manage, as generally once a month someone I don’t know asks for mentoring. It is just impossible for me to do that for all those folks, so I try to find simple ways to offer advice. (Personal communication, August 8, 2017)

Still, relationships are at the forefront for Walter. Walter sees Twitter interactions as methods to get to in-person experiences: “Just continue to be engaged since that is where the students are, but then use it to facilitate face-to-face interactions” (personal communication, August 8, 2017). Social media can be bridges among all places and spaces when you have a clear and realistic strategy.

It’s More Than Just Hip-Hop Digital leaders must strategically approach a tool, connect with intended audience(s), and implement a realistic and consistent methodology. This is documented in chapter 6 as a discernment roadmap for digital leadership that has four pillars: user engagement, digital tools and strategy, digital contribution, and intended purpose (Ahlquist,

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2016b). I created it to help you reflect on and put into action a values-based social media strategy that keeps in mind daily realities of digital practice but with grander outcomes. Let’s see how the four pillars are reflected in Walter’s unmistakably authentic and congruent strategy.

Community Engagement and Stakeholder Activation This pillar is directed at knowing and investing in your people on the right platforms for an intended impact. As is shared earlier in this chapter, Walter is aware of who his actual audience is on Twitter. He knows different tools can be used for different audiences and outcomes. For example, Facebook allows him to connect with parents. When a controversial speaker came to Dillard’s campus, an upset parent reached out to Walter through Facebook. The message led to a phone call, and Walter noted, “We were able to engage in a good conversation that eased his concerns” (personal communication, August 8, 2017). Approaching criticism in digital form requires following a process; part of it includes identifying which messages the vice president for student success will take on and which ones should be handled directly by him as the president. Consider that social media is just one communication tool in this process. Walter offered, “I give parents my email address during orientation, so that’s normally how they contact me, which I think is a better method. In general, I normally drive social media concerns to email so that I can send them to the appropriate person to address” (personal communication, August 8, 2017). By using a combination of social media and phone or email conversations, Walter has made himself and Dillard’s highest levels of administration approachable.

Digital Tools and Strategic Communication This pillar gets a bit more into the details of when and where you’ll spend your time engaging and creating content, and where and when you won’t. As shared previously, Walter has or will set up an account on every digital platform; even if he’s not active on a platform, he wants to have a presence to protect his brand. Currently, his primary tools are Twitter, Facebook, Instagram, and Medium. Walter shared that “normally during the day, I post relevant happenings, articles, or good news. Media sites make it easy to click a story and simultaneously post on several platforms so it isn’t a time-consuming process” (personal communication, August 8, 2017). He jumps back online off campus and after hours: “At home, I have more time to surf and just get general information and updates” (personal communication, August 8, 2017). However, at certain times of the year he unplugs entirely. Walter shared at the CASE Social Media and Community Conference that he logs off social media during Lent except once every Sunday. An example of digital wellness, this act allows him to rejuvenate and connect with his faith practices. Even though Walter was abstaining from social media for Lent’s 40 days, this intention documents living your values in digital environments. I’ll give a little bit more thought and resources on digital wellness in the next chapter.

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Real-Time Contribution What are you actually going to post, with whom do you want to interact, and who is going to implement the strategy? Answering these questions asks you to clarify your position statement, from your bio to topics and messages you’d like to share consistently. Scrolling through Walter’s content on Twitter, you’ll find a mix of original content, replies, and retweets. His bio reads, “7th President of Dillard University. Instagram, Periscope & Snapchat: HipHopPrez. Medium.com/@hiphopprez.” This is an invitation for anyone to find him online. On Instagram, his feed feels more like a snapshot of a day in his life—even though most of the pictures can also be found on Twitter. His Instagram bio shifts slightly: “7th President of Dillard University, New Orleans, LA. Twitter @hiphopprez, Facebook Walter.M.Kimbrough, www .dillard.edu.” His contribution is clear—he wants people to know where to find him on multiple platforms. No guesswork.

Intended Purpose A long-term and legacy lens to your online presence documents your purpose and explains why social media is worth your time. The intended purpose pillar for Walter is in the business of authenticity—and for him, this means he won’t let anyone else post for him. That’s right: All content comes from him. This strategy won’t work for every campus leader, but it works wonders for Walter. Why? According to him, “You can’t say, ‘Let’s tell our story,’ then you don’t talk” (personal communication, August 8, 2017). He has found that this strategy puts the responsibility and ownership of his actions directly back on him. “For me, it has to be 100% authentic. Anything that is posted with my image is from me. It’s clean; everybody knows who said it” (personal communication, August 8, 2017). For those who worry about what to post, Walter said that one question should help you find clarity: “Is that congruent with my values?” (personal communication, August 8, 2017). This daily venture of authenticity has led to a body of work that backs up his values. I asked him on Josie and The Podcast what he would want his very last tweet to be, but he wasn’t too worried about last words or tweets. He said it would be something that didn’t take itself too seriously, like “Peace!” He felt confident in posting something simple because his legacy comes from “living your life every day honestly and congruently. Then your body of work speaks for itself; my body of work will speak for me” (Ahlquist, 2017c, 44:10). Does your body of work speak for you more loudly than your last position, project, or social media post?

Humanizing His Content With his vision and values in place for a clear and realistic strategy, Walter’s content is filled with the eight types of meaningful content that I presented in chapter 7. As a reminder, they include educational, community, inspirational, promotional, your story, day in the life, advocacy, and industry. His feeds are sprinkled with them, but blended within them I also found four categories that define the ways in which he

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has personalized and humanized his digital presence: heart, home, humor, and heed. These themes may be helpful to you in finding meaning in content that align with your values. Let’s go through an example of each. Heart Walter tells the story of Dillard, its highs and lows, and how he shows up in those moments. He is a self-proclaimed hugger, using visual storytelling platforms to communicate the emotions behind his role as a supporter of his students and the mission of Dillard. At commencement in 2019, he tweeted, “Look. I hug. Ain’t changing, because we are in relationship with each other. I want #DU19, those willing to answer vita vocat, to know they are not alone. #DU150” (Kimbrough, 2019b). Take the Instagram post in Figure 10.1, in which he is embracing a student after a hard loss on the volleyball court. Just looking at this picture makes me want a @hiphopprez hug! It could fit multiple content types, including community, inspirational, day in the life, and maybe even promotional considering this post might encourage attendance at a future Dillard volleyball game. If you read Walter’s blog, you’ll learn more about him, particularly how much he loves volleyball. However, he uses this personal interest as a way to celebrate Dillard’s student athletes: “The personalities on the Dillard team have been compelling — they make you love the sport by the way they play. And maybe even more than that— they’re good people. You just have to love them!” (Kimbrough, 2017a, para. 2). Figure 10.1.  Instagram post of Walter hugging a student volleyball player.

Note. Retrieved from www.instagram.com/p/BbcNR30AUcb

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242  DIGITAL LEADERSHIP IN PRACTICE This heartfelt approach may connect with many readers who are drawn to his work in cultivating genuine relationships with students. Your ability to document your own work acknowledges not only your relationship with students but also your values and approachability for your social media followers. Home Home has a variety of definitions for everyone—where and when you grew up, who is in your family, or where you rest your head every night. There are three ways the theme of home takes residence in Walter’s digital leadership presence. First, he lets others into “his home” by sometimes showcasing his family. His wife, daughter, and son are highlighted in his feed, if only sprinkled in occasionally; for example, “first day of school, birthdays, and maybe a family pic at Mardi Gras or Pelicans game” (personal communication, August 8, 2017). Second, you’ll also see him posting about his local community—New Orleans, Louisiana—for example, serving as a speaker at the 25th Annual Essence Festival. Third, it’s no surprise that Dillard also falls under the theme of home in the way Walter describes current students, alumni, faculty, staff, and others as part of the Dillard family. Humor The ability to add humor to your feed as a higher ed executive is the ultimate test of EI. You must have keen knowledge of your campus, your audience, and a digital platform’s context. It also means that campus leaders need to stop taking themselves too seriously. For example, Walter has been impersonated on Instagram. In response, he took a screenshot of the “fake” account, posting it on his own feed with the caption “That ain’t me ya’ll! LOL. But I am salty my wife said I am not famous enough to be spoofed! I am going to get her back in a few” (Kimbrough, 2017c). Many professionals would go into crisis mode upon finding a duplicate account that “spoofs” them, but Walter let the circumstance roll, even calling it a sign of being famous. I guarantee that his community, including me, searched for and found that account and reported it to Instagram. Let your community be your problem-solvers. Heed By definition, heed means to pay close attention to or take notice of. Walter points to information and engagement he wants his followers to know about, referring to his role as “truth-teller.” He’ll role model his own learning process, such as tweeting out the books he’s reading. But Walter takes retweets and reactions one step further by beckoning campus leaders to be more: “College presidents need to get into the habit of writing pieces on substantive matters to address issues in the country” (personal communication, August 8, 2017). An example of this can be found in the blog post he published after presidents of HBCUs were invited to the White House in 2017 to speak to Secretary of Education Arne Duncan. They ended up in a group photo with President Barack Obama in the Oval Office, and Walter posted it but noted,

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I’m still processing that entire experience. But needless to say, that threw the day off, and there was very little listening to HBCU presidents today—we were only given about 2 minutes each, and that was cut to 1 minute, so only about 7 of maybe 15 or so speakers were given an opportunity today. (Kimbrough, 2017b, para. 2)

Walter used his blog to feature what he would have said had he been allowed his full 2 minutes with the secretary of education. Days after his visit to the White House, he was invited to appear on CNN and MTV. Part of the presidency, based on Walter’s definition, is to use the position and power to speak up and influence change, whether calling out injustices or inspiring innovation. So it makes sense his online presence would follow suit.

Making the Case for Debate and Taking a Stand Grounding your digital leadership practices to theoretical frameworks, as discussed in chapter 5, will inform and confirm you are on the right track for the right reasons. When asked what leadership theories resonate most with him, Walter answered that he is drawn to ones that employ an empowerment perspective with a goal to produce more leaders—for example, transformational leadership. This theory is actually one of my favorites to apply to digital engagement because it draws on a humanistic approach. My research has also documented that vice presidents commonly use this theory for digital application. We learned in chapter 5 how this theory requires the recognition of imperfections in both the individual and society and our role in making positive social change (Dugan, 2017). Having the courage to call out wrongs even if it means your work is harder (or you’ll get pushback online) means that you let your values speak louder when you amplify your vision for the future. Transformational leadership is an aspirational approach that relates back to being a truth-teller. Walter stated, “We have to have truth tellers in every society. . . . There will always be scared people, and there will always be truth tellers” (Ahlquist, 2018b, 18:33, 19:38). He believes that part of his job is to raise consciousness for these issues, which is what you see in his Twitter feed, Medium blog, or when he is interviewed by the media. He actively tweets about and speaks out against injustice, sometimes immediately as news breaks. Walter has faced more high-scrutiny cases, such as when David Duke was on his campus. Then, disconnection and silence were part of his strategy. David Duke was formerly the grand wizard of the Ku Klux Klan, and remember, Dillard is an HBCU. Walter shared, There is no way to manage outraged (real and manufactured) people who send ugly tweets. My strategy was to ignore the mentions for 24 hours until it died down. The vast majority of the people were not here and did not know the facts, which with 140 characters and people not really reading the stories is hard to combat. (Personal communication, August 8, 2017)

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244  DIGITAL LEADERSHIP IN PRACTICE Walter isn’t unaffected by the realities of online conversations, especially when you have a point of view: “If you take a stance, particularly in the social media space, people are going to come for you, and they’re mostly gonna be anonymous” (personal communication, August 8, 2017). However, when Walter does choose to engage, he makes sure he has his facts straight: “I’m looking at it as: How do I make my argument bulletproof? My arguments have been made better by looking at the criticisms of my op-eds” (personal communication, August 8, 2017). In addition to social media, public speaking and publishing are major methods for Walter to advocate, argue, and inspire. Walter has embraced the idea of the presidency being a bully pulpit and has gladly accepted that identity. He believes that we don’t need to just tell our stories better, we need to tell great stories: “The problem generally is that we aren’t saying anything” (Kimbrough, 2019a, para. 1). At the start of 2019, he put out a call to all HBCU presidents to write at least one editorial in the year. He warned his president peers that HBCUs need stronger narratives as accreditation dangers play out or loom near to home. These ops eds can live on external platforms, such as the Chronicle of Higher Education or Diverse Education, or platforms that have wider reach, such as the Washington Post or Los Angeles Times. Two examples from Walter in 2018 include an article for the Atlanta Journal-Constitution, “Opinion: Bill Cosby Holds Record for Gift to a HBCU. That’s a Shame” (Downey, 2018) and an article in The Conversation, “Rap and Gown: Hip-Hop Artists as Commencement Speakers” (Kimbrough, 2018). One of Kimbrough’s most popular op eds called out Dr. Dre for his $35 million donation to the University of Southern California: “Why USC and Not a Black College, Dr. Dre?” (Kimbrough, 2013). The final element of making a case for engaging in debate is that your community will have your back when online hate is a response. The equity Walter builds in the process not only invests in his students and campus community but also builds goodwill with the media. Walter advised, “If you build up goodwill, people are willing to look out for you” (personal communication, August 8, 2017). The goodwill Walter refers to requires years of relationship building; the sweat equity you put in on different social media platforms may pay off as your followers/subscribers/ connections take care of online issues before you need to make a statement or correct misinformation. His message to other campus executives is “We have to get into the habit of building tougher skin. We need presidents to address these issues; we gotta step up” (personal communication, August 8, 2017). Plus, there’s always the mute button.

Bonus Round: Fundraising Sure, @hiphopprez is Twitter verified, but Walter described his validation as coming from transformation and advocacy for the sake of his community: “My job is to keep telling good stories about Dillard, stories that others want to spread, and that eventually reach someone who knows little about us but becomes so intrigued they want to

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become an investor” (personal communication, August 8, 2017). If fundraising and advancement is on your mind (and in your job description), this president has one more example to convince you why campus leaders need to seriously invest in digital leadership practices: I’ve had several foundation execs mention my Twitter presence at initial meetings. It is an easy way for them to get a feel of what happens at Dillard and for me as well. I think it is just another way of doing some due diligence on a potential relationship, just like they would Google us (and we would for them). (Personal communication, August 8, 2017)

Make it clear how donors, foundations, and organizations can contact you directly— right through your online presence. Fill your feed with campus life, celebration of alumni accomplishments, and anything else you’d want potential and current donors to know about. Working with your advancement office to ensure your online presence is a major consideration for fundraising campaigns and events, especially if your institution has social media days of giving. Your feed and public activity are one option, but don’t forget digital communication tools provide possibilities for one-to-one communication. After you’ve established a connection and interaction with a potential donor, don’t shy away from direct messaging within platforms and get conversations moving to action. For example, set up an inquiry phone call, plan an introductory lunch, and so on. Do not just start spamming all your followers with direct messages, asking them to give money to the university. This tactic should be planned very strategically, with the intent of relationship building, not just dropping a campaign website without customizing the message. The proceeds from these valuable relationships make the time, tools, and tactics required by social media priceless for leaders in higher ed.

Are You the Next @hiphopprez in Higher Ed? It takes a pretty special case, one that aligns a leader’s personality with their institution’s willingness, but I believe that as our field is more forcefully disrupted, more examples of this kind of digital leadership at all levels will emerge. Could you see yourself finding an institution that would celebrate something like your love for hip-hop and your proactive manner in engaging online and on campus? How does Walter’s application of a purpose-driven digital leadership presence fit with your own? What stands out to you in his story that you can apply to your position, passions, and skills? Who else at the executive level do you relate with, both their leadership style and brand?

Leveraging Influence in Digital Leadership I know this may sound counterintuitive because I just held up as a role model someone with the highest position of power on campus, but digital leadership is not just

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246  DIGITAL LEADERSHIP IN PRACTICE for top-level executives. Unfortunately, we’re still legitimizing social media as a critical communication tool for higher ed professionals, both in individual adoption and supervisory practices, so I relied on Walter’s authority to amplify that message. However, as I explained in chapter 5, authority, influence, power, and leadership are intertwined. Although people in formalized positions tend to have authority, people from anywhere in an organization have the power to influence and shape others. Influence is less obvious than authority, but it’s still very powerful. As Ospina et al. (2012) explained, power leverages influence, which leads to transformation. The goal for digital leadership is the same: Leverage your influence to transform your community. This transformation can be micro, such as forging deeper one-on-one connections with individuals like students, alumni, and faculty, or macro, like improving campus culture. Transformation means there will be a positive change because of your influence or presence. In a digital context, influence works because someone without authority, a position, or formalized power can potentially create change. For higher ed professionals at all levels, I’m proposing that influence applied online is partially due to your campus position and resources, but more significantly, digital influence is your ability to create high-quality, consistent content for engaging in conversations that build a vibrant online community. In other words, you can’t just be an executive and expect your Twitter account will positively influence others. In the study of campus executives’ influence on Twitter (which I also discuss at the start of this chapter), we found that being among the lowest ranked influencers was mainly due to inactivity (Campus Sonar, 2019). As Walter shared, “You can’t say, ‘Let’s tell our story,’ then you don’t talk” (personal communication, August 8, 2017); to be an influencer, you must commit to actively engaging with your community in authentic conversations. Your story is worth telling. It’s time to upload your influence and lead online. Consider Walter’s example, apply the purpose-driven digital leadership guiding principles to your life and work, and transform them to be so individualized they could never be duplicated. They are unique to you. You may have skipped previous chapter activities, so Application Exercise 10.1 is your last chance—at least proposed by me in the book—to clarify and communicate your message. Then, in the final chapter we take digital engagement and leadership beyond the individual to the institutional. Your entire university needs to take a purpose-driven approach to digital leadership, including graduate preparation programs, student digital education, professional development, hiring practices, and more. I also propose why we need more personas who can be strong storytellers and content creators to advocate for and advance the field of higher ed and why you should be one of them.

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APPLICATION EXERCISE 10.1 Your Digital Leadership in Practice In President Walter M. Kimbrough’s feature, we showcased all of the guiding principles in his digital leadership practice. Now, it’s your turn. Throughout Part Two, you should have worked to define and make meaning of these guiding principles. I encourage you to refer back to the activities, and also list a number of reflections in order for you to answer the main question in Table E10.1.1: “What is one example of the g ­ uiding principles in your digital leadership practice?” • Connection. Describe the core community that you are here to serve. On which platform(s) have you chosen to connect with them? What content are you currently posting (or plan to post) that fosters relationships with these exact audiences? ○○ What is one example of the guiding principle of connection in your digital leadership practice? • Personalization. What are three simple to significant ways you plan to humanize your position in higher ed? This could be in your bio, the type of content you post, and/or your congruent actions around campus. ○○ What is one example of the guiding principle of personalization in your digital leadership practice? • Strategy. In your own words, what is the digital strategy you currently are or will be applying that is values based, clear, and flexible? How will you track your engagement and growth to ensure your strategy is working? ○○ What is one example of the guiding principle of strategy in your digital leadership practice? • Legacy. What are one or two major beliefs or philosophies that guide your life? Does a leadership theory relate to them? How will you amplify them in digital contexts and congruently align your offline actions with them? ○○ What is one example of the guiding principle of legacy in your digital leadership practice? • Change. Who are your digital role models and mentors? Who will you reach out to when a platform changes? Who are you a digital role model or mentor for? How will you guide them through change impacted by technology? ○○ What is one example of the guiding principle of change in your digital leadership practice?

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TABLE E10.1.1

Digital Leadership Principles in Practice Connection

Personalization

Strategy

Legacy

Change

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11 T H E F U T U R E O F D I G I TA L LEADERSHIP

T

his chapter was both invigorating and petrifying to write. It’s possibly laughable to project the future of technology, especially when coupled with leadership disruption and the outlook for the field of higher ed. Just as I stated at the start of this book, it’s nearly impossible that information about platforms will remain accurate for long, and the same can be said for the career/life status updates of the digital leaders I have featured. This reality is a nod to the guiding principle of change in digital leadership. I have to accept this constant change and the lack of control that accompanies it—that I can’t get the information in this book perfect. That imperfection provides opportunities for ongoing discussion. However, looking to the future I still maintain my approach I shared in chapter 2 to problem-solving social media—pragmatic, positive, and purposeful. The future of digital leadership has both macro and micro elements. I start with the macro by sharing what I believe is on the horizon for technology advancements throughout our society. Then, I zoom to the micro: higher ed–specific considerations, including creating a digital-friendly campus culture and additional competencies that digital leaders need to cultivate, such as digital wellness, conflict navigation, and crisis management. A culture shift will also require the holistic education of students on digital leadership. However, one campus alone cannot disrupt an industry; it must be tackled by other entities that influence the field of higher ed, including professional associations, accreditation bodies, search firms, graduate prep programs, and more. The later part of the chapter shifts attention back to you for your own digital leadership transformation. It’s a final call to cultivate courage and claim your space and story online, regardless of whether you consider that digital leadership. Wherever in the world this book finds you, I’ll share how you can lead right from that place. But first, let’s pull out my digital crystal ball and predict what’s in your future.

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Gaze Into My Digital Crystal Ball People will often ask me about upcoming improvements to social media or the next app, trend, or tactic that should have our attention. Although I don’t claim to have insider info on specific platforms, I can share a few tech projections based on their functions, as well as societal shifts I hope to see.

Adulting Online Although most social media apps tend to begin with teens, over time adult and senior populations tend to become their dominant demographic, as currently seen with Facebook. However, I believe we will soon see new popular applications built specifically to attract older demographics and build communities and connections among them, due in part to our aging population. According to U.S. Census Bureau (2018) projections, by 2030 for the first time in history 1 in 5 Americans will be older than 65 and will outnumber people younger than 18. In addition, student demographics are shifting as more adult learners enroll in college, disrupting the definition and relevancy of nontraditional students. The National Center for Education Statistics (2016) projected that by 2025 nontraditional student enrollment will outpace traditional students at degree-granting institutions. Whether new social media apps for adults are released, keep your attention on social media beyond just the “traditional student,” age 25 and younger.

Normalizing Social Media With social media still in its infancy, our society is challenged with determining what constitutes privacy, and the debate about what counts as personal versus what counts as professional has remained unresolved. That isn’t to say that we shouldn’t be critical of companies like Facebook, Twitter, and YouTube—they must step up methods to ensure safety, ethical practices, and transparency. I hope you’ve realized in this book that the internet is real life, not a place where you can fully separate an online persona from your real-world self with boundaries or privacy settings. Adults are quick to blame youth when they “make a mistake” or are on their phones all the time. However, the reality is that according to some studies, adults use tools just as often as youth (Perrin & Jiang, 2019). Parents and professionals in education need to take ownership of their role in influencing the digital age. Normalizing social media doesn’t mean we should give up on requiring platforms to be more ethical and the users behind them to be more congruent. Over time, we won’t blame technology tools for being the cause of harm; rather, we’ll expose the real issue— developing better ways to engage (or disengage) with them.

Please Pause for Privacy While I was writing this book, numerous attempts were being made in the United States and Europe to hold social media companies accountable and transparent in

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their business practices, such as their role in spreading misinformation and ensuring their users’ data security. In 2018, the European Union (EU) passed privacy ­regulations referred to as General Data Protection Regulation (GDPR), which put into place data privacy laws that afford EU citizens more control over their privacy and give the EU the ability to penalize those who break compliance. GDPR impacts any organization in the world that has personal data on an EU citizen, including international students who are EU residents. But not all countries have committed to their citizens’ privacy at this same level. The same year that GDPR was enacted, Mark Zuckerberg, Facebook’s chief executive officer, was called to appear before the U.S. Senate Commerce and Judiciary Committees to answer questions about data mining, privacy, and overarching business practices such as hiring and having a monopoly (considering that Facebook owns Instagram, WhatsApp, and Oculus VR). However, the primary focus for these hearings was a partnership with Cambridge Analytica, a data brokerage firm that was found to have improper access to 87 million Facebook accounts and their activity. Facebook, Twitter, and even Google continue to face backlash on the ethics of how they do or do not protect their users. At least in the United States, government regulations and the accountability of these companies have a ways to go before they’re equivalent to GDPR. From a positive perspective, I hope that regulation and platform accountability will eventually be in place for all social media users around the world. But as both individuals and professionals who embrace digital leadership practices, we have to own and be aware of our choices. We must ramp up our own self-awareness to what we are agreeing to in the “terms and services” fine print, educate others (especially youth and the elderly) on digital identity and literacy, and advocate to our government representatives that this issue matters. As I was finishing writing this chapter, FaceApp became an overnight viral trend; it gives users the ability to make themselves look decades older. After further research, then downloading and using this Russiandeveloped platform, I discovered the company has the right to do whatever it wants with users’ photos. Users and nonusers gasped! But in reality, this access and ownership is true for many social media companies based in the United States. Leadership in all contexts starts with self-knowledge, and this includes our digital practices and privacy.

Experiencing Social The other tech-specific projection I’d like to note is the rapid growth and viewership of video content on all platforms. However, it isn’t just well-designed videos that platforms are investing in or are being consumed on their apps. From looping content on TikTok, live streaming added to LinkedIn, or augmented and virtual reality applied on Facebook, social media video is becoming a tool to be not only consumed after the fact but also experienced in real time. Just as Instagram was at first only available on iPhones, some video advancements will at first require additional devices (virtual reality headsets) or physical locations to be accessed (gaming systems). However, these

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252  DIGITAL LEADERSHIP IN PRACTICE types of advancements may also disrupt what we call social media as transformative experiences. For example, Dreamscape is a company setting up “adventures” at a mall near you using the latest virtual reality advancements. Its platform combines Hollywood film techniques and computer programming to track six people simultaneously in real time and render them as characters inside a computer-generated world. Currently, Dreamscape allows you to visit an alien zoo, rescue a family of whales, or break an ancient curse. Imagine using this type of technology to “experience” campus life on a college tour or a cultural immersion program. Google, via Google Daydream and countless other companies, is racing to build scalable virtual reality tools and platforms.

Listen to My Voice No matter the platform, video will be one of the most engaged tactics, along with high-quality multimedia such as images. In addition, audio-specific content has recently seen a huge spike in consumption through short- and long-form podcasts, and more households have been adopting an Alexa-type tool while platforms like Siri and Google Assistant improve their voice recognition, response, and even problemsolving features. In fall 2018, St. Louis University placed 2,300 Echo Dots in residence hall rooms. They worked with Amazon to prepopulate answers to 130 questions related to ­campus, such as “What are the hours of the dining hall?” Additional questions and answers were added daily. Although you may not be able to deploy hardware across your campus, this audio trend is one to stay attuned to. How can you, your department, or institution translate your website, programs, and campus experience into bite-sized and long-form audio content that podcasting directories and web search platforms can feed to current and future community members? However, it is important to ask yourself, “How does this type of content or platform exclude others from consuming it?” For example, provide transcripts for deaf or hard of hearing community members for a podcast. This is just one of many considerations for reaching all members of your community.

Invest in Accessibility Accessibility on social media and the entire web could take up an entire chapter, but I want to at least introduce the importance of accessibility within your digital leadership presence. The best place to begin is with an audit of your current practices. What does your content currently look like using a screen reader or when you ask Google Chrome to show your blog in Spanish? Does it translate properly? To keep up to date with the most recent standards, consult with the Web Content Accessibility Guidelines 2.0 (www.w3.org/TR/WCAG20), which are set by the World Wide Web Consortium (WC3). Also, your accessibility audit should include reaching out to other campus experts such as digital marketing, disability, and international student service staff. I believe colleges and universities will very soon be required to ensure accessibility on social media, especially as more government oversight is cast upon operations of

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companies like Facebook. Get your strategies in line beforehand, and be inclusive of all users. This will not only demonstrate your leadership but also expand your reach. I also hope that tools within apps and platforms and optional add-ons will more seamlessly allow all content to be accessible by those who want to participate. Visit the Digital Leadership Network, found at http://bit.ly/DigitalLeadershipNetwork for additional tools and to discuss ways to improve accessibility on the web, find a space in our book community, the Digital Leadership Network.

A Digital-Friendly Campus Culture As discovered through the #HigherEd Digital Life research documented in chapter 2, professionals in higher ed worry about their use of social media, especially if they don’t have a leader on campus who is active. A digital-friendly campus culture starts with hiring practices, job descriptions, and even the search firms involved in seniorlevel recruitment. This also includes reviewing technology guidelines and policies, as well as implementing consistent training and dialogue about changes in technology and social media.

Serious Work, Real Social The culture of social media may bash up against higher ed norms. Applications like TikTok and Reddit are forcing traditional institutions and corporations that tend to be more controlled and cold to finally figure out their personality if they want to be truly engaging on these platforms. If they aren’t able to translate their value in this new playing field, they’ll be disrupted or dissolved. Higher ed is no exception. Scholarship can be accessed beyond publications that hide behind subscription paywalls. Provosts can step out into the quad and live stream student interviews between classes. The work we do for the students and stakeholders we serve is very serious. Money is on the line, as well as the lives of hundreds of employees and the futures of thousands of prospective and current students. But that doesn’t mean we can’t show our personalities to communicate our serious value for the realness social media calls for.

Pull Back on the Scare Tactics Campuses spend thousands (and thousands) of dollars on branding, and rebranding. An endless string of written and unwritten messages permeates our campuses. These norms and mores inform campus culture, from wearing school colors on game day to whether your Twitter activity for networking and learning will be supported. I’ve heard stories of professionals who are scolded for their investment in online communities or receive a direct message that their recent post is going to get them fired or not hired. There is a silencing effect, both online and within our campus structures. We’re spending way too much time policing each other. Instead, we need to refocus our time on empowering and legitimizing the rewards that can be found in digital communities and an active online presence.

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Transparent Hiring Practices Related to scare tactics, transparent hiring practices in the digital age mean being honest and upfront about how social media will impact a candidate. The numberone question I get for anyone job searching (from college students to faculty and executives) is “What do employers, hiring committees, or executive search firms want to see online?” I direct this question back to you, whether you have an entire division under your leadership or just two student assistants. Do you check their online presence? Where do you look? What would be a specific negative result? What would be the best discovery? Do you know if this practice is legal in your state or country? If we look online, shouldn’t we report this just as we do with checking references?

Translate Job Descriptions and Evaluation Tools Into Digital Outcomes Take a look at all your professional, paraprofessional, and student job descriptions and explicitly state if a social media presence is required, recommended, or encouraged. For example, are you going to ask your resident assistants to use their own accounts to promote residence life–related events and information? Will they be evaluated (or even fired) based on their use of Instagram when they are not “on duty”? I have been seeing more executive teams highly encouraged by their presidents to be active on at least one social media platform. How do you define active, and what are the metrics of success? In addition to staff, I always list an example for faculty, whose positions are so reliant on the process of tenure. We need to see the value of open scholarship and digital influence they bring to their research and the institution. Yes, they should be recognized if they’ve built a community that supports nearly 2,000 members, like the Facebook group Social Media Professors led by Karen Freberg (see chapter 9).

Realistic and Community-Driven Guidelines Just as hiring practices need transparency, so do the policies and guidelines that touch on technology. These documents should be created to protect your campus community, such as its personal information, and provide clarity about disciplinary practices for members who misuse a platform. They should not be created in a closed-door meeting, then one day show up in a handbook. Materials and outcomes should be community based and flexible enough that the language can evolve while the platforms do.

Consistent Training and Dialogue In our #HigherEd Digital Life research, Brian Bourke and I found that a majority of respondents received no professional development at their institution related to social media. At minimum, college and university professionals need space for dialogue beyond digital engagement tools. Even the most thorough policy or competency document will not give the answers. Social media is a kaleidoscope of possibilities that can’t always be categorized as right or wrong. As I discuss throughout this text, the ability for a professional to truly know themselves and their intentions, hopes,

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and dreams is actually very important for them to enact leadership online that is congruent and meaningful. That said, beyond leadership development that is remixed for social media, training programs need to be added throughout campus programming. Career services shouldn’t be the only department talking to students and alumni about digital reputation and branding. Is your human relations division or center for teaching and learning touching on topics covered in this text? Look at your current training programs—new faculty orientation, emerging leader program, or executive summer retreat—and audit the curriculum. Are there existing topics that you can infuse with the guiding principles of digital leadership? Consider the example in the next section regarding training and development.

Advancing Digital Leadership Development There are two topics in particular that I believe need further attention and skill development for higher ed professionals. These fall under the categories of digital wellness and conflict management. One could argue that these matter to numerous industries, populations, and ages—especially if they are frequent users of social media. Advancing digital leadership development of these skills will require innovative research, professional development, and active practice.

Digital Wellness Although I have a positive and possibilities perspective to formulating digital leadership in higher ed, it’s impossible to ignore the negative impacts of digital communication tools. Especially for administrators, being available—even while on vacation—has become standard, and a constantly producing culture is celebrated. Faculty are also being pulled in, as students come to expect expedient communication. We have turned into professional emailers. Having a zero-email inbox is not an achievement. Campus communication “expectations” need to be evaluated before even more channels show up. It’s time to have honest conversations about what is mission essential, from meetings, emails, and group messaging feeds. Digital leaders must be willing to advocate and lead these initiatives, as well as critically look at their own digital consumption patterns. Digital wellness also means intervening on your own behalf as no one else might. How easy it is to navigate from a Word document to Facebook without consciously making that decision! You’re bored in a long line at Target, which turns into falling into an infinity scroll on Instagram. These escapes may be helpful, immediate releases or turn into problematic patterns. Struggles with my own wellness have been triggered by certain social media platforms and sometimes very specific people online. I continue to take a critical look at my behavior and try to be honest (and kind) with myself. Just as one gives grace and acceptance when the mind wanders in meditation, this philosophy can be applied to mindful digital consumption. I prioritize this topic for digital leaders, as adding one new platform may impact you (or your team) in

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256  DIGITAL LEADERSHIP IN PRACTICE ways you didn’t anticipate. Just as your digital leadership practices will be unique to your values, individually you must prioritize your health and wellness. I would rather hear you take brief pauses on platforms throughout the year than boast you post every single day on every single platform.

Online Conflict In Braving the Wilderness: The Quest for True Belonging and the Courage to Stand Alone, Brené Brown (2017) wrote about true belonging and independent courage, which also wades into how we choose to use social media: I’ve come to the conclusion that the way we engage with social media is like fire—you can use them to keep yourself warm and nourished, or you can burn down the barn. It all depends on your intentions, expectations, and reality-checking skills. (p. 140)

Just because we have our own digital wellness skills on point doesn’t mean everyone on the internet does. Sometimes, we have the privilege of removing ourselves from negative interactions online, but because of campus positions, others of us must face the fire of conflict. So how do campus leaders navigate through conflict that plays out for the entire world to see, screenshot, and reshare? Skills specific to approaching digital conflict are as nuanced as interpreting emotions on the internet. There are additional digital terms to explore beyond online conflict, such as incivility online, cyberbullying, online harassment, cyberstalking, flaming, trolling, and more. Some of these terms have legal correlations and are addressed in platform policies. As your author, let me admit one of my shortcomings is based in conflict. I adore my family, but talking politics at our kitchen table is still taboo. I’m self-aware enough to know that I do not actively pursue certain topics, responses, or people online that may cause a possible call out. I’ve had to pick up skills on my own to navigate disagreements because none of my four academic degrees did anything to advance my capacity (self-belief ) or motivation (desire) for conflict management. But I’m actually not alone. The fear of conflict was also shared among the #HigherEd Digital Life participants, as 49% did not feel equipped to work through conflict online, especially between colleagues and in interactions with students or the campus community. I regret not asking one or two more questions related to this advanced skill for digital leaders; for example, for the 51% who did feel equipped, what was their framework, training, and advice for others? I am actively committed to gaining confidence and capacities around conflict in all contexts—I know that I have and will continue to miss out on relationships and personal evolution if I do not. To aid in this, I’ve intentionally asked a few colleagues to push me, sending me reminders to speak up or pull me into conversations that will foster conflict management confidence, which is also a tactic I would recommend to you. Despite my own personal pitfalls with conflict, I do offer a few considerations.

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First, the block button is not a go-to conflict management tactic. I may not like when someone disagrees with something I post online, but I’m not trying to ban them from the platform. However sometimes blocking, reporting, and muting may need to be part of your playbook—for example, if a user displays harassing behaviors or is stealing your identity (which has happened to me over 100 times—not joking). Second, the direct messaging tool is there for a reason: Use it! Some positions that are primarily public facing should develop procedures, if/then scenarios, and staffing support for when certain topics and incidents surface. Third, not saying something is a statement in itself. Your silence is communicating a message. This is a reminder, not a recommendation, unless it’s done very intentionally. Fourth, some forms of conflict are a very good thing, for example, unifying voices speaking out about injustices. Walter M. Kimbrough shared that when he chooses to actively speak out, he makes sure that his argument is ironclad and backed up with facts. These actions are not the same as stoking a call-out culture (also referred to as cancel culture), a type of public shaming that I’ve observed throughout the years within higher ed–related Facebook groups and Twitter chats. Where is the ethics, the humanity in that? Going back to the earlier Brené Brown (2017) quote, it all comes back to “intentions, expectations, and reality-checking skills” (p. 140). The skill set of conflict management is valuable in a variety of contexts, from face-to-face interpersonal communication to public social media platforms. Communication competencies that include conflict resolution in person and online should show up in a variety of learning environments. Just as I vulnerably shared my lack of conflict management confidence, so must digital leaders look to themselves and the needs of their teams and put resources toward opportunities for growth. Not surprisingly, both topics I’ve shared for advanced digital leadership development are also sorely needed for our students.

A Student-Centered Approach I have a special place in my heart for students. They’re the number-one thing I miss about working full time on a campus. But I have sat through far too many meetings where I have heard an administrator or faculty member declare “we” know better than students or students don’t know what they want. Social media education, policies, and engagement tactics need to have our students at the heart of them. With the way the internet works, if your followers don’t like how you are showing up online, they’ll just ignore you, unfollow you, or maybe even call you on it in their Instagram story or on Reddit. The internet is a fabulous place to take the pulse of your community as long as you really listen.

Community Social Media Policies Here’s the reality: Everyone already has or will eventually mess up online. What I discovered in my research on college students’ use of social media was those who

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258  DIGITAL LEADERSHIP IN PRACTICE could admit they made a mistake and learned from it were better off with their social media usage today (Ahlquist, 2015). As discussed in chapter 1, there is still resistance to social media that comes out in fear mongering. In higher ed, it leads to policies and deficiency mind-set education focused on what not to do online. For example, if you ask a student what they “shouldn’t post” on social media, alcohol (pictures, stories, etc.) is going to come up as the number-one topic. But this checkbox has little weight in my mind if their overall behavior isn’t congruent offline. Fraternity and sorority life has also become a common place to find restrictive policies, with entire student committees that track their members’ behavior. Sisters and brothers are required to submit all social media pages for evaluation. These restrictive approaches continue to have only a silencing effect and show our distrust of students. Photos of alcohol are particularly policed—yet the same parties that surround these members with alcohol continue to be allowed. Let’s talk about congruency, higher ed! If we don’t want Greek-affiliated students posting so many photos with alcohol, we need to disrupt the programming and traditions that have existed within those organizations for decades. Again, it isn’t the platform—Snapchat or Instagram—that’s the problem; we need to concentrate on real-life developmental issues in student and campus life.

Purpose-Driven Digital Student Leadership Education Students have been figuring out social media through trial and error for years (Ahlquist, 2015), and the formal education they’ve received looks more like a horror movie than a place for opening possibilities and acknowledging the power teens and young adults have in our society. Just as for higher ed professionals, students should have opportunities to not only experiment and advance their skills with technology, including social media, but also dialogue openly about difficulties with navigating these tools. We see only what they post on social media today, but I found in my research that when given the opportunity to discuss social media, they quickly reflect on middle school, including the regrets they had, the harm that was done to them online, and the lack of digital role models throughout their time in high school and college. Student leaders in particular tell me about the silencing impact student leadership positions (and their advisers/supervisors) have on their online activity, going so far as to say they do not feel like they can truly express themselves, and as a result, they posted less frequently online (Ahlquist, 2015, 2017e). Students still need to know the realities of social media, but that’s only part of the equation. I am inspired by the works of Parker J. Palmer (2010), who with Arthur Zajonc wrote in The Heart of Higher Ed: A Call to Renewal, “Educate our students as whole people, and they will bring all of who they are to the demands of being human in private and public life” (p. 153). In the text, Palmer and Zajonc discussed wholeness and integration from the classroom to student life—that the entire human experience must be addressed—the emotional, intellectual, spiritual, sensorial, and so on. Students are hungry for a holistic perspective that prepares them to maneuver in the gray, not just separation of parts. This will require transformative conversations, not a list of social policies. So give students real stories of digital tools used to better

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communities, land a job, or create a company. Share with them the purpose-driven digital leadership guiding principles in this book, and see if they resonate more than a list of rules. Furthermore, consider applying the evidence-based curriculum I’ve created, the pillars of digital student leadership, which include the cornerstone skills of digital identity, wellness, decision-making, branding, community, and of course, digital leadership (Ahlquist, 2016e). These formulate my online student leadership course at Florida State University, as well as countless leadership keynotes and workshops I offer around the globe. Finally, you are part of the equation to educate students on social media through a leadership lens. Offer yourself as a role model through your behavior so that students can learn and be inspired by you. Because, whether or not you are connected with them formally on social media, they’re paying attention to you. For more resources about digital student leadership, I’ve created a hub on the book companion website. For dialogue and resource sharing, head to the Digital Leadership Network and check out the digital student leadership topic.

Preparing for the Future of Higher Ed and Social Media It’ll take more than a few institutions adopting a digital-friendly campus culture and a student-centered approach for higher ed to be prepared for the future of social media. A purpose-driven digital leadership approach filled with heartware will need to show up in professional associations, search firms, and graduate prep programs. Finally, the future will include the development and positioning of spokespeople in higher ed who break out of traditional publications and conference circuits and become household names that, dare I say, are the kind of influencers we actually want to represent higher ed.

Professional Associations Depending on the functional area of campus, the efforts of different organizations have varied regarding the development of professionals’ awareness and activation of work around digital identity, reputation, brand, and leadership. Early on, student affairs organizations such as NASPA, ACPA, National Intramural-Recreational Sports Association (NIRSA), National Orientation Directors Association (NODA), National Academic Advising Association (NACADA), and Association of College and University Housing Officers-International (ACUHO-I) held national and regional conference educational sessions that were later woven into smaller institutes. These associations need to develop their efforts further, beyond formal education sessions and keynotes, to create opportunities for unstructured dialogue and feature professionals who can serve as digital role models. However, student affairs/services constitutes only a small part of the field of higher ed. I recently served as a keynote speaker at an accreditation conference and was informed that my two sessions were the very first time they offered education on both social media strategy for divisions/departments and the development of digital engagement and leadership practices for campus leaders. I would go so far as to

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260  DIGITAL LEADERSHIP IN PRACTICE say that professional associations should take the lead on defining what guidelines, practices, and competencies look like beyond a bulleted list. I would also challenge associations to think about advanced tactical training and development beyond tech tutorials, such as experiential case studies on topics like a simulated campus crisis response on social media.

Search Firms In my executive coaching programs, I quickly learned that executive search firms have not at all caught up to the necessity for campus leaders to have a well-thought-out digital identity and digital leadership practice. If anything, I’ve been told that candidates are advised to make private or shut down accounts if they become a finalist. What? Search firms should support and be a strategic partner for future and current executives in building their brand and digital engagement practices to connect with the campus culture. Remember @deandad Matt Reed, who was specifically hired because of his active use of blogging? It’s a unique value Matt brought to the position that probably no other candidate had. Until search firms acknowledge digital engagement and leadership practices as a positive trait for an executive, I’ll keep having clients to serve that have nowhere else to turn.

Graduate Prep Programs Referring back to the #HigherEd Digital Life research project, the disconnect between digital education and practice for higher ed professionals showed up immediately in their career—through a lack of curriculum. Specifically, 88% disagreed or strongly disagreed that digital skills, including social media, were included in their programs. Look at your master’s and doctoral programs, and identify where dialogue about technology arises. Are students assigned to read (and research) recent scholarship on technology in higher ed? In capstone courses, are students called upon to reflect on their knowledge of technology, especially social media, and weave it into digital engagement and leadership? I teach an online graduate-level course at Florida State University called Technology in Higher Ed. To my knowledge, it’s currently one of the few programs in the country with a stand-alone technology course—and I could only get it approved for a 6-week term! To be fair, technology isn’t a stand-alone topic; it’s literally woven into every piece of curriculum and core competency of a future educational professional. So curriculum developers and faculty need to audit their programs to ensure students see the obvious connection between campus infrastructure and programs and situate their own lives in the professional role(s) they hold and how that shows up online.

The Champions (Not Celebrities) of Higher Ed After a couple years of blogging, I started receiving comments at conferences about how I was now a celebrity in higher ed. I actually hope this was because I had just

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earned my doctorate, not because a few thousand Twitter followers or blog downloads somehow qualified me for this new status. But I also realize our society, especially those reading who live in the United States, exists in an ecosystem of desiring or acknowledging celebrity status. For me, however, it honestly made me feel uneasy. I still get these comments today. Therefore, I’d like to propose a reframe and call to action. We actually need more champions in higher ed, the advocates who are actively amplifying their voices on behalf of their institutions, organizations, and students and talking about injustices that impact access to education. Campus presidents, researchers, and faculty tend to be the first to be tapped for a media interview. For example, President Walter M. Kimbrough not only crafts Twitter statements on the fly but also is regularly invited on mass media outlets from MTV to CNN. I believe with formal media training, we can develop highly skilled and qualified administrators, faculty, and students to seek out media appearances using their digital engagement platforms as strategic vehicles. With the constant shift of federal, state, and local funding, in addition to a greater struggle to recruit and retain students and help them get jobs, higher ed can no longer fall back on the reputation of the academy. Higher ed leaders need higher levels of knowledge of public relations. We must embrace our roles as public champions for the very field and function we serve.

Digital Leadership Transformation: Courage, Congruence, Connection, and Creation Despite the frameworks and strategies outlined in this book, I want digital leadership to be simple. It’s not about the platforms; it’s about people—and it’s about you. It’s not about selling your qualifications. It’s not about posting the most on every tool available. Digital leadership is about accepting, creating, and documenting your story and inspiring others to do the same. Self-awareness allows digital leaders to finally share stories that invite others into community. You must address your fears and navigate vulnerability, just as I did in the previous section on conflict. Fear (self-imposed and institutionally upheld) is what holds back higher ed professionals in more ways than just social media adoption and action. In the preface and earlier in this chapter, I shared in my appreciation of Brené Brown, a research professor at the University of Houston and the Huffington-Brené Brown Endowed Chair. She studies vulnerability, empathy, shame, and authenticity and has five number-one New York Times bestsellers: The Gifts of Imperfection: Let Go of Who You Think You’re Supposed to Be and Embrace Who You Are (Brown, 2010), Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead (Brown, 2015), Rising Strong: How the Ability to Reset Transforms the Way We Live, Love, Parent, and Lead (Brown, 2017), Braving the Wilderness: The Quest for True Belonging and the Courage to Stand Alone (Brown, 2017), and Dare to Lead: Brave Work. Tough Conversations. Whole Hearts. (Brown, 2018). As a storyteller, she translates leadership simply and sincerely. I’m confident Brown’s works are not

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262  DIGITAL LEADERSHIP IN PRACTICE intended to be interpreted for leadership in digital contexts, just like the leadership theories I remixed in chapter 5. However, she does recognize how troublesome social media is in our society: “Today we are edging closer and closer to a world where political and ideological discourse has become an exercise in dehumanization. And social media are the primary platforms for our dehumanizing behavior.” (Brown, 2017, p. 74). But if this is to be true, instead of running from these platforms, where millions and millions log on day after day, how do rising leaders dare to be imperfectly brave? As I begin to close out this final chapter, I’m going in as the Brené Brown of social media. Digital leadership is a humanizing practice, made to decrease the physical and digital divides that have built up in higher ed among positions, departments, and people. Your digital leadership transformation is made of courage, congruence, connection, and creation.

The Courage for Vulnerability It’s okay if you’re nervous. Have reservations. Ask questions. Be informed. Technology is personal and requires skill. But adding on another training, meeting, or evaluation may also be signs you are stalling and stuck in fear. Digital leadership requires experimentation, action, and risk. You have to muster the courage; you’re going to have to be vulnerable. Digital engagement metrics, although helpful for strategy and evaluation, are not your only guiding light. Like leadership development, you don’t wake up one day and master digital leadership or social media tools. There is no leaderboard, and we can’t control a majority of the dynamics online. In Dare to Lead: Brave Work. Tough Conversations. Whole Hearts., Brown (2018) wrote, “The courage to be vulnerable is not about winning or losing, it’s about the courage to show up when you can’t predict or control the outcome” (p. 157). You may have never thought that technology would require courage, that digital leadership would ask you to be vulnerable—or that you would be willing to. But it’s not just about you. Your actions are helping others; courage is contagious (Brown, 2018).

Finding Confidence by Living Congruently There’s a decent likelihood that you may be one of the first on your campus or in your position to embrace the practices and frameworks outlined in this very book. I acknowledge that the enactment of digital leadership will take confidence and courage. However, as you embrace digital tools, it is just as important to live in congruence. No matter where you are, what you post on a private page, what you do offline on vacation—make it congruent and ready to show up anywhere. If you don’t have clarity on your true north, values, or ethics, you must fully take on the work of gaining that consciousness. Self-awareness is correlated with confidence and courage, and the result is congruent actions. Or as Brown (2018) wrote, “Know my values = Know me. No values = No me” (p. 207). That way, when you are called out online or on campus you stand firm that you authentically represent yourself. With this alliance, telling your story will be natural, and I believe you’ll also be open to new connections online with audiences you once kept at a distance.

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Made for Connection Digital leaders are called on for connection, both to serve as connectors between communities and to be in community. You need to show up for your community. “Connection is why we’re here. We are hardwired to connect with others, it’s what gives purpose and meaning to our lives, and without it there is suffering” (Brown, 2012, p. 8). If your past usage of social media has not been for the mission of connection, your purpose is misaligned. Connection also means you are deeply connected to self, not changing or disowning yourself: “True belonging doesn’t require you to change who you are; it requires you to be who you are” (Brown, 2017, p. 40). Purpose-driven digital leadership embodies belonging to self and others, your heartware. Celebrate and honor it. It should move you.

Honoring the Act of Creating Telling your story and those of your campus community on digital platforms is the simplest way to humanize a platform, your position, and your institution. Calling attention to ourselves as content creators and storytellers is not ego if the intent is true and for the betterment of others. Our stories matter: “We are all worthy of telling our stories and having them heard. We all need to be seen and honored in the same way that we all need to breathe” (Brown, 2017, p. 86). Sharing your story and your why for leading online is also powerful to your teams. It gives direct “permission to practice vulnerability and to be brave in sharing and owning their life journey” (Brown, 2018, p. 179). So call yourself a creator. A storyteller. A digital leader. In Big Magic: Creative Living Beyond Fear, Elizabeth Gilbert (2016) wrote, So wave your arms around. Make something. Do something. Do anything. Call attention to yourself with some sort of creative action, and—most of all—trust that if you make enough of a glorious commotion, eventually inspiration will find its way home to you again. (p. 254)

In some educational circles, this statement would be looked down upon, but the first time I read it, I got goosebumps. So much so that I wrote it down and placed it in my office where I could constantly see it. Make. Do. Call. Action. Home. It was after reading Big Magic: Creating Living Beyond Fear I finally called myself a creator, which also hints at my “why” for leading online. My purpose is to create, to add to this universe, to pioneer even if it terrifies me. I tried to ignore that calling because of the skills, degrees, and accolades that I did and do not have. Being a self-taught creator, I attempted to apply the same tenets that served me in the past: being organized, produced, perfect. But then the distance widened between me and my community. The most successful way for me to get out of my own way has been to ignore and overcome the inner critic and perfectionist and invest everything in purpose—something bigger than myself. You too, dear reader, are a creator and storyteller.

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Document Your Digital Leadership Journey Stories are not just the final product—they are woven in daily mundane and meaningful moments. Documenting the journey ultimately means we have to let go of control of how our story will be received, interpreted, or remixed and to do it anyway. What higher ed professionals must ultimately come to terms with is that we have to openly document the journey of our processes, programs, and stories, not just the outcomes that end up in published scholarship, campus events, or a well-designed strategic plan. It’s between these highlights we find the human existence. As Brown (2017) advised, “Show up for collective moments of joy and pain so we can actually bear witness to inextricable human connection” (p. 120). A major theme of Brene Brown’s work is about the process, not perfection. Growth occurs in the margins, not at the endnotes. As a recovering achiever and perfectionist, digital storytelling allowed me to see this in practice. I chose to document my doctoral journey, day after day blogging; tweeting; and posting updates on Facebook, Twitter, and Instagram. Through rough drafts and difficult days that led me to the celebration of my successful dissertation defense and celebratory moments of graduation, I met countless colleagues, friends, and career opportunities. The process of documenting my vulnerable doctoral journey changed my life, allowing me fully to know and love myself and the work I was made to do. I applied this same approach to writing this very book: I led with where I was in my long creating process—and I owned it.

Lead Wherever You Are You’ve heard from a variety of unique voices from all parts of higher ed. I hope their stories inspired you as much as they did me. Although plenty of executives are listed, the text features professionals at all levels, not just those with the “right” position or degree that gives them credibility to lead online. These professionals have given these tools a chance and embraced them to create meaningful moments, wherever they find themselves. As a result of collecting these stories, as well as the results in the #HigherEd Digital Life project and my previous research on senior campus leaders, the guiding principles of digital leadership in higher ed emerged. These purposeful digital practices show up across the field, living out principles of connection, personalization, strategy, change, and legacy. Digital leadership is open access—ready for anyone who is willing. Start today, by leading wherever you are. The beauty of these digital platforms is the access they give to anyone who has a message to share. Instagram doesn’t care if you are 13 or 65; it rewards quality content that connects to your community. Whether you have 10 followers or 10,000, you can positively influence through your platforms. You don’t have to wait to get your doctorate, get published, or get a promotion. So I don’t care if you’re a graduate student

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who almost had to drop out or a previous vice president who was replaced after a new presidency. There are no prerequisites to make an impact. But you do have to be willing to show up; own it; and as this book has proposed, be driven with purpose to enact digital leadership. With willingness, willpower, and wonder. Lead wherever you are. Digital engagement should not be an afterthought, add-on, or less-than strategy. It’s a valuable tool for leadership, and thankfully no unattainable superhero skills are involved. Your superpower is discernment and action with an aligned and authentic purpose-driven approach. What separates my definition of digital leadership from others is the recognition of what we already know about leadership in theory and practice, backing it up with data, and a double dose of humanity and heart. So choose a leadership theory to help inform and advise your digital leadership philosophy but don’t let it slow down your ability to just “be” online. Simply tell your story. Lead wherever you are. Digital leadership is not something you just do for yourself, even though the benefits will carry over into all areas of your life. Leadership is intimately knowing who you are, for the betterment of others. Leadership asks you to use your gifts and talents to work for others, including your position, power, and platforms. Digital leadership shows up when you mindfully connect social media with a purpose, with heartware. Fill your feed with values. Lead wherever you are. So please never, ever do it only for more likes, followers, or subscribers. Instead invest in legacy. Stop worrying about your next post; rather, consider the byproduct of your presence on platforms that will be felt for years to come. If you lead right where you are, with a purpose-driven digital leadership presence, I guarantee the likes, followers, and subscribers will come, because your light and leadership will be magnetizing. Lead with purpose. Your life, your legacy. Lead where you are, offline—online—personal—professional. It’s all life. It’s all you.

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APPENDIX Book Contributors: What is Your Why for Leading Online?

T

his book was composed with an orchestra of voices throughout higher ed. Each cited their platform choices and digital leadership purpose as they answered, “What is your ‘why’ for leading online?” All accounts have been abbreviated to include just usernames/handles. For example, my LinkedIn URL is www.linkedin.com/in/josieahlquist.com but listed as /josieahlquist/; Twitter, www .twitter.com/josieahlquist and handle is listed as @josiahlquist; and so on. Visit the book website at www.josieahlquist.com/digitalleadership for the most updated list of book contributor titles and platforms. Name, Title, and Organization

Platforms

What Is Your Why for Leading Online?

Kristen Abell Interim Director of Student Affairs Communications at Virginia Tech; Executive Director of The Committed Project

Twitter: @Kristen_Abell Instagram: @Kristen_Abell Facebook: /kristendom Website: thecommittedproject. org Website: kristenabell.com 

I want to show people they are not alone in experiencing mental illness and provide support and resources to help them be successful.

Mamta Accapadi Vice Provost for University Life, University of Pennsylvania

Twitter: @MamtaAccapadi LinkedIn: /maccapadi/ Instagram: @dr.mamtaaccapadi Facebook: /mamta.accapadi.1

Leading online allows us as educators to uplift the sacred stories of our students—helping them align their hopes and dreams with the opportunities to achieve those dreams.

Christine Adam Dean of Students, Thompson Rivers University

Twitter: @trudeanstudents

Leading online is consistent with my commitment to be authentic and transparent in my role.

Ai Addyson-Zhang Founder, Classroom Without Walls

Twitter: @aiaddysonzhang LinkedIn: /aiaddysonzhang/ Instagram: @aiaddysonzhang/ Facebook: /AiAddysonZhang Website: bit.ly/ ClassroomWithWallsDrAi

To walk the talk of being a social media professor and to serve as a role model for students and fellow educators, and a bridge to shrink the gap between academia and industry. (Continues)

267

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268  APPENDIX Name, Title, and Organization

Platforms

What Is Your Why for Leading Online?

Angela E. Batista Vice President of Student Affairs and Institutional Diversity and Inclusion, Champlain College

Twitter: @drangelabatista LinkedIn: /abatista/ Facebook: /drangelabatista

I lead online to share information that will enable others to gain knowledge in order to transform themselves, their leadership, and those they lead.

Michael Benson Twitter: @michaeltbenson I choose to lead online as a way Visiting professor, Johns LinkedIn: /michaeltbenson1/ to connect with our students Hopkins University Instagram: @michaeltaftbenson and help tell our story. Facebook: / PresidentEmeritusMichaelT Benson

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Brian Bourke Twitter: @drbbourke Associate Professor, Facebook: @drbrianbourke Murray State University Website: http://drbrianbourke. com

Leading online and being able to extend conversations and connections beyond the limits of physical proximity, and has opened me up to people I probably wouldn’t have connected with otherwise.

Mary K. Boyd Twitter: @marykboyd President, Berry College LinkedIn: /marykboyd/ Instagram: @boydmaryk Facebook: /boyd.mary

I lead online since it’s important to meet people where they are.

Mordecai Ian Brownlee Vice President for Student Success, St. Philip’s College

Twitter: @DrMordecaiB LinkedIn: / drmordecaibrownlee/ Instagram: @ItsDrMordecai Facebook: /ItsDrMordecai Website: www.ItsDrMordecai. com

My online mission is to provide social media content that promotes student inclusion, student engagement, student success, and the development of academic and career pathways, as well as information to support the sustainability, vitality, and continued growth of all educators.

Brandon Busteed President, Kaplan University Partners

Twitter: @brandonbusteed LinkedIn: /busteed/

The most valuable form of thought leadership is no longer speeches or presentations at conferences. It’s on LinkedIn.

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What Is Your Why for Leading Online?

Name, Title, and Organization

Platforms

Ashley Budd Director of Digital Marketing for Alumni Affairs and Development, Cornell University

Twitter: @ashley_budd When you’re put in a unique Website: www.ashleybudd.com position, it’s important to share what you’re learning.

Ed Cabellon Vice President for Enrollment Management, Curry College

Twitter: @EdCabellon LinkedIn: /edcabellon/ Instagram: @dr.edcabellon Facebook: /dredcabellon

To augment, expand, and deepen connections within my social, educational, and professional networks.

Adam Castro Vice President of Admissions, Mercy College

Twitter: @AdamCastroEdu LinkedIn: /AdamCastroEdu/ Instagram: @AdamCastroEdu

My goal is to inspire others to share their work and build out rewarding networks, for I have seen far too many talented professionals live existences that do not extend past the perimeters of their campuses.

Sue Caulfield Director of Student Affairs, Donald and Barbara Zucker School of Medicine, Cofounder of The Committed Project

Twitter: @_suecaulfield Instagram: @suecaulfield Instagram: @ thecommittedproject

Leading online is an easy introduction to how I lead IRL. The mission of impacting communities through the sharing of educational resources, sharing personal stories, and sharing thoughtful visuals are all tactics that I often use in my day job. Letting these aspects shine through my online presence allows me to connect with different communities in a unique way.

Thom D. Chesney President, Clarke University

Twitter: @ThomChesney

To build a connected learning community in and beyond my institution.

Martha Compton Dean of Students, Concordia University Texas

Twitter: @marthakcompton LinkedIn: /marthakcompton/ Instagram: @ctxdos

It’s hugely important that students see themselves reflected online and know that people can be warm, funny, and flawed while still being successful leaders. (Continues)

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270  APPENDIX Name, Title, and Organization

Platforms

What Is Your Why for Leading Online?

Christopher Conzen Twitter: @DrKaeden52 To demonstrate how living Executive Director, LinkedIn: /christopherconzen/ authentically is personal to each Secaucus Center and individual. Early College Programs, Hudson County Community College Paulette M. Dalpes Vice President of Student Affairs, Community College of Aurora

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Twitter: @PauletteDalpes

Social media serves as a means to stay engaged and informed while sharing information and encouraging critical dialogue, primarily about social justice and higher ed, with a specific focus on community colleges.

Thomas Dickson Twitter: @drthomasdickson Assistant Vice Provost, University of California– Riverside

I elect to lead online to create a community of colleagues and friends from across the world who can help one another collaborate, explore, and innovate possibilities to positively impact student success.

Tony Dobies Twitter: @DOBIEST Social Media Director, LinkedIn: /tonydobies West Virginia University

Education is such a powerful tool, and we should use social media and other online forms of marketing to bridge the gap between our institutions and those who need it.

Tony Doody Director of University Student Centers, University of Delaware

Twitter: @tonydoody LinkedIn: /tonydoody/ Instagram: @tonydoody

Stoke curiosity to inspire growth, innovation, and lifelong learning

Karen Freberg Associate Professor of Strategic Communication, University of Louisville

Twitter: @kfreberg Blog: www.karenfreberg.com/ blog

My why is to educate, inspire, and make an impact on the field and the future generation of professionals.

Jonathan Gabriel Coordinator for Marketing and Communications, University of Central Florida

Twitter: @jongabriel Linkedin: /jonathangabriel/

I lead online in order to “extend the ladder” by engaging a vibrant community of higher ed professionals, I facilitate information exchanges that help all of us become better at our jobs.

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Name, Title, and Organization

Platforms

What Is Your Why for Leading Online?

Julia R. Golden Twitter: @Juliargolden Associate Dean Instagram: @Juliargolden of Students at Massachusetts College of Pharmacy and Health Sciences

I lead online to represent the queer and Latinx voices I needed to hear and see while growing up.

Liz Gross Founder and CEO, Campus Sonar

Twitter: @LizGross144 LinkedIn: /lizgross/ Instagram: @LizGross144 Website: www.lizgross.net

To connect with, learn from, and role model for individuals who are seeking to further their careers in higher ed or marketing and communications.

Jenny Hall-Jones Senior Associate Vice President and Dean of Students, Ohio University

Twitter: @JennyHallJones

Online is where the students are, so that is where I want to be in order to connect with them, as well as learn from them.

Brian D. HercliffProffer Assistant Director of Student Life, Michigan State University

Twitter: @bdhproffer LinkedIn: /bdhproffer/ Instagram: @bdhproffer Facebook: /bdhproffer

To lead by example in sharing my authentic journey of imperfection and hope and the lessons I’ve learned along the way.

Levester “LJ” Johnson Vice President for Student Affairs, Illinois State University

Twitter: @levesterjohnson LinkedIn: /LevesterLJJohnson/ Instagram: @levesterj Facebook: /VPlevesterjohnson

Committed to engaging and motivating others to become active and contributing members of their communities and online leadership is the perfect avenue.

Shamika N. Karikari Associate Director, Miami University

Twitter: @MikaKarikari Instagram: @MikaKarikari

I desire to live authentically and invite others to do the same and leading online allows me a space to do that.

Walter M. Kimbrough Twitter: @hiphopprez President, Dillard Instagram: @hiphopprez University Medium: @hiphopprez

It’s a way to connect with people where they are, hopefully leading to face-to-face engagement.

Ann Marie Klotz Interim Vice President of Student Affairs, The New School

Because community is needed now, more than ever.

Twitter: @annmarieklotz Instagram: @annmarieklotz

(Continues)

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272  APPENDIX Name, Title, and Organization

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Platforms

What Is Your Why for Leading Online?

Peter Konwerski Twitter: @RPIPeterK Vice President for LinkedIn: /peter-konwerski/ Student Life, Rensselaer Instagram: @rpipeterk Polytechnic Institute

I strive to engage and empower others to learn and thrive.

Kathryn E. Linder Executive Director for Program Development, Kansas State University Global Campus

Twitter: @katie__linder Instagram: @katie_linder Website: https://drkatielinder. com

I lead online to help faculty and higher ed professionals live and work with more ease.

Russell Lowery-Hart President, Amarillo College

Twitter: @LoweryHart LinkedIn: /russellloweryhart/ Instagram: @rdloweryhart Facebook: Russell.loweryhart

Our commitment to loving students to success means accessing them where they live—online and in social media—and we must be better at engaging them across such platforms.

Amma Marfo Writer, speaker, and consultant

Twitter: @ammamarfo Instagram: @ammamarfo Blog: ammamarfo.com/blog

In all the work I do, online and off, I want to help students and professionals find and unleash the best versions of themselves.

Gail Martineau Associate Director of Distance Education Marketing, Ohio State University

Twitter: @gailmartineau Instagram: @gmartineau Facebook: /gailmartineau

Leadership online is just an extension of leadership.

Cynthia TenienteMatson President, Texas A&M University-San Antonio

Twitter: @prezmatson Instagram: jagprezma/tson LinkedIn: Cynthia TenienteMatson Facebook: Cynthia TenienteMatson

Authenticity is personified through unfiltered access to the university community and social media personalizes our serendipitous connectivity or dialogue with students, alumni and others who might not necessarily “bump into” you through traditional means.

Jeremy McMillen President, Grayson College

Twitter: @GC_President To connect our students, Facebook: /jeremy.mcmillen.10 community, and nation to the LinkedIn: /jpmcmillen important dialogue on what matters for students in the moment and across time.

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APPENDIX  273

Name, Title, and Organization

Platforms

What Is Your Why for Leading Online?

Tim Miller Vice President for Student Affairs, James Madison University

Twitter: @JMUTimMiller LinkedIn: /Jmutimmiller/ Instagram: @JMUTimMiller Facebook: JMUTimMiller

We have a responsibility to to meet our students where they are, and social media is an essential tool to inform, engage, and interact with our students in a meaningful and impactful way.

Ajay Nair President, Arcadia University

Twitter: @PrezNair LinkedIn: /preznair/ Instagram: @preznair Facebook: /PrezNair TikTok: @preznair

Maintaining a leading presence online is a great way to stay directly engaged with students and their families, faculty, staff, alumni, and community members.

Laura Pasquini Learning and Development Consultant

Twitter: @laurapasquini LinkedIn: /laurapasquini Instagram: @laurapasquini/

To model and mentor digital identity development for our students, staff, faculty, and communities in higher ed.

Julie Payne-Kirchmeier Vice President for Student Affairs, Northwestern University

Twitter: @JPKirchmeier LinkedIn: / drjuliepaynekirchmeier/ Instagram: @JPKirchmeier

As a student affairs advocate and educator, it is critical that I meet our students where they are; I have to be in it with them online if I am to begin to understand their experiences, pressures, challenges, and successes..

Pearson Assistant Director of New Student & Family Programs, Florida State University

Twitter: @pearson_ality Instagram: @pearson_ality LinkedIn: /pearsonality/

I lead online, because I lead in person. I am holistic, multifaceted, and authentic in person so why not be that way online. I challenge social norms, privilege, and oppression in person so why not do that online.

Sumun (Sumi) L. Pendakur Chief Learning Architect, Race and Equity Center, University of Southern California

Twitter: @sumunLPendakur Instagram: @dr_sumi Facebook: /sumi.pendakur

To authentically role model a full life, with all of its complications, including my politics, my family/friends, and my work.

(Continues)

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274  APPENDIX

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Name, Title, and Organization

Platforms

What Is Your Why for Leading Online?

Patty Perillo Vice President for Student Affairs, University of Maryland

Twitter: @drpattyperillo Instagram: @pattyperillo Facebook: /patty.perillo

I lead online to stay connected to and engaged with my students, colleagues, friends, and communities.

M. L. “Cissy” Petty Vice President of Student Affairs and Dean of Students, George Washington University

Twitter: @cissypetty Instagram: @cissypetty Facebook: /cissy.petty Website: www.cissypetty.com

Lifting others up to be their best selves helping them to change the world.

La’Tonya Rease Miles Director of First Year Experience and Strategic Initiatives, University of California–Los Angeles

Twitter: @latonya07 Instagram: @latonya07 LinkedIn: /latonyareasemiles/ Twitter: @firstgenandjuice Instagram: @firstgenandjuice

I want to share everything I know with people who don’t have access to information.

Matthew (Matt) Reed Vice President for Learning, Brookdale Community College; Writer for InsideHigherEd.com

Twitter: @deandad Blog: www.insidehighered. com/users/matt-reed

To demystify academic administration in hopes of attracting good people to it and avoid unproductive conflicts based on stereotypes.

Terisa Riley Twitter: @terisariley Chancellor, University of Instagram: @terisariley Arkansas–Fort Smith Facebook: /Terisa.riley Snapchat: terisariley TikTok: @terisariley

To reach students where they are.

Steve Robinson President, Lansing Community College

Twitter: @LCCpresident LinkedIn: /steverobinson-b2582486/

Promote 2-year colleges, social mobility, and #EndCCStigma.

Penny Rue Vice President for Campus Life, Wake Forest University

Twitter: @WFURue

The virtual world is full of possibilities for building bridges and connecting with others who share our passion to fulfill higher ed’s promise

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Name, Title, and Organization

Platforms

What Is Your Why for Leading Online?

Joe Sabado Associate Chief Information Officer Student Affairs and Executive Director for Student Information Systems and Technology at the University of California, Santa Barbara

Twitter: @joesabado LinkedIn:/joesabado Instagram: @joesabado Pinterest: /joesabado Blog: http://www.joesabado. com

To live a life of significance by helping others fulfill their potential.

Frederick Smith Twitter: @FSmith827 As a student affairs professional Assistant Vice President, Instagram: @FSmith827 who tries to stay current, Equity and Community Website: FrederickLSmith.com the more you’re connected Inclusion and Senior to people’s devices, the more Diversity Officer, connected you are to people. San Francisco State University Jennielle Strother Vice President of Enrollment Services, Concordia University Texas

Twitter: @ EMjennielle Instagram: @EMjennielle LinkedIn: /JennielleStrother/

Leading online is no different from leading on a campus; my sole purpose is to build community, connect likeminded professionals to each other, celebrate other’s successes, and raise up the next generation of professionals by role modeling authentic leadership.

Erin Supinka Associate Director of Digital Engagement, Dartmouth College

Twitter: @erinsupinka

To help and connect with others.

Brock Thompson Head Women’s Soccer Coach at South Dakota State University

Twitter: @thompson_brock

To have a positive impact in the growth of 18–22 year olds.

Vinicius “V” Vargas Twitter: : @ViniciusMVargas Program Coordinator Instagram: @ViniciusMVargas for Fraternity and LinkedIn: /vargasvinicius/ Sorority Life, University of Vermont

Because we need to be the example for our students in what leading online should be and hold ourselves accountable to our own expectations of them. (Continues)

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276  APPENDIX Name, Title, and Organization

Platforms

What Is Your Why for Leading Online?

Marci Walton Associate Director of Residence Life, Xavier University

Twitter: @MarciKWalton Instagram: @MarciKWalton

I engage online because students are constantly told horror stories of online mistakes, but are rarely provided examples of how to engage authentically in online spaces.

Daria J. Willis President, Everett Community College

Twitter: @EvccPrez LinkedIn: /dariajwillis/ Instagram: @drdariawillis Blog: www.dariajwillis.com

I lead in an online environment to remain accessible, visible, relatable, and approachable for the students we are called to serve as our digital world will only become more complex. Our students must rise to the challenge, and leaders must be there to guide them on this journey.

Melissa Woo Twitter: @mzyw Senior Vice President for LinkedIn: /mzywoo/ Information Technology and Chief Information Officer, Michigan State University

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Including online as a medium provides opportunities for reaching a broader audience that might not have other access to higher ed.

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Twitter: Most followers. (2018). Friend or Follow. http://friendorfollow.com/twitter/mostfollowers/ United States Census Bureau. (2018, March 13). Older people projected to outnumber children for the first time in U.S. history. https://www.census.gov/newsroom/press-releases/2018/ cb18-41-population-projections.html van Dierendonck, D. (2010). Servant leadership: A review and synthesis. Journal of Management, 37(4), 1228–1261. https://doi.org/10.1177/0149206310380462 Vaynerchuk, G. (2013). Jab, jab, jab, right hook: How to tell your story in a noisy social world. Harper Business. Walumbwa, F. O., Avolio, B. J., Gardner, W. L., Wernsing, T. S., & Peterson, S. (2008). Authentic leadership: Development and validation of a theory-based measure. Journal of Management, 34(1), 89–126. https://doi.org/10.1177/0149206307308913 Wetzel, K., Reinitz, B., Grajek, S., Brooks, D. C., Dahlstrom, E., Stith, M., & Diaz, V. (2018, October 26). 7 things you should know about digital transformation. EDUCAUSE. https://library.educause.edu/resources/2018/10/7-things-you-should-know-about-digitaltransformation Wheeler, D. (2012). Servant leadership for higher education: Principles and practices. JosseyBass. Whitley, S. E., Benson, G., & Wesaw, A. (2018). First-generation student success: A landscape analysis of programs and services at four-year institutions. Center for First-Generation Student Success. http://cmmedia.hs.llnwd.net/v1/naspa_firstgen/dmfile/NASPA-Firstgeneration-Student-Success-Exec-Summary.pdf Williams, A. [@AlexMWilliams_]. (2019a, March 14). Q1: Starting off broadly—what initiatives has your institution employed to increase access and equity in recruitment and across campus? [Tweet]. Twitter. https://twitter.com/AlexMWilliams_/status/1106362451254231040 Williams, A. [@AlexMWilliams_]. (2019b, March 14). Q5: Loaded question(s) about ethics [Tweet]. Twitter. https://twitter.com/AlexMWilliams_/status/1106372977329868802 Willingham, A. (2018, August 27). What is esports? A look at an explosive billion-dollar industry. CNN. https://www.cnn.com/2018/08/27/us/esports-what-is-video-game-professionalleague-madden-trnd/index.html Willis, D. (2019a, June 20). So you want to be a community college president? Be yourself . . . [Blog post]. https://www.dariajwillis.com/2019/06/20/so-you-want-to-be-a-communitycollege-president/ Willis, D. (2019b, July 20). So you want to be a community college president? Be yourself . . . [Blog post]. https://www.dariajwillis.com/2019/07/20/so-you-want-to-be-a-communitycollege-president-be-yourself/ Woo, M. [mzyw]. (2019, May 9). Unfortunately, I’m double-booked so can’t make this week’s #CIOchat—already experiencing FOMO on your combined wisdom [Tweet]. Twitter. https:// twitter.com/mzyw/status/1126541713177182209 WVU Mountaineers [WestVirginiaU]. (2019, February 1). We remind our students that our actions should represent our Mountaineer values [Tweet]. Twitter. https://twitter.com/ WestVirginiaU/status/1091459811328356352 Yang, C. C., & Brown, B. B. (2013). Motives for using Facebook, patterns of Facebook activities, and late adolescents’ social adjustment to college. Journal of Youth Adolescence, 42, 403–416. https://doi.org/10.1007/s10964-012-9836-x York, A. (2018, February 15). Reach vs impressions: What’s the difference in terms? Sprout Social. https://sproutsocial.com/insights/reach-vs-impressions/

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290  REFERENCES Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. https://doi .org/10.1080/1361332052000341006 YouTube. (2018). YouTube for press. https://www.youtube.com/yt/about/press/ Zaiontz, D. (2015). #FollowTheLeader: Lessons in social media success from #HigherEd CEOs. EDUniverse Media. Zhang, H., Song, W., Shen, S., & Huang, R. (2014). The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course. Australasian Journal of Educational Technology, 30(6), 670–685. https:// doi.org/10.14742/ajet.860 Zuckerberg, M. (2017, February 16). Building global community. Facebook. https://www .facebook.com/notes/mark-zuckerberg/building-global-community/10154544 292806634/

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ABOUT THE AUTHOR

Through speaking, coaching, teaching, and consulting, Josie Ahlquist helps educational leaders, organizations, and students to practice purposeful digital leadership. Her practical, evidence-based frameworks empower clients to build and implement digital engagement strategies that fit their lives, their audiences, and their purposes. Josie’s work is grounded in her grant-funded and award-winning research that has allowed her to train thousands around the globe as a speaker; provide consulting services to institutions and companies; and coach professionals in branding, voice, and positioning. Josie’s work has appeared in The Handbook of Student Affairs Administration (Jossey-Bass, 2009), The Journal of Leadership Studies, NASPA Leadership Exchange, Technology and Higher Ed, and Contested Issues in Troubled Times (Stylus Publishing, 2019). She also served as a coeditor and author of the New Directions in Student Services volume Engaging the Digital Generation, and the New Directions in Student Leadership volume Going Digital in Student Leadership. Josie is a three-time LinkedIn Top Voice in Education, and she has been recognized by Ed Tech Magazine as one of the “Top 50 Must-Read Higher Ed Technology Blogs” for 5 years. Her podcast, Josie and The Podcast, has been featured by The Chronicle of Higher Ed and Inside Higher Ed. She is a past recipient of the Dr. Susan R. Komives Research Award and the Student Affairs Technology Research, Assessment, and Evaluation Innovation Award. Josie received her EdD in higher ed leadership from California Lutheran University, an MEd in counseling from Northern Arizona University, and a BA in sociology and human development and family studies from South Dakota State University. Prior to her independent path, Josie spent nearly 15 years on college campuses in areas of student leadership, student activities, residence life, and student affairs communications and marketing. She currently serves as a research associate and instructor at Florida State University Leadership Learning Research Center,

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292  ABOUT THE AUTHOR where her curriculum builds digital literacy and leadership skills for undergraduates to doctoral students. Josie’s answer to the question posed throughout the book, and shared by all book contributors in the appendix—What is your why for leading online?— is, “My purpose is to create, as well as spark connections. I am driven to connect the dots between leadership and impact into online contexts. My calling is to serve as a guide as we discover, navigate, and make meaning of technology tools available today and in the light years to come.” Josie lives in Los Angeles, California, with her husband Lloyd Ahlquist and their rescue fur babies. Visit www.josieahlquist.com for more information about Josie’s research, speaking, coaching, and consulting. Connect with Josie on Twitter (@josieahlquist), Instagram (@josieahlquist), LinkedIn (/josieahlquist/) and Facebook (/DrJosieAhlquist).

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INDEX

Abell, Kristen, xiv, 187–88, 268 Accapadi, Mamta, 84–86, 105, 268 accessibility, 252–53 for institutions, 90 leadership and, 264 accountability authenticity and, 129 Gee with, 34 for leadership, 108, 145 privacy and platform, 250–51 for students, 86 ACPA. See College Student Educators International Adam, Christine, 139–40, 268 Addyson-Zhang, Ai, 200–201, 268 advocacy for authenticity, 188 content, 183–84 ideas, 184 by Lowery-Hart, 183–84 privilege and, 98–100, 150, 184, 256 student affairs professionals on, 47 Woo and women in, 185–86 Amarillo College, 97, 164, 183–84, 273 Anchor, 205 Anderson, Edward “Chip,” 116, 118 anonymous apps, 40, 42, 244 Reddit as, 16 as Yik Yak, 56, 85 Apple Podcasts, 205 Arcadia University, 217, 220–23, 274 The Aspen Institute, 107 audio, 16, 205, 252 audit, 72–73

authenticity, 82 Accapadi on, 84 accountability and, 129 advocacy for, 188 by Benson, 182 congruency like, 46 Conzen on, 164 family, pets, personality, hobbies for, 95–96, 98 as full self, 189 genuineness like, 46, 50 Gilbert on, 97, 263 Kimbrough showing, 240 leadership and, 100, 104, 112, 121–24, 128, 163, 276 Lowery-Hart on, 164 Martineau on, 157–58 packaging in, 98 Pendakur on, 50 as personalized responses, 5, 16, 24–25, 32, 35 real name for, 148–49 for relationships, 164 Rue on, 95 self-awareness for, 163 Strother on, 128–29 authentic leadership, 100, 104, 112, 121–24, 128, 163, 276 Baldwin, Amy, 225 Batista, Angela E., 163, 268 BCC. See Bronx Community College Benson, Michael, 182, 269 Berry College, 179–80, 269 beta and beta testing, 191–92 Bing, 65

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294  INDEX bios, 116, 171 writing of, 74, 101, 111–12, 163, 167, 170, 247 blocking, 159–60, 257 Blogger, 17, 202 blogging Abell and Caulfield with, 188 Accapadi as, 85 Blogger for, 17, 202 EMChat and, 54 Freberg and, 227, 229 Karikari with, 153 LinkedIn for, 200, 202 Medium for, 17, 202, 236, 239–40, 243 Reed as, 133–34 Robinson with, 114–15 as storytelling, 202 trend knowledge from, 42–43 Tumblr for, 14, 17, 40, 42, 65, 72 Walton as, 230 Willis on, 202 WordPress for, 17, 85, 200, 202 Bourke, Brian, 32, 38, 254, 269 Boyd, Mary K., 179–81, 269 branding, 54 Brandwatch for, 235 Brogan on, 98 building blocks of, 164–68 drive and beliefs in, 166, 169 exercise on, 168–69 Freberg on, 227–28 for higher ed leaders, 69–71 institution policies and, 74 by institutions, 69, 74, 171–73 Johnson on, 194 Kimbrough and, 236–37 leadership and, 148 legacy and mission in, 167–69 LinkedIn for, 201 Martineau on, 157–58 packaging in, 98 Perillo on, 165–68 presence and spark in, 165, 168

Ahlquist.indb 294

profiles and, 69, 71 as storytelling, 53, 69–71, 179–81 wishlist on, 72–74 Brandwatch, 235 #BringIt, 193–95 Bronx Community College (BCC), 3 Brookdale Community College, 133, 275 Browder, Kalief, 2–3 Brown, Brené, ix, 256–57, 261–64 Brownlee, Mordecai Ian, xiii, 92, 175, 269 Budd, Ashley, 201–2, 269 Busteed, Brandon, 199–200, 269 Cabellon, Ed, 22, 270 Campus Sonar, 174, 202, 217, 219, 235, 272 Canva, 79 CASE. See Council for Advancement and Support of Education Castro, Adam, 53–55, 80, 270 catfishing, 62 Caulfield, Sue, 188, 270 Champlain College, 163, 268 change, 215 digital leadership principle as, 87–89, 102, 108, 110, 247–48, 263 Dx as technology, 23 for future, 249 Kimbrough embracing, 237 leadership from, 90, 107–8 Li on, 97 Nair and, 221 social change model in, 109 strategic social change leadership and, 126–28 chat apps, 17, 40, 66, 83, 203 Chesney, Thom D., 141–42, 270 City University of New York (CUNY), 2–3 Clarke University, 141–42, 270 Classroom Without Walls, 200, 268

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INDEX  295

Clifton, Donald O., 116, 118, 193 Clifton Strengths Assessment tool, 116, 118, 193 collaborative platforms, 15, 18, 209 College Student Educators International (ACPA), 20–21, 40, 45, 62, 259 The Committed Project, 187–88, 268, 270 communities, 152 advocacy content on, 183–84 content for, 175–76 definition of digital, 21 digital leadership impacting, 11–12 discernment roadmap with, 135 as educated, 175 engagement with, 140–41 ethics called out by, 35 find or define, 137 as followers, 108 industry content on, 185–86 Kimbrough communication with, 239 LinkedIn and engagement of, 199 McMillen on, 176–77 Nair and, 221–22 with power, 162 power by, 108 questions and surveys of, 213–14 social media building, 19–20, 195–96 students served with, 44 technology gap and, 5 video for, 207 Community College of Aurora, 1, 271 Compton, Martha, 91–92, 177–78, 270 Concordia University Texas, 91, 128, 130, 177, 270, 276 conferences digital skills and, 21, 42–43, 48–49, 72, 209, 219 posting from, 98, 117 relationships and, 129, 146, 226, 260

Ahlquist.indb 295

conflict blocking, reporting, muting over, 159–60, 257 digital skills on, 48–49 with heart, 236 Kimbrough on, 256–57 online, 236, 244 of power and privilege, 98–99 social media and, 12 congruency authenticity like, 46 Brogan and Smith, J., on, 195 digital leadership with, 262–63 executive search firms, 68, 254, 260 multiple accounts and, 62–63 Pendakur on, 50 as priority, 45 connections, 215 audience, 42–43 with author and featured leaders, x–xi with colleagues, 42–43, 45 digital leadership principle as, 87–89, 102, 108, 110, 247–48, 263 with family, 40, 42, 45 with friends, 42, 45 Gross modeling, 218 industry content as, 185–86 invitation opportunities for, 95–96 Kimbrough and, 237–38 network as, 95 from personal photos, 95–96, 98 as priority, 92 purpose-driven for, 263 Rease Miles on, 226 relationships and, 42–45, 85, 162 shout-outs for, 55 social media for, 82, 95, 195–96 with students, 43–44, 85 Twitter for, 76 Walton with, 230 consistency, 63, 92, 226 Constant Contact, 201–2

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296  INDEX content boundaries in, 181 Boyd on, 179–81 Brogan and Smith, J., on creating, 70, 93, 195 for communities, 175–76, 183–86 connections from industry, 185–86 “day in the life” as, 181–83, 240 digital leadership and, 173–74, 192, 195, 246, 263 engagement from, 200 inspirational, 178–79, 226–27 Instagram rewarding, 264 Kimbrough with real-time, 240 for learning, 210 as meaningful, 155, 169, 173–88, 193, 199, 205, 211, 215, 240–43 organization for, 156 past activity in, 186–87 podcasts and, 117–18, 175, 205, 208, 252 as promotion, 178 as purpose-driven, 149–50 as viral, 9, 18, 33–35, 102, 144, 182, 237, 251 YouTube requirements on, 204–5 control desire for, 37 digital identity and, 63 institutions attempting, 93–94, 258 lack of, 249 leadership releasing, 90–91 on privacy settings, 66–68 release of, 264 ConvertKit, 201–2 Conzen, Christopher, 164, 270 Cornell University, 201–2, 269 Cosby, Kevin W., 235 Council for Advancement and Support of Education (CASE), 20, 45, 197, 239 #ctxaday, 91–92 CUNY. See City University of New York

Ahlquist.indb 296

Dallas County Community College District, Brookhaven, 141–42 Dalpes, Paulette M., 1–4, 8, 271 Dartmouth College, 197, 276 dating apps, 40, 42 Davis, Houston, 206 “day in the life,” 181–83, 240 Dean College, 81 debate online, 236, 243–44 decision-making model, ix Dickson, Thomas, 146, 271 digital branding. See branding digital definitions, 53 digital disconnect, 47–49 digital divide, xii digital fluency, 56–61 digital identity. See identity digital influencers. See influencers digital leadership, ix. See also specific subjects guiding principles for, 87–89, 102, 108, 110, 247–48, 263 pillars of, 75–76 Digital Leadership Network conversations at, 195, 201, 259 feedback at, 82, 92, 216 membership in, xi, 26, 31, 140 on Mighty Networks, x post at, 145, 168 share at, 51, 55, 72, 74, 131, 229 tools at, 253 digital literacy, 53–54 checklist on, 56–61 definition of, 55 metaliteracy and, 56 proficiency and rank in, 41–42 digital reputation. See reputation digital sherpas, 91 digital skills. See skills digital wellness, 239, 255–56 #DigLead, x–xi, 60 Dillard University, 234–45, 272 discernment for digital leaders, 82

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INDEX  297

exercises for, 151–55 social media and, 19–20, 265 in strategy, 153–55 discernment roadmap, 173 in digital leadership, 82, 151–52 pillars in, 134–36, 160, 238–40 platform choice and, 201 diversity, 46–47, 50, 56, 151, 163, 268, 276 DMing. See group messaging Dobies, Tony, 34, 271 Doody, Tony, 91, 271 Dreamscape, 252 Dropbox, 158 Dugan, John, 107, 109, 126, 130 Duke, David, 243 Dx on practices and needs, 74, 124, 135 technology change management as, 23 Eastern Kentucky University, 182 educators accountability and, 86 communities and, 175 as digital leaders, 12 as influencers, 25, 65, 93, 198, 259 storytelling by K-12, 75–76 as students, 54 EDUCAUSE, 23, 202 EIL. See emotionally intelligent leadership EM. See enrollment management email newsletters Budd on, 201–2 contact ownership from, 201 platforms for, 201–2 #EMchat, 13, 54, 80, 129–30, 218 EMChat blog, 54 Emma, 201–2 emojis, 74, 96, 170–71, 197, 201, 227, 229–30 Emory University, 220–21 emotionally intelligent leadership (EIL), 112, 124–27

Ahlquist.indb 297

employee restrictions, 21–22 Enciso, Martha, 225 #EndCCStigma, 112–15 engagement rate, 211–13 enrollment management (EM), 54 entry positions on digital identities, 45 senior positions taught by, 60–61 Snapchat favored by, 40, 59 on social understanding, 47 #ErinGoesToWork, 197 ethics CASE principles of, 20 communities calling out on, 35 digital code of, 51–52 Pendakur on, 50–51 of platforms, 250 role modeling of, 46 of social media, 19–20 evaluation, 211–14 Everett Community College, 202, 277 executive search firms, 68, 254, 260 exercises advocacy ideas in, 184 on branding, 168–69 community content in, 175–76 community education in, 175 community engagement in, 140–41 community found or defined in, 137 connection invitations in, 95–96 content activity in, 186–87 content questions in, 181 “day in the life” ideas in, 183 digital branding wishlist in, 72–74 digital checkup, 26–31 digital identity checklist in, 64–68 for digital leadership discernment, 151–52 digital leadership mindset in, 131 digital leadership principles in, 247–48 digital practice in, 232–33 emotionally intelligent leadership in, 126

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298  INDEX on ethics, 51–52 Freberg practices in, 229 Gross role model, 220 higher ed leaders on conditions and, 159–60 inspirational content in, 178–79 leadership and why online in, 87 leadership online practice in, 76–80 on leadership practices, 115–16 leadership theories in, 104 metrics tracking in, 212–13 Nair modeled in, 223–24 in personalization, 100 platform choice in, 142–43, 201 platform questions in, 102 platforms and purpose in, 92–93 presence and leadership theory in, 110–11 on promotion content creation, 178 purpose and platform plans in, 155–56 purpose-driven characteristics in, 149–50 real-time contributions in, 146–48 Rease Miles inspiration in, 226–27 self, others, context consciousness in, 125–27 SMART method and goals in, 144–45 social listening searches in, 210–11 stakeholder activation in, 140–41 strategic social change leadership and, 126–28 strategy and discernment in, 153–55 technology symptoms in, 37 tools confirmed in, 214–15 transformation leadership in, 112, 124 values-based strategy and platform, 138–39 values-based strategy in, 135–36 values-based strategy map in, 148–49

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video for communities and, 207 experimenters, 56–57, 60–61, 91, 93, 200, 215, 262 FaceApp, 251 Facebook Accapadi on, 85 ages on, 139 author on, xii Batista on higher ed and, 163 broadcasting on, 196 “day in the life” on, 181 digital identity ownership and, 64 Hall-Jones on, 139 higher ed use of, 19, 196 institutional use of, 85–86, 196 intro to, 13 Johnson on, 194 Kimbrough on, 236, 239 Lowery-Hart on, 97 McMillen on, 176 Miller on, 179 as most used, 40 Nair on, 222 name search on, 72 Payne-Kirchmeier on, 150 Pendakur on, 50 Riley on, 104 Smith, F., on, 151 student connections on, 44 trend knowledge from, 42–43 Walton on, 230 Facebook groups, 43, 93, 114, 196, 209, 257 Freberg and, 227–28 podcasts and, 208, 225 Rease Miles on, 226 Facebook Messenger, 17, 66, 83 FaceTime, 83 family connections with, 40, 42, 45 learning from, 42 professional associations from, 42

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INDEX  299

first-generation college students, 25, 128, 165, 217, 224–27 Florida State University, 99–100, 203, 259–60, 274 followers. See communities forums, 18, 31, 184, 225 Freberg, Karen, 217, 227–29, 254, 271 Fuchs, Kent, 206 fundraising, 19, 49, 233–45 future accessibility in, 252–53 for adults, 250 apps in, 61 audio in, 252 change for, 249 digital friendly campus in, 253–55 for executive search firms, 260 online conflict and, 236, 244 online debate and, 236 privacy in, 250–51 for professional associations, 259–60 of video, 251–52 Gabriel, Jonathan, 209, 271 GamerGate, 18 gaming apps, 16–17, 40, 251 gatekeeping, 34–35, 71 Gee, Gordon, 33–34, 205 George Washington University, 94, 214, 275 geotagging, 64, 210 GIFs, 54, 77, 171, 205–6, 230 Gilbert, Elizabeth, 97, 263 GIPHY, 205–6 going viral. See viral content Golden, Julia R., 198–99, 272 Google alert, 60 Google Podcasts, 205 Google Scholar, 59 graduate prep programs, 260 Grayson College, 176, 274 Great Lakes Higher Ed Corporation, 218–19

Ahlquist.indb 299

Gross, Liz, 210, 217–20, 272 GroupMe, 17–18, 77, 180, 203, 208 group messaging, 4, 14, 18, 201, 203, 208–9, 255 group text apps, 17 Hall-Jones, Jenny, 139, 272 Harvard University, 13, 129 hashtags for book, x–xi, 60 #BringIt in, 193–95 as campaigns, 34 conversations through, 29 #ErinGoesToWork as, 197 Freberg and course, 228 geotagging with, 210 for higher ed enrollment, 54 Karikari using, 152–53 professional use of, 73, 92, 94 Robinson using, 112–15 ROI from, 151 role models using, 59 TikTok with, 206–7 as trending, 4 Twitter groups and, 13, 207–8 #YourRedbirdLife in, 194 heart debate and conflict with, 236 leadership with, 241–42 heartware Accapadi and, 105 Kimbrough and, 237–38, 241–42 as mission, leadership, 4, 105 physical tech and software with, 84 social media with, 87 values-based strategy and, 4, 134 heed, 242–43 Hercliff-Proffer, Brian D., 99, 272 higher ed. See higher education (higher ed) #HigherEd Digital Life Bourke and, 38 data in, 35–36

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300  INDEX methodology of, 38–39 participants for, 38, 39, 40 quantitative methods for, ix research and, 35–36 on self-work, 51 higher ed leaders. See higher education leaders higher education (higher ed) champions needed in, 260–61 Facebook and, 19, 196 hashtags and enrollment in, 54 Instagram and, 19 Snapchat and, 19 social media use by, 18–19 technology for, 76 trend knowledge of, 42–43 Twitter and, 19 values-based strategy and, 135–36 higher education leaders (higher ed leaders), ix beta testing for, 191–92 The Committed Project on, 188 conditions set by, 159–60 content for, 173–74, 192, 195, 246, 263 “day in the life” of, 181–83, 240 digital branding for, 69–71 on digital identity, 62 digital sherpas for, 91 fundraising and, 19, 49, 233–45 hashtags and, 73, 92, 94 Kimbrough advice for, 237 LinkedIn and, 199–201 platforms and, ix–x role models and, ix, 2, 44–45, 53, 216 social media and, 19, 146–48, 159 staffing for, 157–59 storytelling by, 75 without strategy, 101 tenure for, 48, 141, 227–28, 254 TikTok and, 104, 223 Twitter and, ix, 89, 236 Zaointz on, 57, 144, 158

Ahlquist.indb 300

Hip-Hop President, 217, 236–38, 244–45 Hofstra Northwell School of Medicine, 188 home, 242 Hootsuite, 19, 156 HubSpot, 201–2 Hudson County Community College, 164, 270 humanistic approach, 1–4, 8, 24–25 humor, 242 identity, 54, 251. See also congruency checklist for, 64–68 as consistent and matching, 62–63, 226 control and perception of, 63 definition of, 21 entry positions on, 45 feedback on, 68 as footprint, shadow, stamp, 64 Hercliff-Proffer on, 99 internet investigation tactics on, 65–66 multiple accounts and, 62 ownership of, 64 Pendakur on, 50–51 perception and, 21, 53, 61, 63, 68, 125, 142 posts by and about as, 61–62 privilege and, 98–100, 150, 184, 256 as self-presentation, awareness, influence, 45 social media on, 1–2 as stolen, 62 student affairs professionals on, 45–46 Illinois State University, 193, 272 industry content, 185–86 influencers, 45 activity of, 248 as content creators, 173–74, 192, 195, 246, 263

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INDEX  301

educators as, 25, 65, 93, 198, 259 engagement and, 246 experimenters as, 56–57, 60–61, 91, 93, 200, 215, 262 gatekeeping and, 34–35, 71 Johnson as, 215 Kimbrough as, 236 learning from, 60–61, 73 lurk and learn from, 59–61, 146, 210 next steps for, 91, 233 Sabado as, 25 inspiration, 178–79, 226–27 Instagram Accapadi on, 85 ages on, 139 author on, xii content rewarded by, 264 “day in the life” on, 181 digital identity ownership and, 64 #DigLead on, x–xi geotagging and, 210 Golden on, 198–99 higher ed and, 19 institutional promotion on, 198–99 intro to, 14 Kimbrough on, 239–40 Miller on, 179 as most used, 40 Nair on, 222 name search on, 72 Payne-Kirchmeier on, 150 Pendakur on, 50 Rease Miles on, 226 Riley on, 104 Singh and, 11 Sorrell on, 101 storytelling and, 198–99 student connections on, 44 Vargas on, 146 Walton on, 232 institutions on advocacy content, 183–84 brand policies of, 69, 74, 171–73

Ahlquist.indb 301

control attempts by, 93–94, 258 digital disconnect at, 47–49 digital friendly actions by, 253–55 digital leaders and, 245, 255–57 Facebook and, 85–86, 196 geotagging by, 64 Instagram and, 198–99 mascot accounts for, 230 quality, privacy, accessibility for, 90 service offered by, 92–93 social media policies and, 47–49 social media staffing for, 157–59, 194 tech mind-set politics and, 22–23 on TikTok, 144, 206–7, 253 Twitter and, 197 values-based strategy and, 135–36 wrongs admitted by, 35 Yik Yak used by, 85–86 on YouTube, 204–5 internet digital identity investigation tactics on, 65–66 impact and, 77–78 leadership and, 79–80, 82 as real life, 250 James Madison University, 179, 196, 274 Jay-Z, 3 Johns Hopkins University, 182, 269 Johnson, Levester “LJ,” 215, 272 #BringIt by, 193–95 #YourRedbirdLife by, 194 Josie and The Podcast, ix, 22, 25, 50, 159, 180, 191–92, 240 Kaplan University Partners, 199, 269 Karikari, Shamika N., 152–53, 160, 272 Katehi, Linda, 35 key word searches, 210–11 Khan Academy, 60 Khator, Renu, 103

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302  INDEX Kik, 17, 60–61, 203 Kimbrough, Walter, 234–47, 256–57, 261, 272 Klotz, Ann Marie, 94–96, 273 Konwerski, Peter, 94, 273 Kouzes, J., 112–14, 116 Lansing Community College, 112, 276 leadership accountability for, 108, 145 as authentic, 100, 104, 112, 121–24, 128, 163, 276 Batista on diversity and, 163 branding and, 148 from change, 90, 107–8 community power on, 108 control released by, 90–91 digital mindset on, 131 digital practice and theory of, 33 Dugan on, 107, 109, 126, 130 as EIL, 112, 124–27 experimenters in, 56–57, 60–61, 91, 93, 200, 215, 262 five guidelines for purpose-driven, 105 with heart, 241–42 heartware in, 4, 105 internet and, 79–80, 82 Kimbrough on theories of, 243 as mentors, 91–92, 185–86 as online, 82, 104 online practice and, 76–80 open access to, 264 on personalization, 100, 162 practices for, 115–16 resisters and, 56–57, 60–61, 91, 93 Riley on, 104 rules disruption on, 12, 26 senior positions and social media, 49 as servant, 112, 120–22, 124 strategic social change in, 126–28 as strengths-based, 112, 116–19 technology and open, 74–75, 191

Ahlquist.indb 302

theories and models on, 82, 104, 106, 109–11 as transformational, 112, 119–20, 124, 126, 243, 246 Twitter and, 103, 111–12 values and, 265 why online, 79–80, 84, 87 The Leadership Challenge (Kouzes and Posner), 112–14, 116 Leadership Theory (Dugan), 107, 109, 126, 130 Leadership: Theory and Practice (Northouse), 107 legacy, 215 branding for, 167–69 digital leadership principle as, 87–89, 102, 108, 110, 247–48, 263 discernment roadmap for, 135 investing in, 265 Kimbrough purpose in, 240 power of, 106 Rease Miles and, 226 technology and, 191 Walton with, 230 Li, Charlene, 75, 90, 97, 134–35, 148, 211 Linder, Katie, 95, 273 LinkedIn, 202 Accapadi on, 85 Addyson-Zhang on, 200–201 author on, xii Batista on higher ed and, 163 for branding, 201 Busteed on, 199–200 community engagement and, 199 #DigLead on, x–xi Gross on, 219 higher ed leaders and, 199–201 intro to, 15 Karikari using, 153 McMillen on, 176 as next most used, 40

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INDEX  303

Rease Miles on, 226 Reed on, 134 senior position favoring, 40 student connections on, 44 video or live stream to, 200 LinkedIn Learning, 60 listening. See social listening listening platforms, 205 livestream examples for, 118, 253 LinkedIn and, 200 ownership of, 64 Twitch and, 12 logging-on times, 142 Lowery-Hart, Russell, 97, 164, 183– 84, 273 Loyola Marymount University, 149, 151, 224 Loyola University Chicago, 107 MailChimp, 201–2 MapQuest, 81–82 Marco Polo, 17, 60–61 Marfo, Amma, 208, 273 marketing, 19 group messaging and, 203 personalization versus, 96 relationships over, 92 Martineau, Gail, 157–58, 211, 273 Massachusetts College of Pharmacy and Health Sciences, 198, 272 Matson, Cynthia T., 170–71, 273 McMillen, Jeremy, 176–77, 274 McPheron, Bruce, 235 meaningful content, 155, 193, 199, 205, 211, 215. See also content types of, 169, 173–88, 240–43 Medium, 236, 239, 243 mentors digital sherpas as, 91 feedback loops from, 68, 199 leaders becoming, 91–92, 185–86 Pasquini as, 274

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on reverse technology, 60–61, 123 social media users as, 29, 175, 184, 199, 209, 238, 247 Mercy College, 54, 270 metaliteracy, 56 Miami University, 152, 272 Michigan State University, 99, 185–86, 272, 277 Mighty Networks, x, 18, 26, 208, 220 Miller, Tim, 179, 196, 274 Morejon, Ryan, 206–7 Nair, Ajay, 217, 220–24, 274 NASPA. See Student Affairs Administrators in Higher Education The New School, 94, 273 newsletters. See email newsletters New York Institute of Technology, 94 Northern Arizona University, 27, 81 Northouse, Peter G., 107 Northwestern University, 150, 274 #NYITDidThat, 94 Obama, Barack, 3, 103 Occupy Wall Street, 35 Oculus VR, 251 O’Donnell, Rosie, 2–3 The Ohio State University, 157–58, 210–11, 235, 273 Ohio University, 139, 272 Ono, Santa J., 235–36 open tech mind-set, 22–23, 90 Oregon State University, 95 Overcast, 205 Owens Community College, 112, 114 Palmer, Parker J., 258 Pasquini, Laura, 205, 274 Paul Quinn College, 101 Payne-Kirchmeier, Julie, 150–51, 274 Pearson, 99–100, 274

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304  INDEX Pendakur, Sumun L. (Sumi), 50–51, 55, 275 perception, 21, 53, 61, 63, 68, 125, 142 Perillo, Patty, 165–68, 278 Periscope Kimbrough on, 236, 240 as least used, 40 little knowledge of, 42 Perry, Katy, 102–3 personalization, 215 authenticity as, 5, 16, 24–25, 32, 35, 95–96, 98 bios with, 170–71 connections from, 95–96, 98 digital leadership principle as, 87–89, 102, 108, 110, 247–48, 263 of digital presence, 96 exercises in, 100 Freberg and, 227 Gross modeling, 218 Kimbrough with, 236 leaders on, 100, 162 marketing versus, 96 Rease Miles and, 226 social media with, 4–5, 82 Walton with, 230 personal life, 43 Petty, M. L. “Cissy,” 214, 275 Philander College, 236 Pinterest, 15, 30, 40, 58, 67, 276 platforms. See also specific subjects choice on, 142–43, 201 consistency with, 92 discernment roadmap on, 135 ethics of, 250 higher ed professionals thriving on, ix–x as identified, 138–39, 141 for listening, 205 logging on times and, 142 plans as purpose-driven, 155–56, 160–61

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as purpose-driven, 92–93, 230, 234 questions on, 102 for storytelling, 53, 59, 204–7 as trending, 75, 92 values honored among, 98–99 Podbean, 205 podcasts, 18, 59, 179 Abell and Caulfield with, 188 content and, 117–18, 175, 205, 208, 252 demand for, 205 Facebook groups and, 208, 225 Josie and The Podcast as, ix, 22, 25, 50, 159, 180, 191–92, 228, 240 trend knowledge from, 42–43 Podhero, 205 positions. See entry positions; senior positions Posner, B., 112–14, 116 post reach and timing, 212–13 power by communities, 108 communities with, 162 conflict of privilege and, 98–99 from engagement, 246 from influence, 246 of legacy, 106 privilege and, 98–100, 150, 184, 256 real-time contribution and, 143 technology splitting, 26 for transformation, 126 preparation programs, 48–49, 53 Presence, 202 privacy control and settings on, 66–68 platform accountability on, 250–51 social media and, 64 stolen digital identity in, 62 privilege, 98–100, 150, 184, 256 productivity, 149. See also return on investment (ROI) professional activities, 43 professional associations, 42, 259–60

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INDEX  305

professional trends, 42–43 profiles. See also bios digital brand and, 69, 71 on Reddit, 16 sharing of, 44 of Singh, 11 promotion Compton on, 177–78 content creation and, 178 Instagram Stories for, 198–99 of students, 177–78 purpose-driven for associations, search firms, graduate programs, 259–60 as characteristics, content, differences, 149–50 for connection, 263 digital education, 258–59 digital leadership as, 9, 25–26, 76, 81–189, 246, 265 five guidelines for, 105 intent of, 152 Li and social media as, 148 platform plans as, 155–56, 160–61 platforms, 92–93, 230, 234 practices, 220–21, 238, 245–46 to uplift, 148 for values-based strategy, 193 Qualman, Erik, 63–64, 71, 75 race Pearson on, 99–100 social media and, 1, 36, 50, 63, 99, 109 #RaiseHigh, 94 Rath, Tom, 116, 118 real-time contribution, 51, 135, 142–44, 146–48, 152, 240 Rease Miles, La’Tonya, 217, 224–27, 275 Reddit, 15–16, 18, 20, 30, 65, 253, 257 Reed, Matthew (Matt), 133–34, 160, 260, 275

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reflective application exercises, x relating. See humanistic approach relationships authenticity for, 164 conferences and, 129, 146, 226, 260 connections for, 42–45, 85, 162 for digital engagement, 108 family, pets, personality, hobbies for, 95–96, 98 Johnson and students in, 194 over marketing, 92 ROI on social media, 1, 5 social media and, 19–20, 24–25 variables in, 189 Rensselaer Polytechnic Institute, 94, 273 reputation, 53–54 definition of, 21 digital leadership and, 164 profiles and, 71 as reputation management, 70–71 as style, 69 research on higher ed engagement, 32–33 worry quotes in, 36–38 resisters, 56–57, 60–61, 91, 93, 200, 215, 262 @ResLifePuppy, 217, 230–33, 277 #RespectfulMountaineer, 34 return on investment (ROI) discernment roadmap on, 135 hashtags for, 151 relationships and social media, 1, 5 ROR alternative to, 148 of social media, 1, 19 return on relationship (ROR), 148 reverse image search, 65 Riley, Terisa, 104, 203–4, 275 Robinson, Steve, 112–15, 276 ROI. See return on investment role models Castro as, 55 ethics in, 46 Gross as, 217–20

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306  INDEX for growth, 233 hashtag use by, 59 higher ed leaders and, ix, 2, 44–45, 53, 216 integration by, 49 lurk and learn from, 59–61, 146, 210 Pendakur on, 50 roster of, 217 on technology, 79 Rollins College, 84–86, 268 ROR. See return on relationship Rue, Penny, 95, 278 Sabado, Joe, 23–24, 55, 276 #sachat, 13, 22, 129–30, 218 San Diego State University, 225 San Francisco State University, 151, 276 Santa Clara University, 230 scheduling tools, 156–58 Schulz, Kirk, 159 search firms. See executive search firms senior positions on anonymous apps, 40, 42, 244 on blogging apps, 40 on chat apps, 40 on dating apps, 40, 42 entry positions teaching, 60–61 on gaming apps, 40 LinkedIn favored by, 40 online contributions by, 43 social media leadership from, 49 students educating, 54 Sheninger, Eric, 70, 75–76, 148 Simmons College of Kentucky, 235 Singh, Lilly #girllove by, 10, 235 as IISuperwomanII, 9–11 Instagram and, 11 mission for, 9–12, 55, 205, 234–35 #TeamSuper of, 9, 11 A Trip to Unicorn Island by, 9–10 views and, 11

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on YouTube, 9–12, 55, 205, 234–35 skills from conferences, 21, 42–43, 48–49, 72, 209, 219 on conflict, 48–49 preparation programs on, 48–49, 53 on strategy, 48 Skype, 209 Slack, 18, 208–9 SMART method, 144–45 Smith, Frederick, 151, 276 Smith, Julien, 70, 93, 98, 195 Snapchat, 61, 67, 92 ages on, 139 “day in the life” on, 181 entry position favoring, 40, 59 Gross on, 218 higher ed and, 19 intro to, 14–15 Kimbrough on, 236 Nair on, 223 Riley on, 104, 203–4 Sorrell on, 101 students on, 44, 59 use of, 40 social change model, 109 social listening, 210–11 social media authentic leadership and, 100, 104, 112, 121–24, 128, 163, 276 belonging and, 83 Brown on, 262 for community building, 19–20, 195–96 conflict and, 12 for connections, 82, 95, 195–96 connections through, 95 data and privacy in, 64 discernment and action for, 265 as documenting, 264 EIL and, 112, 124–27 employee restrictions versus, 21–22 for ethical discernment, 19–20 four pillars for, 82

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INDEX  307

Freberg teaching, 227–28 goal setting for, 144–45 with heartware, 87 higher ed and champions of, 260–61 higher ed in, 18–19 higher ed leaders and, 19, 146–48, 159 on identity, 1–2 institutions and policies on, 47–49 institution staffing for, 157–59, 194 Johnson on student affairs and, 194 legacy missing on, 106 for marketing, 19 mentors of, 29, 175, 184, 199, 209, 238, 247 Nair on justice and, 221 negatives of, 83 “no” said to, 159 personal approach of, 4–5, 82 positives of, 4 problem solving of, 37–38 productivity from, 149 quality, privacy, accessibility in, 90 on race, 1, 36, 50, 63, 99, 109 as real life, 250 relationships and, 19–20, 24–25 ROI on, 1, 19 senior positions and leadership on, 49 servant leadership and, 112, 120–22, 124 social understanding from, 47 strategic social change leadership and, 126–28 strengths-based leadership and, 112, 116–19 students served with, 44 success of, 10–11 time needed for, 40–41 transformational leadership and, 112, 119–20, 124, 126, 243, 246 values driven, 46, 132–33 worry quotes on, 36–38 Zaointz on, 57, 144, 158

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social media audit, 72–73 Sorrell, Michael, 101 Soundcloud, 205 South Dakota State University, 97, 277 spam, 13, 177, 245 Spotify, 205 stakeholders, 152. See also communities exercises in activating, 140–41 Kimbrough communication with, 239 as local businesses, government officials, 138 Nair and, 223 questions and surveys of, 213–14 Stitcher, 205 St. Louis University, 252 storytelling blogging as, 202 as branding, 53, 69–71, 179–81 as digital, 17 digital leadership about, 261, 263–64 as documentation, 24 by higher ed professionals, 75 influence from, 246 Instagram and, 198–99 by K-12 school leaders, 75–76 LinkedIn for, 199–201 platforms, 53, 59, 204–7 St. Philip’s College, 92, 175, 269 strategic social change leadership, 126–28 strategy, 215 as clear and flexible, 132 digital leadership principle as, 87–89, 102, 108, 110, 247–48, 263 digital skills on, 48 discernment in, 153–55 education levels and, 41 Gross modeling, 218 Johnson on, 193 lack of, 41 Li on, 134–35

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308  INDEX Nair and, 221 Rease Miles and, 226 of values, 34 yogis and, 100–102 strengths-based leadership, 112, 116–19 Strother, Jennielle, 128–30, 276 Student Affairs Administrators in Higher Education (NASPA), 20–21, 40, 45, 62, 95, 202, 259 student affairs professionals on digital identities, 45–46 on diversity and advocacy, 47 student connections by, 44 students accountability for, 86 approach centering, 257–59 Benson and, 182 connections with, 43–44, 85 digital leadership education and, 109 EIL for, 124 Johnson relationship with, 194 on LinkedIn, 44 Payne-Kirchmeier on, 150–51 #RespectfulMountaineer by, 34 senior positions educated by, 54 on Snapchat, 44, 59 student affairs professionals with, 44 YouTube increasing, 12 success metric as not views, 10–11 viral content as, 33, 182 Supinka, Erin, 197, 276 technology community gap and, 5 Dx and change management on, 23 for higher ed, 76 leadership, life, legacy for, 191 leadership and, 74–75, 191 mentors on reverse, 60–61, 123 power structures split by, 26 role modeling on, 79

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symptoms on, 37 Telegram, 17–18, 203 10 Commandments of Twitter, 238 tenure, 48, 141, 227–28, 254 Texas A&M-San Antonio, 170–71, 273 Texas A&M University–Kingsville, 104, 204 Thompson, Brock, 97–98, 277 Thompson Rivers University, 139, 268 TikTok, 8, 56, 251 age range for, 61, 103 challenges incorporated in, 206–7 in exercises, 30, 67 institutions using, 144, 206–7, 253 intro to, 16, 206 professional using, 104, 223 Riley on, 104 Tinder, 42 tools, 156–59. See also platforms transformational leadership, 112, 119–20, 124, 126, 243, 246 trending GIFs, 171 hashtags as, 4 news, 42, 74, 185, 223 platforms, 75, 92 Twitter, Facebook and knowledge on, 42–43 trial and error, 42 A Trip to Unicorn Island (Singh), 9–10 trolls, 133–34 Tumblr, 14, 17, 40, 42, 65, 72 Tweetdeck, 156, 218 Twitch, 12, 16–17 Twitter Accapadi on, 85 Adam pointing to, 139–40 ages on, 139 author on, xii Batista on higher ed and, 163 Benson on, 182 bios on, 170 Boyd on, 179–81

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INDEX  309

Castro on, 54 Chesney on, 141–42 The Committed Project on, 187–88 Compton as mentor and, 91–92 connection through, 76 Conzen on, 164 Dalpes on, 1 Dickson on, 146 digital identity ownership and, 64 #DigLead on, x–xi #EMchat on, 54, 129–30 Freberg on, 227–28 Gee on, 33–34 geotagging, 210 Gross on, 218 groups and hashtags on, 13, 207–8 Hall-Jones on, 139 higher ed and, 19 higher ed leaders on, ix, 89, 236 institutions on, 197 intro to, 13 Khator on, 103 Kimbrough on, 235–36, 238–40, 243–45 Konwerski on, 94 leadership and, 103 leadership theories and, 111–12 Matson on, 170–71 McMillen on, 176 Miller on, 179, 196 as most used, 40 Nair on, 222 name search on, 72 Obama on, 3, 103 Payne-Kirchmeier on, 150 Pearson on Black, 99–100 Pendakur on, 50 Perillo on, 167 Perry on, 102–3 Petty on, 214 politicians on, 4 practice on, 77 Rease Miles on, 226

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Reed on, 133–34 Riley on, 104 Robinson on, 112–15 Schulz on, 159 Sorrell bio on, 101 strategic social change leadership on, 126–28 Strother on, 129–30 student connections on, 44 Supinka on, 197 Thompson, B., on, 97–98 timeliness, visuals, threads on, 197–98 trend knowledge from, 42–43 Vargas on, 146 Walton on, 230–31 Woo on, 186 University of Arkansas–Fort Smith, 104, 203–4, 275 University of British Columbia, 235–36 University of California, Santa Barbara, 23–24, 55, 276 University of California–Davis, 35 University of California–Los Angeles, 217, 224, 275 University of California–Riverside, 146, 271 University of Central Arkansas, 206, 225 University of Central Florida, 209, 271 University of Delaware, 91, 271 University of Florida, 206–7 University of Houston, 103, 261 University of Maryland, 165, 167, 275 University of Michigan, 205 University of Pennsylvania–East Stroudsburg, 235 University of Southern California, 50, 129, 244, 275 University of Vermont, 146, 277 usage patterns, ix

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310  INDEX values facts and sources for, 50 lead with, 265 platforms and honoring, 98–99 real-time contribution on, 144 Sabado on, 24 social media and enacting, 46, 132–33 of Supinka, 197 worries and strategy of, 34 values-based strategy discernment roadmap and, 134–36 map for, 148–49 Nair on, 222 principles of, 132–33 purpose-driven digital leadership for, 193 sources for, 135–36 Vanguard University, 205 Vargas, Vinicius “V,” 146, 277 video, 17, 60, 200, 207, 251–52 video messaging apps, 17 viral content. See also content as concern, 18, 33–34, 144, 237, 251 gatekeepers with, 35 knowledge from, 102 Singh with, 9 as success metric, 33, 182 Virginia Tech, 268 virtual reality, 59, 69, 251–52 Volt, 202 Wake Forest University, 95, 276 Walton, Marci, 217, 230–33, 277 Washington State University, 159

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web conferencing apps, 18, 83, 208–9 WeChat, 17, 203 Welch, Marcia G., 235 Western Michigan University, 107 West Virginia University, 33–35, 205, 271 WhatsApp, 17, 203, 251 Willis, Daria J., 202, 277 Woo, Melissa, 185–86, 277 WordPress, 17, 85, 200, 202 Words With Friends, 40 Xavier University, 217, 230, 232, 277 Yammer, 18 Yik Yak, 42, 56, 58, 85–86, 90, 105 #YourRedbirdLife, 194 YouTube applicant increase from freshman and, 12 content requirements for, 204–5 demands of, 10–11 demographics of, 139 educational videos on, 60 Gee on, 205 Hall-Jones on, 139 institutions on, 204–5 intro to, 14 name search on, 72 as next most used, 40 Singh on, 9–12, 55, 205, 234–35 Zajonc, Arthur, 258 Zaointz, Dan, 57, 144, 158 Zoom, 83, 209 Zuckerberg, Mark, 13, 251

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Mapping the Field of Adult and Continuing Education An International Compendium Four-Volume Set Edited by Alan B. Knox, Simone C. O. Conceição and Larry G. Martin Foreword by Steven B. Frye Portfolio Development and the Assessment of Prior Learning Edition 2 Perspectives, Models and Practices Elana Michelson and Alan Mandell Understanding the Working College Student New Research and Its Implications for Policy and Practice Edited by Laura W. Perna Foreword by Glenn DuBois

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Leadership & Administration books from Stylus Publishing The Department Chair as Transformative Diversity Leader Building Inclusive Learning Environments in Higher Education Edna Chun and Alvin Evans Foreword by Walter H. Gmelch

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A Guide to Becoming a Scholarly Practitioner in Student Affairs Lisa J. Hatfield and Vicki L. Wise Foreword by Kevin Kruger

Making Global Learning Universal Promoting Inclusion and Success for All Students Hilary Landorf, Stephanie Doscher, and Jaffus Hardrick Foreword by Caryn McTighe Musil Overcoming Educational Racism in the Community College Creating Pathways to Success for Minority and Impoverished Student Populations Edited by Angela Long Foreword by Walter G. Bumphus

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