Executive education program faculty leaders: their “BASIC” roles

Abstract

Purpose

This article highlights and codifies the primary responsibilities of those individuals tasked with leading an executive education (EE) custom program design, development, and delivery team. The perspective presented is comprehensive and client centric.

Design/methodology/approach

The personal insights presented are based on over 20 years of serving as an EE program faculty leader (FL) on some of the largest and longest-running custom clients at one of the world’s premiere EE providers, while also observing others serving in that same capacity on other clients.

Findings

The primary, ongoing responsibilities of a FL are presented in a fashion analogous to the key players in the custom home building setting. Those roles are: architect, builder, supervisor, inspector, and client liaison. Each role is highlighted and explained.

Practical implications

The FL roles described herein are easily understood and immediately actionable as a robust array of priorities for those potentially cast in a FL role or its equivalent.

Originality/value

The EE role of FL is an important one. This article is unique providing a robust and succinct depiction of the multi-faceted role for FLs to embrace in order to richly and effectively fulfill that position.

Citation

Haskins, M.E. (2020), "Executive education program faculty leaders: their “BASIC” roles", Development and Learning in Organizations, Vol. 34 No. 3, pp. 15-18. https://doi.org/10.1108/DLO-06-2019-0140