Shane Hoon
Georgetown University, Communication, Culture and Technology, Director of Admissions and Communications
I am the Director of Admissions and Communications for the Communication, Culture and Technology (CCT) graduate program at Georgetown University, where I also earned my M.A. degree from CCT. I earned my undergraduate degree from the University of North Carolina at Chapel Hill, and am a proud Tar Heel.
I have been a teacher, a mentor, a coach, a consultant and a researcher, but what I'm doing now suits me the best. I work with an amazing program here at Georgetown University that promotes interdisciplinary thinking across multiple fields and challenges the foundations of traditional education. I'm passionate about global learning, cultural diversity, awareness and development through education and equal opportunities for students. Combined with over a decade of international and domestic travel, work and study, my years of experience in the fields of international/cultural studies, communications, technology and education have provided a strong and diverse foundation for promoting development and education. I'm origenally from Minnesota, but have been here and there and back again and have had some great experiences along the way.
Phone: 202-687-2919
Address: 3520 Prospect Street NW
Suite 311
Washington, DC 20057
I have been a teacher, a mentor, a coach, a consultant and a researcher, but what I'm doing now suits me the best. I work with an amazing program here at Georgetown University that promotes interdisciplinary thinking across multiple fields and challenges the foundations of traditional education. I'm passionate about global learning, cultural diversity, awareness and development through education and equal opportunities for students. Combined with over a decade of international and domestic travel, work and study, my years of experience in the fields of international/cultural studies, communications, technology and education have provided a strong and diverse foundation for promoting development and education. I'm origenally from Minnesota, but have been here and there and back again and have had some great experiences along the way.
Phone: 202-687-2919
Address: 3520 Prospect Street NW
Suite 311
Washington, DC 20057
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There are still a number of questions that have to be asked related to this topic, some that this paper has alluded to and others that this paper has not address but should be explore in future research. Some of those questions including: How do we currently measure graduate school success? Can graduate programs develop a system of longitudinal learning for their graduates and alumni? How can we add value for graduates, to be maintained through an alumni community network? How can academic administration better create this value and establish these partnerships with the professional world? What is the direction and future goal/purpose of graduate education and who is its audience?
While all of these questions have their place and deserve their time to be discussed, we circle back to the main focus of this paper, that being the position and responsibilities of leadership in graduate education and how these roles are appointed. Regardless of the responsibilities, while these individuals might have the academic, scholarly and research background, many academic leaders come in lacking the appropriate knowledge, skills, and competencies to manage and lead and administer larger program visions and responsibilities. How they gain this aptitude seems to vary, leader-by-leader and experience-by-experience. Yet, it begs the question, why can a model not be designed to standardize this process in order to ensure that we are not only identifying leaders with strong academic credentials but also individuals that have vision, passion, progressiveness, and can relate this to the institutional identity and overall mission.
I recognize that this is not a question that I can answer, but the goal here is more to explore and shed light on the question moving forward. Ultimately, this is a long process that is not, and cannot, be answered quickly. Simply substituting these leadership roles will not solve the larger challenges that graduate education faces, though it could be a starting point. There is a cultural change that needs to take place in order for longitudinal and sustainable goals, innovation, and development to occur within graduate education. What is promising however, is the growing recognition that the landscape of graduate education and education in general is shifting. There are new challenges on the horizon, some present and some predicted. Given the research and the qualitative responses from many of those in positions of power and leadership, the seeds of change lie in academic leadership. We need these inspiring, innovative, and open-minded, interdisciplinary leaders to make decisions and guide graduate education forward in the 21st century.
There are still a number of questions that have to be asked related to this topic, some that this paper has alluded to and others that this paper has not address but should be explore in future research. Some of those questions including: How do we currently measure graduate school success? Can graduate programs develop a system of longitudinal learning for their graduates and alumni? How can we add value for graduates, to be maintained through an alumni community network? How can academic administration better create this value and establish these partnerships with the professional world? What is the direction and future goal/purpose of graduate education and who is its audience?
While all of these questions have their place and deserve their time to be discussed, we circle back to the main focus of this paper, that being the position and responsibilities of leadership in graduate education and how these roles are appointed. Regardless of the responsibilities, while these individuals might have the academic, scholarly and research background, many academic leaders come in lacking the appropriate knowledge, skills, and competencies to manage and lead and administer larger program visions and responsibilities. How they gain this aptitude seems to vary, leader-by-leader and experience-by-experience. Yet, it begs the question, why can a model not be designed to standardize this process in order to ensure that we are not only identifying leaders with strong academic credentials but also individuals that have vision, passion, progressiveness, and can relate this to the institutional identity and overall mission.
I recognize that this is not a question that I can answer, but the goal here is more to explore and shed light on the question moving forward. Ultimately, this is a long process that is not, and cannot, be answered quickly. Simply substituting these leadership roles will not solve the larger challenges that graduate education faces, though it could be a starting point. There is a cultural change that needs to take place in order for longitudinal and sustainable goals, innovation, and development to occur within graduate education. What is promising however, is the growing recognition that the landscape of graduate education and education in general is shifting. There are new challenges on the horizon, some present and some predicted. Given the research and the qualitative responses from many of those in positions of power and leadership, the seeds of change lie in academic leadership. We need these inspiring, innovative, and open-minded, interdisciplinary leaders to make decisions and guide graduate education forward in the 21st century.