Operational Excellence in Higher Education: How I Build Systems That Strengthen Performance, Accountability, and Results
In every leadership position I have held — whether overseeing athletics, advancement operations, transportation services, business functions, or cross-campus departments — I’ve learned that the single most reliable predictor of long-term institutional success is operational excellence. Buildings, programs, and budgets matter, but systems are what hold everything together. Strong systems create clarity. Weak systems create confusion.
When I step into an operational environment, the first thing I look for is the structure behind the work. Too often, institutions struggle not because people lack ability, but because the processes around them are inconsistent, outdated, or unclear. My leadership approach is rooted in the belief that people perform best when expectations, workflows, communication lines, and responsibilities are unmistakably defined.
I begin by assessing three questions:
Is our system clear?
Is our system efficient?
Is our system aligned with institutional priorities?
If any of those answers is “no,” then the work begins.
One of the first areas I focus on is communication. Strong operations depend on reliable, predictable communication loops — between staff, between departments, between leadership and front-line workers, and between the institution and its stakeholders. When communication is unclear, tasks fall through the cracks, duplication increases, and frustration grows. I’ve always made it a priority to create communication structures that support consistency, not chaos.
Next, I look at process flow. I want to understand the path of work from start to finish: How is information gathered? Who approves? What are the checkpoints? What happens when something goes wrong? By mapping out the reality of the process — not the version people think exists — I can quickly identify inefficiencies, bottlenecks, or areas where accountability is lacking.
Accountability is essential for operational excellence. Accountability is not punishment — it is clarity. It means people know what they are responsible for, when that work is due, and what success looks like. Throughout my career, I have built systems that promote accountability through transparency and support, not fear or pressure.
Training is also a critical component. Systems do not work unless people are supported and trained effectively. I believe strongly in coaching, mentoring, and developing staff so they can grow into their roles and lead with confidence. When people are equipped, they excel. When they are left on their own, systems break down.
Technology is another force multiplier. I have led technology implementations, workflow upgrades, and operational transitions that improve efficiency and reduce errors. Technology should serve the mission — not complicate it. When used properly, it simplifies processes, increases accuracy, and improves communication.
Most importantly, operational excellence depends on alignment with institutional values. Systems should reinforce the mission, not distract from it. I work hard to make sure operational processes support student success, budget integrity, compliance requirements, and long-term planning.
At its core, operational excellence is about building a culture of reliability — a culture where people trust each other, trust the system, and trust leadership. I remain committed to building strong, disciplined operational environments because institutions thrive when their systems thrive.
Further Reading
• Leadership Through Personal Accountability
https://www.dr-brian-wickstrom.com/leadership-through-personal-accountability
• Ethical Leadership & Organizational Trust
https://www.dr-brian-wickstrom.com/ethical-leadership-accountability
• Executive Leadership Philosophy
https://www.dr-brian-wickstrom.com/executive-leadership-philosophy
