Inside the First 18 Months of a College Presidency

What the First 18 Months as a College President Actually Reveal

There is a difference between preparing for leadership and actually stepping into it. Most leaders spend years developing skills, building experience, and imagining what a role will require. Then the first months begin, and reality has a way of clarifying things quickly.

In a recent conversation with a new college president about his first 18 months in the role, that gap between expectation and reality came into focus. What emerged was not a list of strategies, but a clearer picture of what leadership actually demands once you are in the seat.

You Don’t Always Get a Runway

In theory, a new president takes time to listen, build relationships, and move carefully. In practice, that depends entirely on the condition of the institution.

In this case, there was no slow start. The institution needed movement quickly, particularly around financial stability and enrollment. The transition felt less like beginning a new role and more like stepping into a race already in progress and being asked to keep pace.

That kind of entry point changes how leadership develops. There is less time to observe from a distance and more pressure to act with incomplete information. Looking back, there was a clear desire to have moved more slowly and built more relationships early on. But the reality was different, and the responsibility remained the same.

That tension is not unusual. Many leaders step into situations that do not allow for ideal pacing. The question becomes less about preferred conditions and more about how to lead faithfully in the conditions you inherit.

Leadership Is More Shared Than It Appears

Another early realization had less to do with strategy and more to do with the shape of the role itself.

Presidential leadership is often described in individual terms, but in practice it rarely functions that way. In this case, the role quickly became something shared, particularly with a spouse who was actively engaged in the life of the institution. That involvement extended beyond formal responsibilities into relationships, hospitality, and student care.

It changed the experience of leadership. What might have been understood as a defined position became something more integrated into daily life and community presence.

That is not every leader’s situation, but it does highlight something important. Leadership at this level often extends beyond organizational charts. It touches people in ways that are relational, pastoral, and, at times, deeply personal.

Some of the First Lessons Are Simply About Reality

Not all early lessons are philosophical. Some are very practical.

Within the first few months, new information surfaced about the institution’s financial picture that had not been fully understood during the transition process. It was not catastrophic, but it required an immediate shift in how certain priorities were approached.

Moments like that are clarifying. They reinforce the importance of asking better questions early and not assuming that what appears straightforward actually is. They also require a willingness to adjust quickly without losing focus or momentum.

This is where leadership becomes less about theory and more about posture. It is about how leaders respond when the situation in front of them is different than expected.

The Surprise: The Work Is More Enjoyable Than Expected

One of the more unexpected reflections was not about difficulty, but about enjoyment.

There is a common assumption that roles like this are primarily heavy. They are described in terms of pressure, complexity, and responsibility. All of that is true. But there was also a genuine sense of enjoyment that had not been anticipated.

Not because the work is easy, but because it is meaningful.

The opportunity to invest in faculty, to walk alongside students, to engage alumni, and to connect with those who care deeply about the institution creates a kind of satisfaction that is difficult to manufacture. Over time, the role becomes less about managing responsibility and more about participating in something that matters.

That shift changes how the work is experienced. It moves from obligation to stewardship.

What Actually Holds It All Together

After 18 months, certain patterns begin to emerge. Some expectations fall away. Others become clearer. And underneath it all, one idea continues to surface.

Faithfulness.

Not as a slogan, but as a way of approaching the work.

In that same conversation, when asked what advice he would give to emerging leaders, the response was simple: faithfulness matters. Stay faithful to where God has placed you. Stay faithful in preparation, in responsibility, and in the relationships entrusted to you.

That perspective reframes leadership. It removes the pressure to manufacture outcomes or build a personal platform and replaces it with a steady focus on stewardship. It does not make the work easier, but it makes it clearer.

The First 18 Months Clarify More Than Strategy

The early months of leadership do not provide a complete roadmap. But they do clarify what matters.

They reveal how quickly conditions can change, how much leadership depends on preparation, and how important it is to remain grounded when expectations are high. They also expose the difference between leading for position and leading with purpose.

That is where this conversation ultimately lands. Not in tactics, but in orientation.

Because what sustains leadership in Christian higher education is not found in the pace, the pressure, or even the progress.

It is found in the quiet, steady decision to remain faithful with what has been entrusted to you.

This blog came from an interview with John Mark Yeats, president of Corbin University, hosted by Philip Dearborn, president of ABHE on the podcast Biblical Higher Ed Talk. Click below to watch the full interview.