To understand my perspective within higher education and the presidency at Hampton University, it’s important to recognize my deep ties to this esteemed institution as an alum from the class of 1983. Affectionately known as our “Home by the Sea,” Hampton has indelibly influenced my values and career trajectory. The privilege of shaping both the academic and character development of our next generation of bright young minds is an honor I hold dear.

My journey to the presidency, notably, stems from diverse experiences beyond the realm of academia. With nearly four decades of leadership skills honed primarily in the military, supplemented by a brief stint in the executive realm of the private sector, my tenure at Hampton marks a rich convergence of varied expertise. I’m enormously fortunate to have spent 37 years in the military, leading America’s finest sons and daughters, and civil servants. Now, as president of Hampton, I’m doubly honored to serve a similarly aged demographic of university students.

During my extensive military career, I navigated the intricacies of logistics across diverse contexts, culminating as Director of the Department of Defense’s Logistics Agency (DLA). This pivotal role tasked me with synchronizing critical aspects of worldwide logistics for United States military forces and managing a global workforce of 25,000 employees, alongside nearly 14,000 suppliers. Upon retirement, I became an executive in a Fortune 250 information technology company. The transition from military and corporate spheres into higher education bears striking parallels in leadership principles that transcend organizational boundaries. Strategic leadership and vision remain among the most critical traits demanded of executives in any organization.

Among the most frequent questions I received upon assuming the role of president was to describe the process of transitioning my leadership experience from the military and corporate world into the higher education space. After all, military service is often perceived as the antithesis to the higher education experience, characterized as hierarchical and rigid, as compared to the academic environment cultivated at most colleges and universities. On the surface, the two environments appear at opposite ends of the spectrum, and of course, a dollars-and-cents worldview drives the corporate sector culture. However, beneath the surface, there exist multiple points of similarity that have enabled me to positively impact the growth and vitality of Hampton University.

First, executive leadership experience is a skill set important to the success of any organization. Throughout my career, whether leading organizations of 50 people or 25,000 people and whether the people were military, government civilian, commercial sector employees, contractors, or international workforces, I have applied several tried-and-true leadership principles.

  Leaders must exhibit a deep respect for and understanding of the organization’s mission.    

Leaders must exhibit a deep respect for and understanding of the organization’s mission. My wife and I are Hampton alums, and our reverence for the value proposition of this institution is incalculable. I was also a first-generation student, which doubles my intuitive understanding of the transformative power of higher education. The leader’s ability to connect with the mission of the organization is paramount to success, because people will buy into a vision only after they trust the leader.

I have also found the ability to develop and implement a new strategic vision is another skill set that transitions well, regardless of profession. In fact, a defining aspect of my early presidency has been the collaborative articulation of a clear vision. I honed this critical skill while serving as Director of the DLA and subsequently as a private-sector executive. Our strategic plan, “Elevating Hampton Excellence,” envisions delivering the #1 student experience in America, underpinned by six strategic goals: (1) to elevate academic excellence, (2) to increase research and innovation, (3) to improve operations and enhance infrastructure, (4) to increase financial sustainability, (5) to enhance stakeholder engagement, and (6) to sustain athletic excellence. This blueprint has infused our institution with renewed purpose, energy, and inclusive direction.

Beyond development of a plan, the strategic leadership ability to manage complex organizations is paramount to achieving desired results. Institutions are incredibly multi-disciplinary organizations, demanding an array of skills from their presidents. Assuring the strength and vitality of the academy is clearly job one. However, the imperative to navigate shared governance with the faculty, to understand the resourcing requirements of each department, and to ensure successful student outcomes all demand particular skills of the president.

The ability to understand challenges such as enrollment management, ever-present fundraising demands, and financial sustainment of the institution is yet another critical skill. For example, Hampton increased overall enrollment by 12%—and 39% for the freshman class—during my second year as president. The collective impacts were extremely positive; however, the dynamics of additional staffing, student aid, and residential facility upgrades were an equal part of this complex equation, which I arrived with the experience to manage.

Perhaps my greatest attraction to the presidency is the similarity in the average age of troops in the military and students at Hampton. In both capacities, I have been privileged to lead some of America’s finest young people. The foundation of my leadership philosophy has always been to take care of those with whom and for whom you serve. This approach resonates loudly with young people, in particular, although everyone wants to know their leaders care. Students, faculty, staff, and administrators want to know the president is “all in” and committed to something greater than advancing your own career.

In any new position, one must identify and leverage similarities from past experiences, assess critical differences between the requirements of your new position against your present skill set, and then amalgamate the similarities and differences into new approaches. Prior to becoming president, and continuing today, my most critical skill was “listening.” I conducted a personal Strengths, Weaknesses, Opportunities, and Threats (SWOT) against past experiences and skills related to the new position. I spoke with a variety of former and serving presidents. I held informal Zoom kitchen table sessions with thought leaders. I spoke with educators who had made similar transitions from the military and corporate realms. Upon arrival at the university, I conducted a survey to gather feedback from the faculty and staff. These early actions formed the foundation of my understanding of the critical differences between my prior experiences and my new role as a university president.

  Prior to becoming president, and continuing today, my most critical skill was “listening.”    

I respectfully concluded that while the application of one’s skills may adjust based upon the environment, basic leadership tenets are fairly universal. Knowing when and how to apply which principles is the true art of strategic leadership. Earlier, for example, I discussed the idea of taking care of people. In the military, I often employed the phrase, “if you take care of your troops, the mission will happen.” However, in executive leadership positions that I held within the military, where 95% of the workforce were government civilians, the term “troops” did not apply. The broader term “people” was more appropriate there and in the corporate setting. Fast forward to Hampton, where our total focus is “Delivering the #1 Student Experience in America.” My basic principle hasn’t changed. We’re dedicated entirely to student success.

Another vital difference was imperative to fully understand and appreciate the unique role Hampton University and other Historically Black Colleges and Universities (HBCUs) occupy within the pantheon of higher education. Presently, there are 102 accredited HBCUs across the country, among the roughly 4,000 U.S institutions of higher learning. It was important for our strategic plan to be grounded in this reality. It embraces contemporary higher-education research and represents a boldly ambitious, student-centric, culturally relevant, data-driven, and measurable prioritization of the work Hampton University will—and must—undertake over the next decade.

The next decade is a defining period for our nation. It is a time for addressing deep-seated inequities, embracing technological and economic changes, and forging a sustainable and just future. The U.S. education system is at a crossroads, with ongoing debates about access, affordability, and quality. HBCUs, like Hampton, have a long history of providing high-quality education to those who might otherwise be underserved. We remain at the forefront of this struggle, tasked with educating and empowering the next generation of leaders who will advocate for and implement these changes.

The rapid pace of technological innovation is transforming the world. Advances in artificial intelligence, biotechnology, and digital communications are reshaping industries and societies. Universities must prepare our students to thrive in this new landscape, ensuring they have the skills and knowledge to excel in high-tech fields. The next 10 years will prove critical to bridging the digital divide and to providing equitable access to these transformative technologies.

The global economy is undergoing significant shifts, with new industries emerging and traditional ones evolving. Economic resilience and adaptability will be essential for success. HBCUs play a vital role in driving economic growth and stability, particularly in underserved communities. By equipping our students with entrepreneurial skills and fostering innovation, we can ensure they are prepared to contribute to and benefit from these economic changes.

  The global economy is undergoing significant shifts, with new industries emerging and traditional ones evolving. Economic resilience and adaptability will be essential for success.    

The political landscape of the United States is evolving, with increasing diversity and a focus on representation. HBCUs are incubators for civic engagement and leadership, playing a key role in nurturing informed, active citizens who will influence the political future of our nation.

Lastly, climate change poses one of the greatest challenges of our time. The next decade is crucial for implementing sustainable practices and addressing environmental justice. HBCUs have a unique opportunity to lead in sustainability education, research, and community engagement, preparing our students to tackle environmental challenges and advocate for policies that protect our planet and our communities.

With Hampton’s rich 156-year legacy, we stand as a prominent and storied institution within the landscape of American higher education, particularly among HBCUs. Founded in 1868, shortly after the end of the Civil War, Hampton University was originally established as Hampton Normal and Agricultural Institute by former Union Army Brigadier General Samuel Chapman Armstrong. Just before he died in 1893, he was quoted as saying, “Hampton must not go down.”

Hampton’s primary mission was to provide education to freedmen and Native Americans, which was a revolutionary commitment at the time. The early curriculum reflected a philosophy that combined the head, the heart, and the hands. This approach was aimed at developing character and practical skills that would enable students to become self-sufficient and to lead within their communities. Hampton's commitment to producing leaders and change-makers continues to be a significant part of its identity, despite the formidable headwinds of the lack of funding to educational institutions serving African Americans in states that practiced racial segregation in their higher education systems. Despite the societal and racial tensions that existed then and now, Hampton University remains an anchor institution in our community and a beacon of knowledge, culture, and leadership, unyieldingly dedicated to impacting the world.

The challenges and responsibilities are indeed far-reaching, calling for leaders who can honor the past while innovatively steering the institution towards the future. Elevating Hampton Excellence is a testament to the profound impact and transformative potential of Hampton University. Its priorities address emerging academic trends, technological advancements, and shifting demographics in the student body. It is a roadmap that allows us to see how global and local changes might impact the institution and empowers us to plan strategically to leverage these changes for growth, improvement, and impact.

As the President of Hampton University, I am extremely proud to offer my talents to my “Home by the Sea.” In many ways, it’s a full-circle experience. To graduate in 1983, and return to a place that remains on the forefront of higher education in America and a proud Historically Black University, is beyond measure. I trust these game-changing insights will be useful to fellow college and university presidents.