The IT Leadership Workforce in Higher Education, 2024

Published:
Briefs, Case Studies, Papers, Reports
Author(s) and Contributors:
Author(s): Mark McCormack
Source(s) and Collection(s):
Sources(s): EDUCAUSE Research Collection(s): Research Hub Research Report
ParentTopics:
Artificial Intelligence (AI) Change Management CIO Chief Information Security Officer (CISO) Communications COVID-19 Diversity, Equity, and Inclusion (DEI) Institutional Management IT Workforce Development Leadership and Management Mental Health and Wellness Metrics Organizational Issues, Teaching and Learning Organizational Structure Presidents and Senior Executives Professional Development Security Management Working Remotely

The IT Leadership Workforce in Higher Education, 2024

 

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Nearly four years out from a global pandemic, IT and technology leaders are enjoying the luxury of once again worrying more about emerging new technologies like generative AI than about COVID testing and migrating entire institutions online. But despite this “resettling,” questions remain about what this workforce needs to succeed.

This report, based on the survey responses of more than 400 higher education IT and technology leaders, aims to map the current contours of the higher education IT and technology leader workforce, understand its current challenges and opportunities, and reflect on what it all might mean for building a stronger workforce and, ultimately, a stronger higher education for the future.

This report is the third in a series examining specific workforce domains (cybersecurity and privacy, teaching and learning, and IT leadership) in higher education. Explore our other Workforce Reports.




Current Role and Organization

Distribution of Primary Areas of Responsibility
Bar chart showing primary areas of responsibility: Leadership and management of staff and operations (62%), IT operations and service delivery (55%), Administrative/enterprise IT (53%), Evaluation of new technologies (50%), Project management (41%), Desktop services or client support (39%), Applications development or operations (37%), Client services (36%), Networks and systems (34%), Information security and services (34%), Budget management (32%), Instructional technology (classroom support) (30%), Staff education and training (19%), Data, analytics, and business intelligence (28%), Portfolio management (24%), Instructional technology (online) (22%), Design, media, and web (17%), Research computing/cyberinfrastructure (16%), Artificial intelligence (13%), Other (9%), Library (3%).

Asked to select from a list their primary areas of responsibility in their position, only three areas of responsibility were selected by a majority of respondents. Of course, most leaders do not hold just a singular area of responsibility.

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The Challenges and Opportunities of Staffing

Concerns about Layoffs

Though only 10% of IT and technology leaders reported concerns about being laid off themselves, their levels of concern about departmental and institutional layoffs were slightly higher (at 20% and 31%, respectively).

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Work Satisfaction and Well-Being

Satisfaction with Job Areas
Bar chart showing percentages of respondents who expressed satisfaction with each job area: Peers, colleagues (81%), Workplace flexibility and autonomy (80%), Benefits (79%), Departmental culture and values (75%), Work–life balance (68%), Leadership/management (67%), Institutional policies supporting sound cybersecurity and privacy strategies (65%), Institutional culture and values (64%), Diversity and inclusion at the departmental level (62%), Diversity and inclusion at the institutional level (59%), Salary (52%), Mobility and growth opportunities (40%), HR policies and practices (40%).

On the whole, the majority of IT and technology leaders were satisfied with most aspects of their work.

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Professional Development Needs

Key Competencies, by Current Proficiency and Future Importance
A table showing two columns of competencies, one a list of currently proficient competencies and the other competencies that will be important in five years. For current proficiency: Leadership (79%), Communication (60%), Project management and strategy (45%), Mentorship (36%), Technical skills (35%), Change management (28%), Finance (13%). For future importance: Leadership (78%), Communication (67%), Change management (47%), Project management and strategy (40%), Mentorship (27%), Finance (23%), Technical skills (14%).

Nested within these often challenging and complex institutional settings, individual professionals themselves must develop specific skills and competencies that can help them successfully navigate those challenges and complexities.

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More Workforce Resources

This report is the third in a series examining specific workforce domains (cybersecurity and privacy, teaching and learning, and IT leadership) in higher education.

Explore other technology workforce reports >

 


Reports and Supporting Materials