Most elected officials in the United States, especially at the federal level (e.g., Congress and the Presidency), tend to graduate from a relatively small group of prestigious colleges and universities. Many top elected officials attended Ivy League institutions or other elite universities, such as Harvard, Yale, the College of William and Mary, Princeton, Stanford, Columbia, Georgetown, the U.S. Military Academy and the U.S. Naval Academy—West Point and Annapolis, respectively. Over half of all presidents (24) have graduated from these nine institutions, known for strong political science, law and public policy programs, reports the Center for Effective Lawmaking. This is a stunningly select set. There are 3,931 Universities in our nation, and .0002% of these institutions have produced over 50% of the presidents of the United States.
William F. Buckley, a Yale graduate, quipped in an Esquire essay published on January 1, 1961, “I would rather be governed by the first 2,000 people in the telephone directory,” he said, “than by the Harvard University faculty.” A clear poke at big-name nameplates. Justified or not?
Some officials—particularly those with military backgrounds—attended the U.S. Military Academy at West Point, the U.S. Naval Academy and the U.S. Air Force Academy. According to the Washington Times, emphasizing loyalty to the Constitution influences fitness for elected leadership. I am not sure I agree, but given the chance to utilize the faculty at a university committed to regional service, I might agree.
Andy Smarick, of the Manhattan Institute, says public institutions, especially the land-grant institutions, state flagship and regional universities, are increasingly educating elected leadership at the local, state and national levels. A significant number of elected officials also graduate from large public universities, including the University of California system (e.g., UCLA, UC Berkeley), the University of Michigan, the University of Texas, the University of Florida, Ohio State University and increasingly Texas A&M University.
While much attention is paid to elite public and private universities, regional universities play a significant role in developing leadership talent at the state and local levels. Smarick’s study shows public in-state and flagship public universities are the institutions of choice for most state leaders. A Third Way report confirms the power of regional universities in producing state leaders means leadership intimately understands regions of the state from personal experience as opposed to an academic vantage point. Likewise, Fortune 500 CEOs amplify the power of public institutions in leadership for the private sector, according to a study by Kittleman.
Several factors contribute to cultivating leaders for smaller regional institutions like West Texas A&M University. Regional institutions serve rural, in-state and community-based populations and provide access for students who choose not to gain admission to highly selective schools or who cannot do so. Smaller class sizes, closer interaction with faculty, and mentor and peer engagement all create a diverse talent pool that may use a different calculus to assess leadership, but leaders are cultivated. Some institutions offer distinctive leadership programs for students from the region and beyond to create positive leadership experiences. At West Texas A&M University, Rogers LEAD WT is one such example.
One of the great forces at work in regional schools should be the practical training of teachers and school leaders to remain in or return to their communities, thereby leveraging local insights and networks developed during their educational processes. WT has recently instituted the WT Educators Excellence Initiative, which offers teachers and other important professional members of local school districts the opportunity to continue their education at 50 percent off tuition and fees to support the concept of regional leadership in primary and secondary education. This approach is essential when an institution has a “normal school” or teachers’ college as its genesis, and many regional universities trace that trajectory.
Despite evidence of powerful performances, many regional universities face reputation deficits, partly driven by perceptions of low selectivity and compromised graduation rates. A Chronicle of Higher Education Research Brief reports leaders of regional institutions show some optimism in reflecting on adult learners, distance education opportunities, nontraditional students of other kinds and powerfully responsive regional approaches to higher education.
Students at regional universities can significantly impact their own leadership experiences through mentorship and networking opportunities, engagement in hands-on experiences through internships, research projects and service learning, as well as work on entrepreneurial initiatives tied to regional priorities. Students can also guide their transferable skill development. Communication, critical thinking, project management and teamwork are all traits applicable in almost any leadership role, which reinforces the value of leadership training available at regional universities.
Walter V. Wendler is the President of West Texas A&M University. His weekly columns, with hyperlinks, are available at https://walterwendler.com/.
