Interim leadership positions in higher education are a growing phenomenon, driven by the need for institutions to maintain stability during leadership transitions. These roles often arise due to various circumstances, including turnover, reorganization, and even the elimination of positions. Over my 18 years at my current institution, I have held one interim dean position, four interim director roles, and three additional interim assignments without a formal title or public acknowledgment. These experiences taught me invaluable lessons about leadership, institutional needs, and the balance between seizing opportunities for growth while managing the limitations of temporary roles. My experience serving as an interim leader from within has also provided me with unique insights into navigating institutional structures and leveraging established relationships to fulfill both immediate and long-term needs. However, it’s important to note that external interim leaders often face additional challenges beyond those noted here, such as building trust, learning new institutional cultures, and managing perceptions as ‘outsiders’ while driving impactful change.
The Growing Prevalence of Interim Leadership
Interim leadership has become a critical solution for maintaining institutional momentum during vacancies, especially at mid- and senior-levels. Research indicates that turnover in administrative positions is increasing, with around 20% of positions experiencing vacancies annually (Higher Education Publications, Inc., 2023). Interim appointments, often seen as temporary, can extend beyond their intended duration, complicating both institutional continuity and personal workload management (Huff & Neubrander, 2015). Furthermore, interim positions frequently arise from internal reorganizations or strategic realignments, where roles may be redefined or eliminated to meet shifting institutional goals.
The COVID-19 pandemic exacerbated the need for interim roles, with universities relying heavily on interim leaders to maintain operations (Lu, 2024). The continued reliance on these roles, even post-pandemic, reflects the challenges of finding permanent leaders amid shifting institutional priorities. Beyond the pandemic, the trend of organizational restructuring—driven by budgetary pressures, changing student demographics, or external demands—has increasingly resulted in the creation of interim roles as institutions explore long-term solutions.
However, institutions must be mindful of the impact of interim roles on those assuming these positions. Without proper support and realistic expectations, interim leaders risk burnout and fatigue due to prolonged service in these roles (Bain & Varela, 2020). Institutions can mitigate this through workload adjustments, mental health support and open communication to prioritize the interim’s well-being. Additionally, institutions should provide professional development opportunities for interim leaders, such as professional coaching, whether they are stepping into the role temporarily as a service to their institution or considering it as a potential career advancement opportunity.
Unique Challenges and Ambiguities in Interim Leadership
One of the significant challenges of interim leadership is ambiguity around authority and decision-making power. Without a clear charge, many interim leaders report being unclear about their scope and hesitant to make long-term decisions (Bain & Varela, 2020). This lack of clarity can stall institutional progress as key decisions are delayed. Additionally, interim leaders often face institutional inertia, where significant changes are postponed due to the uncertainty surrounding their tenure (Lu, 2024).
Prolonged interim roles exacerbate these challenges. Research shows that 43% of interim appointments last more than a year, despite the initial expectation of short-term service (Bain & Varela, 2020, Huff & Neubrander, 2015). This prolonged uncertainty can create frustration for both the leader and the community and diminish job satisfaction. It is crucial to recognize that interim leaders can often feel like placeholders, tasked with maintaining the status quo rather than implementing lasting change. This can lead to deferred decision-making, where critical projects are “punted” down the line, awaiting the arrival of a permanent leader, with potentially detrimental effects for the institution.
Moreover, how interim leaders approach the role may vary significantly based on whether they intend to be considered for the permanent position. If an interim leader is a candidate for the permanent role, she may feel pressure to strike a delicate balance—addressing institutional needs while being careful not to make decisions that could be seen as self-serving. On the other hand, if the interim leader does not wish to be considered for the role, he or she may have more freedom to act decisively and focus purely on the institution’s immediate needs, knowing they won’t face the long-term political consequences of their decisions.
In my experience serving as an interim dean, I did not seek the permanent position. This gave me the freedom and responsibility to focus on ensuring a smooth transition for the next dean, making decisions that better positioned my successor to start on stable ground. I was able to address some critical challenges that could have been difficult for someone new to the position. However, I also recognized the importance of maintaining stability and avoiding too much disruption, ensuring that the institution didn’t face any unnecessary upheaval during the transition. If I had been interested in the permanent position, my approach would have been entirely different, likely involving more cautious decision-making to avoid being seen as overstepping or self-serving. This experience shaped how I view the balance between ensuring institutional continuity and setting up the next leader for success.
Making the role even more complicated, interim leaders are frequently required to juggle dual responsibilities—continuing their primary role while taking on the interim one. In all my interim roles, I maintained my primary responsibilities as assistant/associate provost while assuming the additional interim leadership duties. This dual burden adds a layer of complexity, requiring empathy and clear communication with supervisors, clarifying the timeline and workload to prevent overextension. No matter how competent, an individual cannot sustain two full-time roles without compromising one, so it is essential for interim leaders to advocate for realistic expectations and clearly defined objectives in both their interim and permanent capacities. This balancing act becomes especially challenging when the roles involve distinct operational demands, making it even more important to set boundaries and seek institutional support to ensure both roles are executed effectively without burnout or diminished performance in either area.
Navigating Political Sensitivities and Managing Expectations
Interim leaders often navigate politically sensitive or unpopular issues due to their unique position. Anyaso (2009) notes that interim leaders can act as change agents, making necessary decisions without long-term political ramifications. This flexibility can be an asset, as interim leaders can serve as stabilizing forces while tackling thorny institutional challenges. My experience navigating politically sensitive matters was made easier by my longstanding institutional knowledge, having spent 11 years in faculty and faculty leadership roles, followed by 7 years in administrative leadership positions. This longevity provided the cultural understanding needed to manage difficult conversations more effectively. However, externally selected interim leaders may not have that foundation.
Building trust quickly is essential for interim leaders, who often need to act decisively without the luxury of time to build deep relationships. In my experience, making myself available to colleagues and focusing on transparency helped ease tensions and ensure progress on institutional priorities. However, the interim role’s inherent instability can create uncertainty among staff and faculty. Leaders need to address these concerns head-on, providing consistent communication about their priorities and the institution’s direction during the leadership transition.
Moreover, managing expectations is critical, particularly in terms of setting realistic goals for the interim period. As an interim leader, it is essential to recognize that not every challenge can be addressed in the short term, nor should every decision be deferred. A successful interim leader can strike a balance between maintaining institutional continuity and driving key initiatives forward, even without the guarantee of a long-term mandate.
Interim Leadership as a Pathway to Professional Growth
Despite the challenges, interim leadership offers significant opportunities for professional development. Serving in interim roles allows leaders to expand their skills, gain visibility, and experience in new areas. Research shows that 94% of interim leaders believe these roles significantly enhance their leadership capabilities, with many securing permanent positions as a result (Bain & Varela, 2020, Huff & Neubrander, 2015). For those considering the permanent role, interim leadership provides a valuable opportunity to demonstrate their vision for the institution and their capacity to lead effectively under pressure.
In my case, serving in multiple interim roles has broadened my understanding of university operations, providing practical experience in areas such as faculty affairs, library services, crisis management, and international education. These opportunities have allowed me to contribute meaningfully to institutional goals and advance my career. For those seeking career advancement, the interim role provides a chance to showcase leadership capabilities and foster strategic relationships with senior leaders, faculty, and staff.
Interim leadership can also provide a platform for driving positive change, even within a temporary mandate. Many interim leaders have reported making lasting contributions to their institutions, particularly when they can navigate the political sensitivities of the role and build strong relationships with stakeholders (Huff & Neubrander, 2015). Whether or not one is seeking permanent placement, an interim position can offer new perspectives on leadership, institutional operations, and the complexity of managing change in higher education.
Best Practices for Interim Leaders
Interim leadership requires a strategic approach that balances short-term demands with long-term institutional goals. To navigate the complexities of these roles, interim leaders can focus on several key practices that will enhance their effectiveness while ensuring they avoid burnout. These strategies not only help manage the unique challenges of interim leadership but also provide opportunities for growth and development.
- Seek Clear Expectations: Obtaining written documentation outlining your role’s scope, authority, and objectives is crucial. Clarify what are you being charged to accomplish. This ensures alignment with those to whom you report and helps prevent misunderstandings or conflicts later (Bain & Varela, 2020). Knowing what is expected from the start creates a solid foundation for both interim leaders and the institution.
- Build Strong Relationships Quickly: Establishing trust with key stakeholders—faculty, staff, and students—is vital. As interim leaders often have limited time to build deep relationships, focus on transparency and consistent communication to earn trust early on (Anyaso, 2009). Being approachable and visible across different areas of the institution can alleviate concerns about leadership transitions.
- Maintain Flexibility in Decision-Making: While interim leaders may not have the same long-term mandate as permanent leaders, maintaining flexibility is crucial. Focus on making incremental yet meaningful changes that align with the institution’s broader mission and strategic plan. Interim leaders must strike a balance between addressing immediate institutional needs and preserving the flexibility required for the incoming permanent leader.
- Use the Role for Self-Reflection: Interim leadership provides a unique vantage point for self-reflection and personal growth. Leaders can use the temporary nature of the role to experiment with different approaches to leadership, test their skills in managing complex institutional challenges, and assess whether long-term leadership is the right fit for them. This reflection period allows interim leaders to identify their strengths and areas for improvement.
- Engage in Strategic Goal-Setting: Although interim roles may seem short-term, strategic goal-setting remains essential. Focus on a few key initiatives that align with the institution’s broader mission and ensure they are on track before the permanent leader arrives. This demonstrates accountability and a commitment to institutional success. Even in a temporary role, interim leaders have the power to leave a lasting impact.
- Balance Dual Roles Effectively: Interim leaders who maintain their primary roles, as I did as assistant/associate provost, must develop strategies to balance both responsibilities without compromising performance. Time management is critical, as is communicating with both teams to set clear priorities. Working with your supervisor to prioritize tasks and delegate responsibilities from either role is essential to avoid being overwhelmed. Leaders must also be prepared to advocate for themselves, ensuring that workloads are manageable, and that institutional support is available where needed. Taking on dual roles requires careful planning and a collaborative approach with your supervisor to ensure success in both areas.
Conclusion
Interim leadership is an essential element of institutional continuity, offering both challenges and transformative opportunities. By focusing on clear communication, relationship-building, and flexibility, interim leaders can contribute significantly to their institutions while developing invaluable leadership skills. More than just a temporary fix, these roles serve as steppingstones for professional growth and institutional impact.
For those stepping into an interim role, approach it with confidence, clarity, and a strategic mindset. Recognize that while the position may be temporary, the impact you can make is lasting. Institutions, too, must recognize the importance of supporting their interim leaders with clear expectations and necessary resources to ensure their success. In the end, both the leader and the institution have the potential to emerge stronger from the experience.
References
Anyaso, H. H. (2009). Interim expertise. Diverse: Issues In Higher Education, 26(20), 14-15.
Bain, S. F., & Varela, D. G. (2020). Navigating the interim role in higher education. National Forum of Educational Administration and Supervision Journal, 38(4), 1-8.
Higher Education Publications, Inc. (2023, February 6). College administrator data/turnover rates through 2022. University Highlights 2023. https://hepinc.com/newsroom/college-administrator-data-turnover-rates-through-2022/
Huff, M. T., & Neubrander, J. (2015). Interim administrators in higher education: A national study. Journal of Academic Administration in Higher Education, 11(1), 9-16.
Lu, H. (2024). The age of interims: Temporary appointments are everywhere. The Costs are real. The Chronicle of Higher Education.
