Digital Layers and Human Ties: Navigating the CIO's Dilemma in Higher Education

• 09/20/24

Performativity can create barriers between CIOs and their peers or subordinates, as they may be perceived as being more focused on their image than on the people they lead. This can lead to alienation and a lack of authentic feedback, as team members may hesitate to offer honest input for fear of disrupting the CIO's carefully curated image. Over time, this can undermine the CIO's credibility, as stakeholders begin to see through the performative facade and question the substance behind their leadership.

Mindfulness as a Counterbalance

Given the multifaceted challenges posed by the technological layer, it's clear that a holistic approach is required — one that addresses both the structural and cultural dimensions of university life. While technological solutions and strategic leadership are essential, they are not sufficient on their own. The human element must be carefully nurtured to counterbalance the pressures of performativity and the potential isolation created by digital tools. This is where mindfulness comes into play.

Mindfulness practices can also help university personnel navigate the tension between their online personas and authentic professional expression. Mindfulness, at its core, is the practice of being fully present and engaged in the moment, with an attitude of openness and non-judgmental awareness. It involves paying attention to one's thoughts, emotions, and physical sensations without being overwhelmed by them, allowing individuals to respond to situations with greater clarity and calm.

Jon Kabat-Zinn, the founder of Mindfulness-Based Stress Reduction (MBSR), emphasizes the importance of non-judgmental awareness, which can help individuals resist the pressures of digital conformity and engage more authentically with themselves and others. By fostering a deeper awareness of their thoughts, emotions, and behaviors both online and offline, staff and instructors can develop a more integrated sense of self, less swayed by the performative demands of digital platforms.

In addition to mindfulness, Sherry Turkle's work, particularly in Reclaiming Conversation: The Power of Talk in a Digital Age, offers another pathway to mitigating the effects of the technological layer. Turkle examines how technology affects our ability to connect meaningfully with others and advocates for reclaiming the art of face-to-face conversation, which is a form of mindful presence. Although not explicitly focused on mindfulness, Turkle's call to revive meaningful in-person dialogue aligns with mindfulness principles by emphasizing the importance of being fully present in our interactions. Encouraging faculty and staff to engage in more face-to-face conversations can help counteract the alienating effects of digital communication and foster a more connected and authentic campus environment.

Conclusion

Mindfulness is more than just a personal coping mechanism; it is a necessary counterbalance in an educational system increasingly dominated by technology. As the CIO would argue, fostering mindfulness and encouraging physical presence are both essential to preparing university personnel for the realities of a digital world. By integrating these practices into the workplace — not as optional add-ons but as core components of a holistic professional environment — universities can help staff and instructors develop the skills they need to manage the demands of technology while also enhancing their capacity for critical thinking, empathy, and self-awareness.

As university personnel, we have a responsibility to guide each other through the complexities of the digital age, helping to harness the benefits of technology without losing sight of the human connections and intellectual engagement that are at the heart of our professional lives. By embracing both mindfulness and physical presence, we can create academic environments that support not only the intellectual growth of our students but also the emotional and psychological well-being of our staff and instructors.

The integration of technology in higher education is both a gift and a challenge. It might be the oppressor's language, yet it is also a language we must learn to speak more mindfully. By doing so, and by heeding the insights of our CIOs, we can empower university personnel to navigate the digital landscape with greater intention and authenticity, ensuring that their professional experiences are not only enriching but also truly transformative. Incorporating mindfulness into the fabric of higher education, alongside strategic leadership in technology, is not just a strategy for better work; it is a fight for a more human future at the new frontier of power.