The Seven Habits of Highly Successful People

In Stephen Covey's book "The Seven Habits of Highly Successful People" Covey writes that the first habit of highly successful people involves being proactive. He comments that it is far more common for people to take a reactive stance rather than to take the initiative, and explains that waiting for a problem to develop before reacting to is a far less effective way to manage problems (Covey, 1989). According to an essay by Kay McClenney published on the Leadership Abstracts website, the world is rapidly changing. To be successful in today's world, American colleges must become more flexible in the way they deliver educational services to customers. The flexibility includes but not limited to teaching using the Internet which is sometimes referred to as distance learning.

The fact that America's colleges have been innovative in the way they delivered higher education to students across the United States has had a positive impact on community colleges, on students, and on society. However, forces are compelling leaders of colleges across the country to consider fundamental changes to the way in which higher education programs are delivered. Visionaries within higher education are coming to the conclusion that traditional methods are becoming outdated, and that the best way to address this issue is to do so proactively rather than reactively.

According to McClenney, a number of transformational forces are at work on institutions of higher education. These forces involve

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time, and it requires a sustained commitment from leaders. Change requires leaders to address values, expectations, priorities and the identities of individual and the educational institution they lead. The authors of this article suggest that change is more likely to occur in response to a crisis than in response to an opportunity. They note that since many people still do not recognize that higher education in the United States is in crisis, it will be doubly difficult for leaders to convince faculty, trustees and their sources of funding that the traditional programs for delivery of higher education must be supplemented with non-traditional distance learning programs. These leaders are likely to find it equally difficult to convince accreditation bodies that distance learning programs are as effective as traditional classroom delivery systems. There is little doubt that this will result in conflicts between colleges trying to offer distance learning programs and the entities responsible for their funding and their accreditation. Offering non traditional programs such as distance learning also requires a profound shift from a focus on the needs of faculty and administrators to a focus on the needs of students. According t

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