Academic administrators are being held accountable, as never before, for how well they do their jobs. The demand for accountability has become a groundswell across the nation, and it has forced institutions to assess the productivity and examine the cost effectiveness of each department and each program, as well as the individual performance of each academic administrator.

In the past, factual information on administrative performance has been skimpy at best. Typical administrators have been unable to present solid evidence of what they do, much less why they do it.

Yet in the absence of factual information about administrative performance, how can it be evaluated? How can it be rewarded? How can it be improved? And how can institutions give the administrative function its proper role and value in the educational process?

There is a new way for colleges and universities to respond to the pressures to improve systems of administrative accountability: the administrative portfolio. An adaptation of the teaching portfolio, it is an approach that is increasingly recognized and respected.

In fact, the administrative portfolio is an especially good way to get at both the complexity and individuality of administrative performance.

What is the portfolio? It is a factual description of an administrator’s activities, strengths, and accomplishments. It includes documents and materials that collectively suggest the scope and quality of an administrator’s performance. It allows administrators to display their accomplishments for examination by others. And, in the process, it contributes both to more sound personnel decisions and to the professional development of individual administrators.

In recent months we have discussed the administrative portfolio concept at different colleges and universities. We also presented papers on it at several national conferences. In the course of this activity, the administrators or professors in our audiences raised certain questions with greater frequency than others. This article is devoted to answering those questions.

What’s the logic behind portfolios?
Earlier evaluation methods, such as evidence of impact on college/university committees, were like flashlights. That is, they illuminated only those administrative skills and abilities that fell within their beams. As such, they shed light on only a small part of an administrator’s performance. But with the portfolio, a searchlight replaces the flashlight. Its far broader beam discloses the broad range of administrative philosophy, attitudes, abilities, skills, and goals.

How is a typical portfolio organized?
It usually starts with a one-page introductory statement that provides the portfolio purpose and sets the institutional context and administrative unit. An independent liberal arts college and a department of psychology, for example. This is typically followed by a two- to three-page description of specific administrative responsibilities (programs, policies, faculty, staff, students, budget), as well as a reflective statement of administrative philosophy, objectives, and strategies. The next section of the portfolio usually contains two to three pages of performance evaluation data from multiple sources (superiors, staff, subordinates, faculty peers, students, alumni). The portfolio continues with sections on administrative innovations (What worked? What didn’t? Why?), efforts to improve and develop performance, evidence of impact on areas of responsibility (annual reports, participation levels), most significant accomplishments, and short- and long-term administrative goals. Typically, the portfolio is housed in a three-ring binder.

How does the administrative portfolio differ from the usual end-of-the-year report to an immediate superior?
First, the portfolio empowers administrators to include documents and materials that, in their judgment, best reflect their performance. It is not limited just to items requested by their immediate superior. Second, the purpose of the portfolio determines what material is included and how it is arranged. Third, the portfolio is based on collaboration and mentoring. It is not prepared by administrators in isolation. Fourth, in the very preparation of the portfolio, administrators are often stimulated to be reflective about why they do what they do. For many, this reflection produces — almost as a by-product — an improvement in performance.

How long is the typical portfolio?
The typical portfolio has a narrative of approximately eight to 12 double-spaced pages, followed by a series of appendices that provide documentation for the claims made in the narrative. (Some institutions put a ceiling on the number of pages they permit to prevent data overkill.) An important point: The portfolio is not a “fluff” document. Every claim of accomplishment made in the narrative must be supported by hard evidence in the appendices.

How much time does it take to prepare a portfolio?
It depends on whether the administrator currently prepares an annual report. If he or she does, much of the material will already be on hand and portfolio preparation will probably take between 12 and 15 hours, spread over a number of days. But if the administrator does not usually prepare an annual report, the needed documents and materials are likely to be scattered and less organized. In that case, it probably will take between 15 and 20 hours, spread over a number of days, to prepare the portfolio. Whether the administrator has an annual report or not, a large part of the preparation time is spent in thinking, planning, gathering, and sifting through the documentation.

Don’t all portfolios look alike?
Not at all. The portfolio is a highly individualized product. Both the content and organization vary widely from one portfolio to another. They are grounded in the specifics and contexts of a particular administrative position in a particular college or university at a particular point in time. Different administrative positions cater to different types of documentation. For example, the position of graduate school dean in a research university is worlds apart from that of sociology department chair at a small liberal arts college. And the position of vice president of academic affairs at a community college is far removed from that of director of an academic division, even at the same institution.

Can an impressive portfolio gloss over weak administrative performance?
Absolutely not. Why? Because the portfolio is an evidence-based document. Supporting material must be included for every claim made. The weak administrator cannot document strong performance. The evidence is just not there. For example, an administrator who claims to have boosted student retention rates by 5 percent must provide hard data in the appendix to support that statement. Fancy computer graphics and an elegant portfolio cover cannot disguise weak performance for an administrator any more than they can for a student.

Why would very busy administrators want to take the time and trouble to prepare a portfolio?
They might do so to gather and present hard evidence and specific data about administrative effectiveness for those who judge performance. Or to provide the needed structure for self-reflection about which areas of their performance require improvement. There are other reasons why administrators might prepare a portfolio.

• To prepare materials about their administrative effectiveness when applying for a new position.
• To seek administrative awards, grants, or merit pay.
• To document for themselves how their administrative style has evolved over time.
• To acquaint their new supervisor with the evolution of the position and the breadth of their activities and accomplishments.