Creating a Culture of Care

What should a culture of care look like within higher education? We often talk about belonging and inclusion, and at the heart of this work must be a true organizational ethos.

Emily Skop, Martina Angela Caretta, Caroline Faria, and Jessi L. Smith created an Ethos of Care Pledge for scholars when engaging in research. This ethos includes mutuality, honesty, mentoring, transparency, and “Humanizing our work by valuing the intellectual and ethical centrality of friendship, connection, and responsibility.”

As organizations, colleges and universities must promote care through their structures, policies, and practices. Good intentions of a leader are not sufficient. Including language about caring within one’s mission statement is not enough. Symbolic efforts on the fringe are also insufficient. Said differently, free snacks in the break room and permission to wear jeans on Friday do not count as a culture of care.

Colleges and universities that are committed to a culture of care need to ensure that their policies support this kind of culture. What happens to employees when they are faced with crises? What resources are available to support their mental health? Does the college have means to provide flexible work arrangements for employees juggling childcare and parental care? Does the college invest in professional development for all employees including administrative staff? Does the college have policies that help students who face unexpected events mid-semester? Are responses to absences consistent and reasonable across courses and programs? How does the university review policies to ensure that they are meeting the needs of their employees and students?

For colleges committed to a culture of care, communication is key. We do not feel cared for if we do not feel seen and heard. The institution must create safe spaces where all community members can express their concerns and their needs. Not only should communication feel safe, but it should also feel common. No member of the university community should feel intimidated seeking out another to engage in conversation or to ask a question. For university administrators, this means we need to leave our offices. As interim provost, I have always kept the door to my office open to the main hall. Community members, particularly students, know they can stop by. I realize, however, that this is not enough. I should not expect people to come to the third floor of the administration building. So, I’ve also held open forums. In these, individuals come to ask questions or make comments. In past forums, if I didn’t have an answer to someone's question, I would encourage the individual to reach out to meet with me after I investigated the matter. Providing opportunities for open dialogue is essential.

When I think about an organizational culture of care, I think about the example of the Cleveland Clinic. When I lived in Ohio, I would go to their main campus for appointments. If possible, I would go early because I would find peace in their atrium area. I would watch as people walked down the long, intimidating corridor connecting the parking garage to the main building. Often, these individuals came to this campus because they needed care that was beyond what their local doctors could give. Many of them came from small Ohio towns and were not used to a city like Cleveland. I would see the anxiety on their faces as they approached the large atrium. As they approached the atrium, a volunteer in a red blazer would approach them. Almost immediately, you would see the anxious patients' shoulders relax and the tension in their faces subside. This volunteer would walk them to a receptionist who would check them in and then the volunteer would walk with them to whatever elevator or corridor necessary to ensure that they were on the right path to their destination.

Not every person who came through the corridor needed a volunteer. Some, like me, had been there before. We knew what to do and where to go. But the volunteers looked for signs of distress and anxiety. They paid attention. They did not just stand and wait for patients to ask for their help. They were always ready and eager to care for those who were coming to the hospital. According to Cleveland Clinic, these “Red Coat Caregivers” are highly trained to solve problems, transport patients, help find lodging and transportation, and international support. They also help with hearing, vision, and mobility needs. Each person in this role completes six weeks of training to serve in a vital role of caring for those who come to the campus.

A culture of care requires investment. It is not enough to simply want it, talk about it, and hope that it happens. If it is to be a strategic priority, and then it must be reflected within the budget. It must also be clearly reflected in who is hired. We recognize the importance of belonging in higher education. To truly support belonging and a culture of care, we need to work to ensure it is a vital part of the organization. What might this same level of care look like in our colleges and universities? How might "Red Coat" caregiving manifest itself in higher education as we work to honor true belonging within our treasured communities?