Executive Solution Overview
see attached **files (3)** – ## Instructionswk3.docx – ## MediaAnalysisonHigherEducationAdministrationGradingRubric.pdf – ## week3drafteduc759.docx **## Instructionswk3.docx** Please proofread grammar check updates the Week 3 assignment in first language, in APA 7th edition, indentation properly and…
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see attached
**files (3)**
– ## Instructionswk3.docx
– ## MediaAnalysisonHigherEducationAdministrationGradingRubric.pdf
– ## week3drafteduc759.docx
**## Instructionswk3.docx**
Please proofread grammar check updates the Week 3 assignment in first language, in APA 7th edition, indentation properly and cites at and references are according to the grading rubric. Check for plagiarism and AI and send reports.
**## MediaAnalysisonHigherEducationAdministrationGradingRubric.pdf**
Criteria Ratings Points
Topic
Relevance
& Currency
20 to >17 pts
Advanced
Topic is current (within 2 years),
clearly defined, and directly tied to
higher education administration.
17 to >16 pts
Proficient
Topic is current
but lacks some
clarity or full
connection to
higher education
administration.
16 to >0 pts
Developing
Topic is somewhat
outdated or loosely
connected to higher
education
administration.
0 pts
Not Present
Topic is not
relevant or
current.
20 pts
Scholarly
Media
Sources
Variety &
Credibility
20 to >17 pts
Advanced
Uses 3 different, credible media
types representing diverse
perspectives.
17 to >16 pts
Proficient
Uses 3 sources
but lacks variety
or has slight
credibility
issues.
16 to >0 pts
Developing
Uses fewer than 3
sources or limited
perspectives.
0 pts
Not Present
Sources are
inappropriate
or
non-credible.
20 pts
Depth of
Media
Analysis &
Integration
of Course
Concepts
50 to >45 pts
Advanced
Critically analyzes media portrayals,
discussing leadership challenges,
strategies, and implications for
higher education. Integrates
leadership theories, course
readings, and administrator interview
insights throughout the analysis.
45 to >41 pts
Proficient
Analyzes media
portrayals but
with limited
depth. Some
integration of
leadership
theories or
interview
insights.
41 to >0 pts
Developing
Provides minimal
analysis with weak
connections to
leadership or higher
education. Minimal
integration of course
concepts or interview
content.
0 pts
Not Present
Analysis
missing or
superficial.
No
integration of
course
concepts.
50 pts
Reflection
Depth
(500-750
words)
30 to >27 pts
Advanced
Synthesizes media analysis and
administrator interview; offers
personal insights on leadership,
decision-making, and faith-based
perspectives.
27 to >24 pts
Proficient
Reflects on
analysis and
interview but
lacks full
synthesis or
depth.
24 to >0 pts
Developing
Reflection lacks depth
or connections
between analysis and
interview.
0 pts
Not Present
Reflection
missing or
off-topic.
30 pts
Media Analysis on Higher Education Administration Grading Rubric |
EDUC759_D01_202620
Criteria Ratings Points
Scholarly
Support in
Reflection
15 to >13 pts
Advanced
Includes 2 scholarly sources (APA
formatted) enhancing reflection and
connecting to leadership
discussions.
13 to >12 pts
Proficient
Includes
scholarly
sources but with
weak connection
or formatting
issues.
12 to >0 pts
Developing
Fewer than 2
scholarly sources or
APA errors.
0 pts
Not Present
No scholarly
sources
included.
15 pts
Grammar,
Mechanics,
and APA
Formatting
15 to >13 pts
Advanced
Clear, cohesive writing with no
grammar or APA errors.
13 to >12 pts
Proficient
Minor grammar
or APA errors
but writing
remains clear.
12 to >0 pts
Developing
Frequent grammar or
APA errors affecting
clarity.
0 pts
Not Present
Writing
unclear;
many errors.
15 pts
Total Points: 150
Media Analysis on Higher Education Administration Grading Rubric |
EDUC759_D01_202620
**## week3drafteduc759.docx**
**Media Analysis in Higher Education Administration: Challenges / Non-Cognitive Behavior**
Karen Tillery
Liberty University
EDUC 759: Higher Education Leadership
Professor Dr. Deanna Keith
April 12, 2026
**Media Analysis in Higher Education Administration: Challenges / Non-Cognitive Behavior**
As I reflect on my interview with Dr. Heath, I see a strong connection between his leadership approach and the challenges currently shaping higher education. His focus on removing barriers to student success aligns with what I am seeing in both media and scholarly research. Today, leadership is no longer about academic performance; it also requires a deep understanding of non-cognitive behaviors, such as motivation, resilience, emotional intelligence, and a student’s sense of belonging.
One of the most consistent themes in both media and research is the growing concern around student mental health and emotional well-being. Newspaper reporting in The Guardian highlights how institutions are facing increasing pressure due to student needs alongside financial instability (The Guardian, 2026). From my perspective, this reflects a deeper issue tied to non-cognitive development. When students lack confidence, or feel disconnected, their academic performance suffers. Research supports this, showing that emotional intelligence plays a key role in leadership effectiveness and student outcomes (Fannon, 2018). I can clearly see how Dr. Heath’s approaching meeting students where they are and addressing barriers—reflects this understanding in practice.
Another issue I noticed across media sources is the growing concern about student preparedness and engagement, especially in relation to technology and learning habits. Reports from the New York Post discuss how faculty are increasingly worried about students’ dependence on technology and declining critical thinking skills (New York Post, 2026). This directly connects to non-cognitive behaviors such as persistence, discipline, and independent thinking. These are skills that are taught through content alone; they must be developed intentionally. This is where leadership becomes critical. According to Hersey and Blanchard (2015), leaders must adapt their style depending on the readiness of those they lead. In this case, students who struggle with engagement may need more structure and guidance, while others may benefit from a more supportive and empowering approach.
In addition to media perspectives, academic research further emphasizes the importance of non-cognitive skills in student success. Studies show that skills such as communication, self-regulation, and collaboration significantly influence a student’s ability to transition and persist in college (Andree et al., 2025). From my perspective, this reinforces the idea that leadership in higher education must be holistic. Dr. Heath’s role in student affairs reflects this, as he focuses not only on academic success but also on the personal development of students. This approach aligns with research on retention, which shows that students are more likely to stay enrolled when they feel connected and supported (Bani & Haji, 2017).
Another important perspective comes from research on student identity and belonging, particularly among underrepresented populations. Studies indicate that students who feel marginalized or disconnected from their academic environment are more likely to leave their programs (Danielak et al., 2010). This highlights a critical leadership challenge, creating inclusive environments where all students feel valued. From a situational leadership standpoint, this requires flexibility. Leaders must recognize that students come from diverse backgrounds and experiences, and they must adjust their strategies accordingly. A one-size-fits-all approach simply does not work in today’s higher education environment.
The broader higher education landscape also reflects these challenges. Media coverage continues to point to declining enrollment, financial pressures, and changing student expectations. Institutions are forced to rethink how they operate while still prioritizing student success. This is where leadership becomes even more important. Leaders must balance institutional needs with student-centered approaches, ensuring that non-cognitive development remains a priority.
In connecting all these perspectives, I see a clear theme: non-cognitive behavior is central to student success and leadership effectiveness. My interview with Dr. Heath brought this to life, as his leadership focuses on understanding students beyond academics and addressing the barriers that impact their success. The media and research both confirm that this approach is not only relevant but necessary in today’s higher education environment.
In conclusion, this analysis has helped me better understand the evolving role of leadership in higher education. Leaders are no longer just administrators; they are facilitators of growth, support systems, and change agents. By applying situational leadership strategies and focusing on non-cognitive development, leaders like Dr. Heath can create environments where all students can have the opportunity to succeed. This reflects the broader goal of higher education administration: to support the whole student and prepare them for success beyond the classroom.
**Analysis and Reflection**
As I reflect on both my media analysis and my interview with Dr. Heath, I realize how much the role of leadership in higher education has evolved. What stood out to me the most is how deeply student success is tied to
non-cognitive behaviors, and how leaders must now be intentional about addressing these areas. Before this assignment, I viewed leadership primarily through an administrative lens, but now I see it as a much more relational and adaptive process.
Through my interview with Dr. Heath, I gained a clear understanding of what it looks like to lead with purpose. His focus on removing barriers to student success was not just about policies or programs, but about understanding students as individuals. This perspective became even more meaningful when I connected it to the media sources I reviewed. The issues highlighted in sources like The Guardian and New York Post reinforced that higher education leaders are dealing with complex challenges, including student mental health, lack of engagement, and external pressures on institutions. These are not problems that can be solved with traditional leadership approaches alone.
One of my biggest takeaways is that non-cognitive behaviors are just as important as academic skills
**.** Students may have the intellectual ability to succeed, but without motivation, confidence, and emotional stability, they are at risk of falling behind or leaving altogether. This was evident in both the research and Dr. Heath’s experiences. I now understand that leadership must include strategies that support students’ emotional and personal development, not just their academic progress.
Another important realization for me is the value of situational leadership, as discussed by Hersey and Blanchard (2015). I see now how important it is for leaders to adjust their style based on the needs of their students. Dr. Heath demonstrated this by meeting students where they are, whether they needed guidance, support, or accountability. The media also reflected this need for flexibility, especially as student populations become more diverse and face different challenges. I believe that a one-size-fits-all approach to leadership is no longer effective in higher education.
I also found myself thinking more about equity and inclusion as I worked through this assignment. The research on student identity and belonging made it clear that not all students experience higher education in the same way. Students face additional barriers that impact their ability to succeed, particularly in terms of non-cognitive challenges like confidence and sense of belonging. Dr. Heath’s work in student affairs directly addresses these issues, and it helped me see how leadership can play a role in creating more inclusive environments. This is something I want to carry forward in my own professional practice.
The media analysis also helped me understand the broader pressures facing higher education institutions. Financial instability, declining enrollment, and changing student expectations are all influencing how leaders make decisions. However, what stood out to me is that even with these challenges, student-centered leadership remains critical. Leaders must balance institutional needs with the responsibility to support students holistically. This is where strong leadership makes the biggest difference.
Overall, this assignment has changed how I think about leadership in higher education. I now see it as a role that requires empathy, adaptability, and a commitment to develop the whole student. The connection between non-cognitive behavior and student success is clear, and leaders must be prepared to address these factors in meaningful ways. My interview with Dr. Heath brought these ideas to life, while the media and research provided a broader context for understanding their impact.
In conclusion, effective higher education leadership is rooted in understanding people, not just systems. By focusing on non-cognitive development and applying flexible leadership strategies, leaders can create environments where students are supported academically, emotionally, and personally. This reflection has helped me grow in my understanding of leadership and has prepared me to think more critically about my role in supporting student success in the future.
**References**
Andree, K., et al. (2025).
_How soft skills shape first-year success in higher education._
Bani, M. J., & Haji, M. (2017). College student retention: When do we lose them?
Danielak, B. A., Gupta, A., & Elby, A. (2010). The marginalized identities of sense-makers: Reframing engineering student retention.
_Journal of Engineering Education, 103_(1), 8–44.
Fannon, D. (2018). The relationship between emotional intelligence and leadership in education.
Hersey, P., & Blanchard, K. H. (2015).
_Management of organizational behavior: Utilizing human resources._ Pearson.
_The Guardian._ (2026). Universities face financial risks and student challenges.
_New York Post._ (2026). Faculty raise concerns about AI and student learning habits.
0
2
**## week3drafteduc759.docx**
**Media Analysis in Higher Education Administration: Challenges / Non-Cognitive Behavior**
Karen Tillery
Liberty University
EDUC 759: Higher Education Leadership
Professor Dr. Deanna Keith
April 12, 2026
**Media Analysis in Higher Education Administration: Challenges / Non-Cognitive Behavior**
As I reflect on my interview with Dr. Heath, I see a strong connection between his leadership approach and the challenges currently shaping higher education. His focus on removing barriers to student success aligns with what I am seeing in both media and scholarly research. Today, leadership is no longer about academic performance; it also requires a deep understanding of non-cognitive behaviors, such as motivation, resilience, emotional intelligence, and a student’s sense of belonging.
One of the most consistent themes in both media and research is the growing concern around student mental health and emotional well-being. Newspaper reporting in The Guardian highlights how institutions are facing increasing pressure due to student needs alongside financial instability (The Guardian, 2026). From my perspective, this reflects a deeper issue tied to non-cognitive development. When students lack confidence, or feel disconnected, their academic performance suffers. Research supports this, showing that emotional intelligence plays a key role in leadership effectiveness and student outcomes (Fannon, 2018). I can clearly see how Dr. Heath’s approaching meeting students where they are and addressing barriers—reflects this understanding in practice.
Another issue I noticed across media sources is the growing concern about student preparedness and engagement, especially in relation to technology and learning habits. Reports from the New York Post discuss how faculty are increasingly worried about students’ dependence on technology and declining critical thinking skills (New York Post, 2026). This directly connects to non-cognitive behaviors such as persistence, discipline, and independent thinking. These are skills that are taught through content alone; they must be developed intentionally. This is where leadership becomes critical. According to Hersey and Blanchard (2015), leaders must adapt their style depending on the readiness of those they lead. In this case, students who struggle with engagement may need more structure and guidance, while others may benefit from a more supportive and empowering approach.
In addition to media perspectives, academic research further emphasizes the importance of non-cognitive skills in student success. Studies show that skills such as communication, self-regulation, and collaboration significantly influence a student’s ability to transition and persist in college (Andree et al., 2025). From my perspective, this reinforces the idea that leadership in higher education must be holistic. Dr. Heath’s role in student affairs reflects this, as he focuses not only on academic success but also on the personal development of students. This approach aligns with research on retention, which shows that students are more likely to stay enrolled when they feel connected and supported (Bani & Haji, 2017).
Another important perspective comes from research on student identity and belonging, particularly among underrepresented populations. Studies indicate that students who feel marginalized or disconnected from their academic environment are more likely to leave their programs (Danielak et al., 2010). This highlights a critical leadership challenge, creating inclusive environments where all students feel valued. From a situational leadership standpoint, this requires flexibility. Leaders must recognize that students come from diverse backgrounds and experiences, and they must adjust their strategies accordingly. A one-size-fits-all approach simply does not work in today’s higher education environment.
The broader higher education landscape also reflects these challenges. Media coverage continues to point to declining enrollment, financial pressures, and changing student expectations. Institutions are forced to rethink how they operate while still prioritizing student success. This is where leadership becomes even more important. Leaders must balance institutional needs with student-centered approaches, ensuring that non-cognitive development remains a priority.
In connecting all these perspectives, I see a clear theme: non-cognitive behavior is central to student success and leadership effectiveness. My interview with Dr. Heath brought this to life, as his leadership focuses on understanding students beyond academics and addressing the barriers that impact their success. The media and research both confirm that this approach is not only relevant but necessary in today’s higher education environment.
In conclusion, this analysis has helped me better understand the evolving role of leadership in higher education. Leaders are no longer just administrators; they are facilitators of growth, support systems, and change agents. By applying situational leadership strategies and focusing on non-cognitive development, leaders like Dr. Heath can create environments where all students can have the opportunity to succeed. This reflects the broader goal of higher education administration: to support the whole student and prepare them for success beyond the classroom.
**Analysis and Reflection**
As I reflect on both my media analysis and my interview with Dr. Heath, I realize how much the role of leadership in higher education has evolved. What stood out to me the most is how deeply student success is tied to
non-cognitive behaviors, and how leaders must now be intentional about addressing these areas. Before this assignment, I viewed leadership primarily through an administrative lens, but now I see it as a much more relational and adaptive process.
Through my interview with Dr. Heath, I gained a clear understanding of what it looks like to lead with purpose. His focus on removing barriers to student success was not just about policies or programs, but about understanding students as individuals. This perspective became even more meaningful when I connected it to the media sources I reviewed. The issues highlighted in sources like The Guardian and New York Post reinforced that higher education leaders are dealing with complex challenges, including student mental health, lack of engagement, and external pressures on institutions. These are not problems that can be solved with traditional leadership approaches alone.
One of my biggest takeaways is that non-cognitive behaviors are just as important as academic skills
**.** Students may have the intellectual ability to succeed, but without motivation, confidence, and emotional stability, they are at risk of falling behind or leaving altogether. This was evident in both the research and Dr. Heath’s experiences. I now understand that leadership must include strategies that support students’ emotional and personal development, not just their academic progress.
Another important realization for me is the value of situational leadership, as discussed by Hersey and Blanchard (2015). I see now how important it is for leaders to adjust their style based on the needs of their students. Dr. Heath demonstrated this by meeting students where they are, whether they needed guidance, support, or accountability. The media also reflected this need for flexibility, especially as student populations become more diverse and face different challenges. I believe that a one-size-fits-all approach to leadership is no longer effective in higher education.
I also found myself thinking more about equity and inclusion as I worked through this assignment. The research on student identity and belonging made it clear that not all students experience higher education in the same way. Students face additional barriers that impact their ability to succeed, particularly in terms of non-cognitive challenges like confidence and sense of belonging. Dr. Heath’s work in student affairs directly addresses these issues, and it helped me see how leadership can play a role in creating more inclusive environments. This is something I want to carry forward in my own professional practice.
The media analysis also helped me understand the broader pressures facing higher education institutions. Financial instability, declining enrollment, and changing student expectations are all influencing how leaders make decisions. However, what stood out to me is that even with these challenges, student-centered leadership remains critical. Leaders must balance institutional needs with the responsibility to support students holistically. This is where strong leadership makes the biggest difference.
Overall, this assignment has changed how I think about leadership in higher education. I now see it as a role that requires empathy, adaptability, and a commitment to develop the whole student. The connection between non-cognitive behavior and student success is clear, and leaders must be prepared to address these factors in meaningful ways. My interview with Dr. Heath brought these ideas to life, while the media and research provided a broader context for understanding their impact.
In conclusion, effective higher education leadership is rooted in understanding people, not just systems. By focusing on non-cognitive development and applying flexible leadership strategies, leaders can create environments where students are supported academically, emotionally, and personally. This reflection has helped me grow in my understanding of leadership and has prepared me to think more critically about my role in supporting student success in the future.
**References**
Andree, K., et al. (2025).
_How soft skills shape first-year success in higher education._
Bani, M. J., & Haji, M. (2017). College student retention: When do we lose them?
Danielak, B. A., Gupta, A., & Elby, A. (2010). The marginalized identities of sense-makers: Reframing engineering student retention.
_Journal of Engineering Education, 103_(1), 8–44.
Fannon, D. (2018). The relationship between emotional intelligence and leadership in education.
Hersey, P., & Blanchard, K. H. (2015).
_Management of organizational behavior: Utilizing human resources._ Pearson.
_The Guardian._ (2026). Universities face financial risks and student challenges.
_New York Post._ (2026). Faculty raise concerns about AI and student learning habits.
0
2
**## Instructionswk3.docx**
Please proofread grammar check updates the Week 3 assignment in first language, in APA 7th edition, indentation properly and cites at and references are according to the grading rubric. Check for plagiarism and AI and send reports.
**## MediaAnalysisonHigherEducationAdministrationGradingRubric.pdf**
Criteria Ratings Points
Topic
Relevance
& Currency
20 to >17 pts
Advanced
Topic is current (within 2 years),
clearly defined, and directly tied to
higher education administration.
17 to >16 pts
Proficient
Topic is current
but lacks some
clarity or full
connection to
higher education
administration.
16 to >0 pts
Developing
Topic is somewhat
outdated or loosely
connected to higher
education
administration.
0 pts
Not Present
Topic is not
relevant or
current.
20 pts
Scholarly
Media
Sources
Variety &
Credibility
20 to >17 pts
Advanced
Uses 3 different, credible media
types representing diverse
perspectives.
17 to >16 pts
Proficient
Uses 3 sources
but lacks variety
or has slight
credibility
issues.
16 to >0 pts
Developing
Uses fewer than 3
sources or limited
perspectives.
0 pts
Not Present
Sources are
inappropriate
or
non-credible.
20 pts
Depth of
Media
Analysis &
Integration
of Course
Concepts
50 to >45 pts
Advanced
Critically analyzes media portrayals,
discussing leadership challenges,
strategies, and implications for
higher education. Integrates
leadership theories, course
readings, and administrator interview
insights throughout the analysis.
45 to >41 pts
Proficient
Analyzes media
portrayals but
with limited
depth. Some
integration of
leadership
theories or
interview
insights.
41 to >0 pts
Developing
Provides minimal
analysis with weak
connections to
leadership or higher
education. Minimal
integration of course
concepts or interview
content.
0 pts
Not Present
Analysis
missing or
superficial.
No
integration of
course
concepts.
50 pts
Reflection
Depth
(500-750
words)
30 to >27 pts
Advanced
Synthesizes media analysis and
administrator interview; offers
personal insights on leadership,
decision-making, and faith-based
perspectives.
27 to >24 pts
Proficient
Reflects on
analysis and
interview but
lacks full
synthesis or
depth.
24 to >0 pts
Developing
Reflection lacks depth
or connections
between analysis and
interview.
0 pts
Not Present
Reflection
missing or
off-topic.
30 pts
Media Analysis on Higher Education Administration Grading Rubric |
EDUC759_D01_202620
Criteria Ratings Points
Scholarly
Support in
Reflection
15 to >13 pts
Advanced
Includes 2 scholarly sources (APA
formatted) enhancing reflection and
connecting to leadership
discussions.
13 to >12 pts
Proficient
Includes
scholarly
sources but with
weak connection
or formatting
issues.
12 to >0 pts
Developing
Fewer than 2
scholarly sources or
APA errors.
0 pts
Not Present
No scholarly
sources
included.
15 pts
Grammar,
Mechanics,
and APA
Formatting
15 to >13 pts
Advanced
Clear, cohesive writing with no
grammar or APA errors.
13 to >12 pts
Proficient
Minor grammar
or APA errors
but writing
remains clear.
12 to >0 pts
Developing
Frequent grammar or
APA errors affecting
clarity.
0 pts
Not Present
Writing
unclear;
many errors.
15 pts
Total Points: 150
Media Analysis on Higher Education Administration Grading Rubric |
EDUC759_D01_202620
**## week3drafteduc759.docx**
**Media Analysis in Higher Education Administration: Challenges / Non-Cognitive Behavior**
Karen Tillery
Liberty University
EDUC 759: Higher Education Leadership
Professor Dr. Deanna Keith
April 12, 2026
**Media Analysis in Higher Education Administration: Challenges / Non-Cognitive Behavior**
As I reflect on my interview with Dr. Heath, I see a strong connection between his leadership approach and the challenges currently shaping higher education. His focus on removing barriers to student success aligns with what I am seeing in both media and scholarly research. Today, leadership is no longer about academic performance; it also requires a deep understanding of non-cognitive behaviors, such as motivation, resilience, emotional intelligence, and a student’s sense of belonging.
One of the most consistent themes in both media and research is the growing concern around student mental health and emotional well-being. Newspaper reporting in The Guardian highlights how institutions are facing increasing pressure due to student needs alongside financial instability (The Guardian, 2026). From my perspective, this reflects a deeper issue tied to non-cognitive development. When students lack confidence, or feel disconnected, their academic performance suffers. Research supports this, showing that emotional intelligence plays a key role in leadership effectiveness and student outcomes (Fannon, 2018). I can clearly see how Dr. Heath’s approaching meeting students where they are and addressing barriers—reflects this understanding in practice.
Another issue I noticed across media sources is the growing concern about student preparedness and engagement, especially in relation to technology and learning habits. Reports from the New York Post discuss how faculty are increasingly worried about students’ dependence on technology and declining critical thinking skills (New York Post, 2026). This directly connects to non-cognitive behaviors such as persistence, discipline, and independent thinking. These are skills that are taught through content alone; they must be developed intentionally. This is where leadership becomes critical. According to Hersey and Blanchard (2015), leaders must adapt their style depending on the readiness of those they lead. In this case, students who struggle with engagement may need more structure and guidance, while others may benefit from a more supportive and empowering approach.
In addition to media perspectives, academic research further emphasizes the importance of non-cognitive skills in student success. Studies show that skills such as communication, self-regulation, and collaboration significantly influence a student’s ability to transition and persist in college (Andree et al., 2025). From my perspective, this reinforces the idea that leadership in higher education must be holistic. Dr. Heath’s role in student affairs reflects this, as he focuses not only on academic success but also on the personal development of students. This approach aligns with research on retention, which shows that students are more likely to stay enrolled when they feel connected and supported (Bani & Haji, 2017).
Another important perspective comes from research on student identity and belonging, particularly among underrepresented populations. Studies indicate that students who feel marginalized or disconnected from their academic environment are more likely to leave their programs (Danielak et al., 2010). This highlights a critical leadership challenge, creating inclusive environments where all students feel valued. From a situational leadership standpoint, this requires flexibility. Leaders must recognize that students come from diverse backgrounds and experiences, and they must adjust their strategies accordingly. A one-size-fits-all approach simply does not work in today’s higher education environment.
The broader higher education landscape also reflects these challenges. Media coverage continues to point to declining enrollment, financial pressures, and changing student expectations. Institutions are forced to rethink how they operate while still prioritizing student success. This is where leadership becomes even more important. Leaders must balance institutional needs with student-centered approaches, ensuring that non-cognitive development remains a priority.
In connecting all these perspectives, I see a clear theme: non-cognitive behavior is central to student success and leadership effectiveness. My interview with Dr. Heath brought this to life, as his leadership focuses on understanding students beyond academics and addressing the barriers that impact their success. The media and research both confirm that this approach is not only relevant but necessary in today’s higher education environment.
In conclusion, this analysis has helped me better understand the evolving role of leadership in higher education. Leaders are no longer just administrators; they are facilitators of growth, support systems, and change agents. By applying situational leadership strategies and focusing on non-cognitive development, leaders like Dr. Heath can create environments where all students can have the opportunity to succeed. This reflects the broader goal of higher education administration: to support the whole student and prepare them for success beyond the classroom.
**Analysis and Reflection**
As I reflect on both my media analysis and my interview with Dr. Heath, I realize how much the role of leadership in higher education has evolved. What stood out to me the most is how deeply student success is tied to
non-cognitive behaviors, and how leaders must now be intentional about addressing these areas. Before this assignment, I viewed leadership primarily through an administrative lens, but now I see it as a much more relational and adaptive process.
Through my interview with Dr. Heath, I gained a clear understanding of what it looks like to lead with purpose. His focus on removing barriers to student success was not just about policies or programs, but about understanding students as individuals. This perspective became even more meaningful when I connected it to the media sources I reviewed. The issues highlighted in sources like The Guardian and New York Post reinforced that higher education leaders are dealing with complex challenges, including student mental health, lack of engagement, and external pressures on institutions. These are not problems that can be solved with traditional leadership approaches alone.
One of my biggest takeaways is that non-cognitive behaviors are just as important as academic skills
**.** Students may have the intellectual ability to succeed, but without motivation, confidence, and emotional stability, they are at risk of falling behind or leaving altogether. This was evident in both the research and Dr. Heath’s experiences. I now understand that leadership must include strategies that support students’ emotional and personal development, not just their academic progress.
Another important realization for me is the value of situational leadership, as discussed by Hersey and Blanchard (2015). I see now how important it is for leaders to adjust their style based on the needs of their students. Dr. Heath demonstrated this by meeting students where they are, whether they needed guidance, support, or accountability. The media also reflected this need for flexibility, especially as student populations become more diverse and face different challenges. I believe that a one-size-fits-all approach to leadership is no longer effective in higher education.
I also found myself thinking more about equity and inclusion as I worked through this assignment. The research on student identity and belonging made it clear that not all students experience higher education in the same way. Students face additional barriers that impact their ability to succeed, particularly in terms of non-cognitive challenges like confidence and sense of belonging. Dr. Heath’s work in student affairs directly addresses these issues, and it helped me see how leadership can play a role in creating more inclusive environments. This is something I want to carry forward in my own professional practice.
The media analysis also helped me understand the broader pressures facing higher education institutions. Financial instability, declining enrollment, and changing student expectations are all influencing how leaders make decisions. However, what stood out to me is that even with these challenges, student-centered leadership remains critical. Leaders must balance institutional needs with the responsibility to support students holistically. This is where strong leadership makes the biggest difference.
Overall, this assignment has changed how I think about leadership in higher education. I now see it as a role that requires empathy, adaptability, and a commitment to develop the whole student. The connection between non-cognitive behavior and student success is clear, and leaders must be prepared to address these factors in meaningful ways. My interview with Dr. Heath brought these ideas to life, while the media and research provided a broader context for understanding their impact.
In conclusion, effective higher education leadership is rooted in understanding people, not just systems. By focusing on non-cognitive development and applying flexible leadership strategies, leaders can create environments where students are supported academically, emotionally, and personally. This reflection has helped me grow in my understanding of leadership and has prepared me to think more critically about my role in supporting student success in the future.
**References**
Andree, K., et al. (2025).
_How soft skills shape first-year success in higher education._
Bani, M. J., & Haji, M. (2017). College student retention: When do we lose them?
Danielak, B. A., Gupta, A., & Elby, A. (2010). The marginalized identities of sense-makers: Reframing engineering student retention.
_Journal of Engineering Education, 103_(1), 8–44.
Fannon, D. (2018). The relationship between emotional intelligence and leadership in education.
Hersey, P., & Blanchard, K. H. (2015).
_Management of organizational behavior: Utilizing human resources._ Pearson.
_The Guardian._ (2026). Universities face financial risks and student challenges.
_New York Post._ (2026). Faculty raise concerns about AI and student learning habits.
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2
**## Instructionswk3.docx**
Please proofread grammar check updates the Week 3 assignment in first language, in APA 7th edition, indentation properly and cites at and references are according to the grading rubric. Check for plagiarism and AI and send reports.
**## MediaAnalysisonHigherEducationAdministrationGradingRubric.pdf**
Criteria Ratings Points
Topic
Relevance
& Currency
20 to >17 pts
Advanced
Topic is current (within 2 years),
clearly defined, and directly tied to
higher education administration.
17 to >16 pts
Proficient
Topic is current
but lacks some
clarity or full
connection to
higher education
administration.
16 to >0 pts
Developing
Topic is somewhat
outdated or loosely
connected to higher
education
administration.
0 pts
Not Present
Topic is not
relevant or
current.
20 pts
Scholarly
Media
Sources
Variety &
Credibility
20 to >17 pts
Advanced
Uses 3 different, credible media
types representing diverse
perspectives.
17 to >16 pts
Proficient
Uses 3 sources
but lacks variety
or has slight
credibility
issues.
16 to >0 pts
Developing
Uses fewer than 3
sources or limited
perspectives.
0 pts
Not Present
Sources are
inappropriate
or
non-credible.
20 pts
Depth of
Media
Analysis &
Integration
of Course
Concepts
50 to >45 pts
Advanced
Critically analyzes media portrayals,
discussing leadership challenges,
strategies, and implications for
higher education. Integrates
leadership theories, course
readings, and administrator interview
insights throughout the analysis.
45 to >41 pts
Proficient
Analyzes media
portrayals but
with limited
depth. Some
integration of
leadership
theories or
interview
insights.
41 to >0 pts
Developing
Provides minimal
analysis with weak
connections to
leadership or higher
education. Minimal
integration of course
concepts or interview
content.
0 pts
Not Present
Analysis
missing or
superficial.
No
integration of
course
concepts.
50 pts
Reflection
Depth
(500-750
words)
30 to >27 pts
Advanced
Synthesizes media analysis and
administrator interview; offers
personal insights on leadership,
decision-making, and faith-based
perspectives.
27 to >24 pts
Proficient
Reflects on
analysis and
interview but
lacks full
synthesis or
depth.
24 to >0 pts
Developing
Reflection lacks depth
or connections
between analysis and
interview.
0 pts
Not Present
Reflection
missing or
off-topic.
30 pts
Media Analysis on Higher Education Administration Grading Rubric |
EDUC759_D01_202620
Criteria Ratings Points
Scholarly
Support in
Reflection
15 to >13 pts
Advanced
Includes 2 scholarly sources (APA
formatted) enhancing reflection and
connecting to leadership
discussions.
13 to >12 pts
Proficient
Includes
scholarly
sources but with
weak connection
or formatting
issues.
12 to >0 pts
Developing
Fewer than 2
scholarly sources or
APA errors.
0 pts
Not Present
No scholarly
sources
included.
15 pts
Grammar,
Mechanics,
and APA
Formatting
15 to >13 pts
Advanced
Clear, cohesive writing with no
grammar or APA errors.
13 to >12 pts
Proficient
Minor grammar
or APA errors
but writing
remains clear.
12 to >0 pts
Developing
Frequent grammar or
APA errors affecting
clarity.
0 pts
Not Present
Writing
unclear;
many errors.
15 pts
Total Points: 150
Media Analysis on Higher Education Administration Grading Rubric |
EDUC759_D01_202620
**## week3drafteduc759.docx**
**Media Analysis in Higher Education Administration: Challenges / Non-Cognitive Behavior**
Karen Tillery
Liberty University
EDUC 759: Higher Education Leadership
Professor Dr. Deanna Keith
April 12, 2026
**Media Analysis in Higher Education Administration: Challenges / Non-Cognitive Behavior**
As I reflect on my interview with Dr. Heath, I see a strong connection between his leadership approach and the challenges currently shaping higher education. His focus on removing barriers to student success aligns with what I am seeing in both media and scholarly research. Today, leadership is no longer about academic performance; it also requires a deep understanding of non-cognitive behaviors, such as motivation, resilience, emotional intelligence, and a student’s sense of belonging.
One of the most consistent themes in both media and research is the growing concern around student mental health and emotional well-being. Newspaper reporting in The Guardian highlights how institutions are facing increasing pressure due to student needs alongside financial instability (The Guardian, 2026). From my perspective, this reflects a deeper issue tied to non-cognitive development. When students lack confidence, or feel disconnected, their academic performance suffers. Research supports this, showing that emotional intelligence plays a key role in leadership effectiveness and student outcomes (Fannon, 2018). I can clearly see how Dr. Heath’s approaching meeting students where they are and addressing barriers—reflects this understanding in practice.
Another issue I noticed across media sources is the growing concern about student preparedness and engagement, especially in relation to technology and learning habits. Reports from the New York Post discuss how faculty are increasingly worried about students’ dependence on technology and declining critical thinking skills (New York Post, 2026). This directly connects to non-cognitive behaviors such as persistence, discipline, and independent thinking. These are skills that are taught through content alone; they must be developed intentionally. This is where leadership becomes critical. According to Hersey and Blanchard (2015), leaders must adapt their style depending on the readiness of those they lead. In this case, students who struggle with engagement may need more structure and guidance, while others may benefit from a more supportive and empowering approach.
In addition to media perspectives, academic research further emphasizes the importance of non-cognitive skills in student success. Studies show that skills such as communication, self-regulation, and collaboration significantly influence a student’s ability to transition and persist in college (Andree et al., 2025). From my perspective, this reinforces the idea that leadership in higher education must be holistic. Dr. Heath’s role in student affairs reflects this, as he focuses not only on academic success but also on the personal development of students. This approach aligns with research on retention, which shows that students are more likely to stay enrolled when they feel connected and supported (Bani & Haji, 2017).
Another important perspective comes from research on student identity and belonging, particularly among underrepresented populations. Studies indicate that students who feel marginalized or disconnected from their academic environment are more likely to leave their programs (Danielak et al., 2010). This highlights a critical leadership challenge, creating inclusive environments where all students feel valued. From a situational leadership standpoint, this requires flexibility. Leaders must recognize that students come from diverse backgrounds and experiences, and they must adjust their strategies accordingly. A one-size-fits-all approach simply does not work in today’s higher education environment.
The broader higher education landscape also reflects these challenges. Media coverage continues to point to declining enrollment, financial pressures, and changing student expectations. Institutions are forced to rethink how they operate while still prioritizing student success. This is where leadership becomes even more important. Leaders must balance institutional needs with student-centered approaches, ensuring that non-cognitive development remains a priority.
In connecting all these perspectives, I see a clear theme: non-cognitive behavior is central to student success and leadership effectiveness. My interview with Dr. Heath brought this to life, as his leadership focuses on understanding students beyond academics and addressing the barriers that impact their success. The media and research both confirm that this approach is not only relevant but necessary in today’s higher education environment.
In conclusion, this analysis has helped me better understand the evolving role of leadership in higher education. Leaders are no longer just administrators; they are facilitators of growth, support systems, and change agents. By applying situational leadership strategies and focusing on non-cognitive development, leaders like Dr. Heath can create environments where all students can have the opportunity to succeed. This reflects the broader goal of higher education administration: to support the whole student and prepare them for success beyond the classroom.
**Analysis and Reflection**
As I reflect on both my media analysis and my interview with Dr. Heath, I realize how much the role of leadership in higher education has evolved. What stood out to me the most is how deeply student success is tied to
non-cognitive behaviors, and how leaders must now be intentional about addressing these areas. Before this assignment, I viewed leadership primarily through an administrative lens, but now I see it as a much more relational and adaptive process.
Through my interview with Dr. Heath, I gained a clear understanding of what it looks like to lead with purpose. His focus on removing barriers to student success was not just about policies or programs, but about understanding students as individuals. This perspective became even more meaningful when I connected it to the media sources I reviewed. The issues highlighted in sources like The Guardian and New York Post reinforced that higher education leaders are dealing with complex challenges, including student mental health, lack of engagement, and external pressures on institutions. These are not problems that can be solved with traditional leadership approaches alone.
One of my biggest takeaways is that non-cognitive behaviors are just as important as academic skills
**.** Students may have the intellectual ability to succeed, but without motivation, confidence, and emotional stability, they are at risk of falling behind or leaving altogether. This was evident in both the research and Dr. Heath’s experiences. I now understand that leadership must include strategies that support students’ emotional and personal development, not just their academic progress.
Another important realization for me is the value of situational leadership, as discussed by Hersey and Blanchard (2015). I see now how important it is for leaders to adjust their style based on the needs of their students. Dr. Heath demonstrated this by meeting students where they are, whether they needed guidance, support, or accountability. The media also reflected this need for flexibility, especially as student populations become more diverse and face different challenges. I believe that a one-size-fits-all approach to leadership is no longer effective in higher education.
I also found myself thinking more about equity and inclusion as I worked through this assignment. The research on student identity and belonging made it clear that not all students experience higher education in the same way. Students face additional barriers that impact their ability to succeed, particularly in terms of non-cognitive challenges like confidence and sense of belonging. Dr. Heath’s work in student affairs directly addresses these issues, and it helped me see how leadership can play a role in creating more inclusive environments. This is something I want to carry forward in my own professional practice.
The media analysis also helped me understand the broader pressures facing higher education institutions. Financial instability, declining enrollment, and changing student expectations are all influencing how leaders make decisions. However, what stood out to me is that even with these challenges, student-centered leadership remains critical. Leaders must balance institutional needs with the responsibility to support students holistically. This is where strong leadership makes the biggest difference.
Overall, this assignment has changed how I think about leadership in higher education. I now see it as a role that requires empathy, adaptability, and a commitment to develop the whole student. The connection between non-cognitive behavior and student success is clear, and leaders must be prepared to address these factors in meaningful ways. My interview with Dr. Heath brought these ideas to life, while the media and research provided a broader context for understanding their impact.
In conclusion, effective higher education leadership is rooted in understanding people, not just systems. By focusing on non-cognitive development and applying flexible leadership strategies, leaders can create environments where students are supported academically, emotionally, and personally. This reflection has helped me grow in my understanding of leadership and has prepared me to think more critically about my role in supporting student success in the future.
**References**
Andree, K., et al. (2025).
_How soft skills shape first-year success in higher education._
Bani, M. J., & Haji, M. (2017). College student retention: When do we lose them?
Danielak, B. A., Gupta, A., & Elby, A. (2010). The marginalized identities of sense-makers: Reframing engineering student retention.
_Journal of Engineering Education, 103_(1), 8–44.
Fannon, D. (2018). The relationship between emotional intelligence and leadership in education.
Hersey, P., & Blanchard, K. H. (2015).
_Management of organizational behavior: Utilizing human resources._ Pearson.
_The Guardian._ (2026). Universities face financial risks and student challenges.
_New York Post._ (2026). Faculty raise concerns about AI and student learning habits.
0
2