Leadership in Adventist Higher Education Series:

Edwin I. Hernández, PhD, is President of Antillean Adventist University in Mayagüez, Puerto Rico. Before this appointment, he was the executive director of the Louisville Institute in Kentucky, U.S.A., and previously served as president of AdventHealth University in Orlando, Florida, U.S.A. He also served as the vice president for academic affairs of Antillean Adventist University in Mayagüez, Puerto Rico. An ordained minister of the Seventh-day Adventist Church, Dr. Hernández has extensive experience in higher education. His professional career includes work at the University of Notre Dame in Indiana (U.S.A.) with the Doug and Maria DeVos Family Foundations, as a program officer for the Pew Charitable Trusts, and as founding director of the Center for Study of Latino Religion at the University of Notre Dame, in addition to several advisory and consulting contributions to Andrews University. He is passionate about missional leadership and advocates for authentic, transparent solutions to the challenges facing Adventist education.

Bordes Henry Saturné (BHS): How do Adventist colleges and universities contribute to the mission of the Seventh-day Adventist Church?

Edwin Hernández (EH): This question is at the core of why the church advances higher education worldwide. It’s part of a vision of restoring the image of God by forming the intellect, stewarding resources, nurturing spiritual lives, and creating critical thinkers who can assess and critique secular trends.

At the very core, it is a salvific mission. At Adventist colleges and universities, young people are led to a relationship with Christ. Adventist higher education is an engine of human capacity and spiritual renewal. This requires intensive human-to-human interactions where the faculty and the staff relate to our students, as well as attention to the proximity and quality of those relationships. When these relationships are defined by respect, kindness, compassion, and modeling our Christian values, they become transformative aspects of education. It happens in the classroom, in dormitories, and in the cafeteria. It happens in the financial offices. And so, when we have an all-hands-on-approach to embedding faith, kindness, and mission into everything we do, that shapes the human heart in a way that no other experience can. That’s why higher education has a tradition of focusing on formation—Christians also use the word transformation. And so, that engine I spoke about earlier can be defined as transformative; indeed, it should be transformative.

To do this more effectively, we must start with leadership, with the president and his or her cabinet, after which it trickles down to the faculty. How can we do that more effectively? By making it intentional—by making it part of the ebb and flow of the institution’s culture. It doesn’t occur by fiat or by dictation. It happens by modeling. It happens by creating expectations for all who become part of this community that we will live by a different standard. We’re going to live by a different ethic. We will exemplify a new way of living out our commitments so that young people and professionals experience something unique and different.

BH: Those are lofty aspirations. How do we model this effectively?

EH: In organizational cultures, a faith-based vision doesn’t just happen. It must be cultivated over time. It can shift depending upon many issues, but it always requires embracing the priority of mission over all other priorities. But we have to administer it and finance it. We can’t have an effective mission if it cannot be supported financially.

Our colleges and universities serve the denomination by developing workers and professionals who continue to work for the church system as educators, nurses, or whatever profession. The church needs a training ground, a training center, and an engine to ensure that its own organizational system is maintained by well-educated, committed individuals.

So that’s one strand of the constituency that we serve. However, the mission of the church is not only to serve itself in its organizational systems and structures but also to be an influential presence in the world outside of the church. So, out in the secular world, in the business world, and at the highest levels of government or any other human endeavor, the Christian education mark, the imprimatur, must be identifiable. Our product should stand out not just because the graduates are excellent at what they do—they are great accountants or great teachers—but also because they are exceptional people of character. In today’s world, kindness is in short supply, and compassion is often shallow. To embrace that Christian education mission is essential.

BHS: What are the most critical challenges currently facing Adventist higher education in North America and around the world, and what can leaders do to mitigate them?

EH: There are several challenges. A significant one is the tuition-driven model of Adventist higher education. This means that enrollment fluctuations have a major impact. The demographic trends suggest that there will be continued challenges in the years to come.

Another challenge is internal bureaucracy. Higher education is really good at creating bureaucracy and generating divisions and interdisciplinary separations. We are specialists. Higher education has failed to comprehend that in today’s world; we cannot educate students in a silo without an understanding of how other disciplines add value to their profession. We create bureaucracies at organizational levels. Faith-based education entities have not learned to be lean and mean, and that has an impact on the bottom line.

Next, nowadays, it’s possible to teach from anywhere. So, how many buildings do we actually need? We have multidisciplinary teams working together. I am very much in favor of this approach, which means colleagues and administrators can minimize other expenses that the separation brings. Another challenge we face is the talent pipeline. It is difficult to find people who are Seventh-day Adventist, committed to the mission of the church, and well-trained in their specific fields. Therefore, people with credentials in those specialties need to be hired. It is a constant challenge to find qualified individuals to occupy these positions.

Another challenge we face today is that people are looking for value in higher education. There’s much talk about free higher education, but we are also faced with diminishing valuation of a college education in the general culture. We see an increased perception that higher education is not valuable enough for students to spend tens or even hundreds of thousands of dollars on a college degree. Of course, the evidence to the contrary is quite clear, but there’s a general perception out there that it is not worthwhile. The Christian college/university must be very clear about its value because tertiary education is available inexpensively at the community college. What is it that we bring to the marketplace? Why should students earn a degree with us instead of somewhere else? Why should they pay the extra dollars to attend a Christian school?

BHS: So, to restate the original question, how can leaders mitigate these challenges? What should they do?

EH: Number one—position institutions in the marketplace. It’s critical that we do this effectively. There are institutions in the private sector that thrive despite the challenges. So, we must use all the tools available in the science of recruitment and involvement. It’s important to differentiate ourselves from others in the same space. The value of Adventist higher education must be trumpeted broadly and intelligently.

People expect quality and are good consumers if the product lives up to expectations. Just because an institution is Christian doesn’t necessarily mean that it delivers a high product experience. Sometimes, we tend to minimize excellence, or we assume that if a school is Christian, it will be excellent, but we need to recognize that attention to this area is critical. It is an important empirical question that must be established and validated.

Leaders can mitigate some of these challenges by being creative. Today’s higher education leaders need to have several characteristics: They must be thinkers who are creative, who are willing to challenge their organizations, capable of thinking outside the boundaries of what they know, and intentionally surround themselves with people who similarly seek to push the boundaries. The current challenges require us to assess and implement a new normal. We can learn from the marketplace how industry leaders have changed their business models to jump ahead to the second curve of organizational change (introducing change when things are going well).¹

There’s a general pattern that happens a lot in industry: ascendancy to success, followed by a plateau, and then decline. Remember Blockbuster? Or Sears or Kodak? Blockbuster used to rent videos but couldn’t adapt when movies became available for download. Sears or Kodak are also good examples of organizations that were very well established but weren’t able to rethink their models. In higher education, similar types of issues are threatening our schools’ viability.

For example, think about how we award degrees. What type of degrees do we offer? How do we package them? What does the marketplace need? Can we do stackable credentials? Can we do competency-based learning in a way that rethinks the model? What about offering tuition as a premium membership where someone becomes a student for life—the student gets a degree but continues learning through his or her career and continues to harness the school’s resources? In other words, how can we rethink the whole model?

So, how do we mitigate these challenges faced by our schools? We can do this by making a commitment to innovation and by surrounding ourselves with people who can accentuate, supplement, complement, and even substitute our knowledge. It is also important to re-examine our values and mission to achieve clarity with everyone involved regarding the direction that the institution is going. But it takes a lot of hard work, and we must rally our troops. We must inspire people and reassure them that even though the change that we’re proposing may be threatening for some, it is necessary to ensure a better future.

BHS: It seems like you’re calling for system change in how we think about distributing higher education. This is not for the faint of heart. Traditions are important within Adventism.

EH: Yes, but this brings another factor to the surface. There is a critical element of leadership in higher education that needs to be promoted more. And that is the need for collaboration and partnerships. Institutions nowadays need each other. If we need a faculty member, can’t we partner with another university to get that content specialist if we don’t have one? We also need to explore ways to forge partnerships with a variety of industries that are looking for people of character—the type of people who are attracted to and formed in our institutions. Collaborations are successful when the strengths of two institutions are connected, empowering both to do more because of that collaboration. It’s about maximizing success by accessing the assets and the resources that other institutions have available while making our assets and resources available to them.

The Seventh-day Adventist higher education system in North America was established for the most part during the late 19th century, between 1880 and 1900—a time when travel was limited to railroads and horse-drawn carriages, and the concept of crossing regional boundaries was constrained by geography. Our institutions were built within the framework of local church unions, a model that served its time but now fosters redundancies, competition, and limited collaboration across regions. In a world transformed by globalization and digital connectivity, where the reach of online education transcends borders, it is clear that we need a new model for a new century. This model must harness the power of online platforms, elevate the best of our teachers and scholars, and seamlessly share human talent across our schools. The future calls for a unified, innovative approach that maximizes collaboration and equips our students for the complexities of a rapidly changing world.

Similarly, many of our denominational leaders tend to put many resources into growing the church numerically through evangelism to populate our churches and ensure that they are alive and have a flourishing membership. Sometimes, we create a distinction between the church and education. We under-invest in education, failing to recognize that the church’s education system is an engine of evangelism that nurtures our values, faith, traditions, and legacy, and is probably the best mechanism to retain our young people within the church.

It is really critical to employ the Trilogy of Adventism to attract and retain people in our church: (1) commitment to health and well-being represented through the hospital systems, (2) enhancement of the mind, the body, and the spirit through education; and (3) nourishing of the spiritual life represented by churches. Those are essentially important for our vitality. The genius of Adventism is in part found in the maintenance and nurture of these three aspects. But how do we better connect the church to the life of its institutions? They must be in conversation and collaboration continually. When Adventist educators separate themselves from the church or vice versa, or church leaders from the institution, we break those bonds, which are essential to our future vitality.

BHS: What do you think prepared you to be a university president? Do you feel that you were prepared for that role?

EH: When I became president, I had had many academic experiences in higher education. I had been a vice president for academic affairs. I also had experience in the private sector in philanthropy. That was very helpful, but it wasn’t enough. That’s when I had to recognize that I didn’t know it all and then avail myself of professional development.

So, looking back, do I think I was well prepared for that role? Well, I don’t think anyone’s ever well prepared for any role. So, the answer to that question is No. But I think if individuals are curious and driven by the mission they feel called to, they have academic legitimacy, which is essential. An individual can be a president and not be respected by peers. He or she must have some level of academic integrity and visibility. Not that somebody cannot fly in from outside of academia, because that does happen. Many presidents come from business and other sectors. But, generally speaking, they tend to be academics.

BHS: Looking back, do you feel you have sacrificed your family for your career?

EH: When I became president, my children were already young adults and were out of the house. The effect on them was different than if I had accepted the job when I was starting my career.

Serving as a college/university president often feels like a 24-hour, exhausting rhythm of work. So, yes, if one is not careful, he or she can sacrifice time otherwise spent with family and children. There are many presidents who are burning out. The position itself is very stressful and has many time demands. That is especially true if the president is serving at a residential institution. It’s vital to form a community. You must be very deliberate about taking time for yourself, your spouse, and family.

BHS: What about your wife?

EH: My wife understood the requirements that the presidency would bring. And so, we intentionally set aside time to do some traveling. This concern is also related to governance. When boards hire presidents, they need to be more sensitive to that issue. When presidents travel, should their spouses join them? It takes resources to make that happen. Because the president travels often to visit donors and attend meetings, that could strain the family and the marriage. So, I tried to take my wife with me whenever possible and planned trips so we could be together. But when you take a role, you have to sacrifice, and this can mean giving up time spent with a spouse, a child, an extended family, a mother, a grandmother, or a parent because you just won’t have time.

BHS: What about your health? Were you able to keep your medical appointments?

EH: For the most part, yes; and I took up some sports. I began to play tennis, and my wife and I started playing pickleball. The other exercise we’ve done very regularly is walking. That’s one way I read books—by listening to them as I walk. The pressures of the presidency are real, and yes, it affected my blood pressure. You can easily lose sight of your health. My wife and I took regular vacations during which we tried to make time for ourselves.

BHS: Were you able to take your vacation regularly?

EH: In my six years as president in my previous position, most of those years, while I took vacations, I didn’t take all the vacation that I needed. As president, you need time to retreat, re-energize, and rethink your direction. You may get into a rut of workaholism where you always have to be working, doing something, going to the office, and so on. And you think that by doing that, you will be more productive—when in reality, you need episodic rest. And that’s why the beauty of Sabbath is so critical because when you immerse yourself in a weekly Sabbath experience, you’re able to be regenerated.

BHS: What about your devotional time with God?

EH: My wife and I have our worship together each day—either a yearly devotional book or reading the Bible together, morning and evening. Then, I read books about the craft of leading that speak to both my mind and soul.

I also had a habit of writing messages to the campus community. I wrote messages at least once a month or more. They tended to be brief, but they spoke to various issues. At the time of the George Floyd murder, I not only spoke but also wrote a message. You can’t share spiritual messages that are genuine and transparent with the campus if you are not living or nurturing your spirituality. Walking with God has to be done intentionally, and I experienced that, but it’s easy for it to be crowded out when the only time you have to write and respond to e-mails is in the early morning because the rest of your day is filled with back-to-back meetings.

BHS: According to Selingo et al.,² the president is an academic, an intellectual leader, a storyteller, a strategist, and a communicator. Could that be a fair description of your presidency?

EH: Yes, for sure. Absolutely. And I would add a negotiator, a collaborator, a fundraiser, and a mediator. It certainly is a clear description, but there are so many demands on you that you’re not going to be good at it. You can learn most of these and get good at them. And that’s why training, coaching, and improving along the way are so critical.

So, how do we screen for these skills? How do we identify them early in a person’s career? Someone could be a good strategist but not a good communicator. What is essential? I think governance structures must understand that when a leader is selected, that leader must be supported. He or she can’t just be left to cope alone. Boards must be intentional about that—they must budget for it. You can’t just appoint somebody to run a multimillion-dollar organization they’ve never run before and then not provide the supporting environment to help them manage the conflicts, issues, and complexities of a modern-day institution. Many boards do not recognize that leaders need that support infrastructure. It could be as simple as contracting a coach or making sure that the president accesses a consulting group where he or she can bounce ideas.

A related issue is that it is a longevity question. There are presidencies that should be short-lived because they are not performing. Turning around an institution takes time and doesn’t happen overnight. Boards need to understand that. Evaluating presidency performance is a critical piece. So, one of the things about effective leadership, presidential leadership, is having clarity about the expectations for a president. What are those expectations? What do you want me to do? As a board, how do you see the presidency, the role, the expectations, and the performance? How are you going to agree on a process to evaluate my work and my performance to ensure that I’m growing, that I’m meeting expectations, and that I’m moving forward?

BHS: Knowing the way board members are appointed in most Adventist universities (that is, by election, with a significant proportion being ex-officio members), how can we have stronger and more effective boards?

EH: Board education is critically important. Even if you’re appointed by virtue of your position, you should be a good board member. There are accreditation expectations and standards of governance that must be followed. So, board education is critically important for a well-functioning university.

Church administrators must trust the laity enough to allow them to exercise ownership of our institutions. We need to bring in our best business leaders, people who can be donors and even community people who may not have an affinity with the church but who believe strongly in our brand and in the mission of the institution. Allowing more lay leaders to be part of boards is a critical step in developing more effective governance, as well as educating them continuously about their responsibilities.

BHS: You have referred to longevity. How did you know that it was time to move on from your position?

EH: The average tenure of college and university presidents has been decreasing over the past two decades, going from 8.5 years in 2006 to 5 years in 2024.³ The reasons vary from job complexity to financial challenges related to enrollment declines to governance issues; the challenges brought by the pandemic were significant, and increased scrutiny and pressure from constituencies pressures. You set specific goals for yourself and track whether you’re achieving them or not. I was able to accomplish and achieve certain goals and also recognize when it was time to transition. There’s always a moment to say, “I’ve done this, I’ve learned from it. I’ve grown, I’ve contributed, let somebody else run it. Let somebody else move the institution forward.” Everybody has a gift; everybody has capabilities, and every situation is unique.

Part of longevity is this: I don’t know if there is a practice of having contracts for presidents. That wasn’t the case for me, but I think that it is a good practice because contracts allow universities and executive leaders to track the work. If there’s a downturn in a key performance indicator while you are the president of a college or university, you want to ensure that your head is not automatically on the block just because you didn’t meet certain metrics. That’s what I mean about contracts. You have to measure these things and ensure that you’re moving in the right direction. Still, the whole evaluative system, the whole contract relative to presidents, is an important best-practices category that I think we sometimes don’t practice.

BHS: Let’s say someone who just has been appointed president and comes to you and says, “Tell me three things that are so important that even if I forget everything, I need to remember those three things to be a good president.” What would you say to that new president?

EH: Three things: First, stay close to God, live the mission in all things, and be a person of prayer. You must be clear about that mission—why you do the work and how it impacts your life. That’s number one. Number two: Articulate a bold vision about the future possibilities for growth and institutional development. The third thing I would say for success is to know your limits and surround yourself with people who complement your skills. That involves developing a good team of leaders and surrounding yourself with competent and dedicated people united around the mission and vision of the organization. The college presidency is not a one-person show. It’s a team effort. A president needs to lead with humility.

I would also say that if you don’t love people or care for people, get out quickly. You have to care for the people. You have to approach the job from a servant-leadership perspective, from a value that says to your employees, “I’m here to make you better. I’m here to support and ensure your success.” So, you’re coming in as the driver to empower others to become successful.

BHS: Looking back, is there anything that you would do differently as president at AdventHealth University if you had a chance to start all over again?

EH: I try not to look back with regrets but instead focus on learning from every experience and celebrating the accomplishments that were achieved. That said, in hindsight, there are a few things I would have approached differently. One area is greater presence at student gatherings and events. While I maintained an open-door policy for students, I realize now that being more physically present at events would have deepened my connection with them and the campus community. Presence matters—it demonstrates availability and fosters a sense of shared experience.

Similarly, I would have prioritized a stronger public presence in the broader community. While I cultivated meaningful partnerships, particularly with the healthcare system, I could have done more to engage with community organizations. The visibility of a university leader in the public sphere is essential for representing the institution and building goodwill.

Another key area is presidential transitions. I was intentional about ensuring a smooth onboarding for my successor, but there's always room to enhance the process to further strengthen the culture and continuity of leadership.

Despite the challenges, my time at AdventHealth University was a period of immense growth, both professionally and personally. It was hard work, yes, but deeply rewarding. I learned to embrace every moment as an opportunity for growth and stewardship. Leading a university during the pandemic was particularly challenging but also opened up opportunities. These experiences shape us, and when we approach them with a growth mindset, they enable us to move forward with greater purpose and insight.

In addition to the immense personal growth I experienced, one of the greatest accomplishments during my tenure was the expansion of the university’s graduate programs, the attainment of key accreditations, and the alignment and integration of the university with the vision of the health-care system (Adventist and public). These achievements continue to provide a solid foundation for the university’s mission and future growth.

BHS: How did you reward those doing an excellent job, and how did you deal with those not doing what they were supposed to do?

EH: It is important to make sure that people are clear about the expectations of their roles and that they promote the values of the organization. You have to hold people accountable. On the other hand, you have to affirm employees and staff at all times—be gracious and express gratitude regularly. You can never express enough gratitude. Make sure to award recognition verbally and in writing to ensure that the people who are doing the hard work know that you value their contributions. Create regular ceremonies and schedule public events. Your praise, recognition, and positive words are powerful tools, perhaps even more valuable than just monetary incentives.

Compensation is an issue that you have to address. That sometimes is difficult because of budgetary constraints. Remember that people stay, not necessarily because of the pay but because of the environment created, the affirming environment, the culture of the place, and how people treat one another.

Leaders want everybody to function well and be happy. You want everybody to be together, but unfortunately, that doesn’t always happen. There are ways of doing that well, and there are ways of doing that badly. It’s never easy to find ways to hold people accountable, whether because of low productivity or because of a character issue. I had to demote people. I had to put people in performance improvement plans. I had to fire people. It is difficult to tell somebody, “I need to have you step down in that role; it’s not working well.” Sometimes, you must tell a teacher or employee, “You have to work on these issues.” How do you do that in a way that is affirming and redemptive? It’s your responsibility to help people at the institution to manage difficult situations.

An essential aspect of the leadership role is ensuring that you have the right team and that it is performing at its maximum. Rather than being punitive, look at their strengths and then develop a plan to develop their abilities in certain critical areas: “You can achieve more if you focus here.” Remember that people respond to kindness, to how you treat them, that is the greatest motivator.

BHS: Here is my last question: Let’s say you have young adults coming to you, asking, “I’m thinking that maybe one day I might be a university president. Do you think that is a good idea?” What would you tell them?

EH: I would wholeheartedly encourage them to pursue a career in higher education, especially if they feel called to leadership. I would sit down with them and have an honest conversation about what it takes to reach such a role. First, I’d emphasize the importance of earning a terminal degree, excelling as a teacher, and developing a strong publishing record. These academic foundations are critical for establishing credibility and understanding the world of higher education. I would also inquire about their experiences, goals, and motivations to help them discern if this path aligns with their talents and aspirations.

To become a university president, one usually needs to gain leadership experience in roles such as department chair, dean, or vice president. These roles provide opportunities to grow, mature, and acquire the skills necessary for leading at the highest level. It’s a journey that requires time, intentionality, and a willingness to learn from both successes and failures.

On the other hand, leadership also involves qualities that aren’t always taught but are often innate or developed over time. Integrity, maturity of thought, humility, and the ability to inspire others are essential traits of an effective leader. Some individuals demonstrate these qualities early on—they are natural-born leaders—and I would encourage them to nurture these gifts while remaining open to growth and self-reflection.

Aspiring leaders also need to understand that the path to university leadership requires sacrifice and a deep commitment. It’s not just about acquiring titles or climbing the career ladder—it’s about investing time and effort to build relationships, solve problems, and create a vision that uplifts the institution and its people. They must be willing to prioritize the needs of others and navigate complex challenges with grace and resilience.

Most importantly, for those aspiring to lead within Christian higher education, I would emphasize the vital importance of embracing the mission of our schools. These institutions were founded to draw people closer to Jesus Christ, and their leaders must be passionate about advancing this salvific mission. Leadership in this context is a calling to serve God, the church, and the broader community with dedication, faith, and love. I would remind them that while the journey may be challenging, it is also deeply rewarding and eternally significant.

BHS: Would you tell them that the presidency is a very stressful job?

EH: I would mention that in passing. Adventist education needs people who are called. If a person feels called for a leadership role, those of us who have been there and done that should help them achieve this goal, providing mentorship and coaching, and being available for consultations. A presidency is a very lonely experience, so availing yourself with one or two people of confidence can help significantly reduce the stress levels.

BHS: Thank you so much. This was very inspiring. We need people with this type of thinking as we seek ways to mitigate the current challenges.

This interview has been condensed. Minor editing has been done, but the verbal style has been retained.

Bordes Henry Saturné

Bordes Henry Saturné, PhD, serves as Vice President for Strategic Enrollment, Marketing, and Communication and Associate Professor of Educational Leadership at Andrews University in Berrien Springs, Michigan. At the time of coordinating this issue, he served as Chair of the Andrews University School of Leadership. An ordained minister, he served in New York as a church pastor, school principal, and conference superintendent of schools. He was Vice President of Atlantic Union College in Massachusetts, U.S.A., and Vice President of Asia-Pacific International University in Thailand. He is a New York State-certified School District Administrator. His research interests focus on leadership development and the challenges and opportunities unique to faith-based educational institutions. He may be reached at [email protected].

Edwin I. Hernández

Edwin I. Hernández, PhD, is President of Antillean Adventist University in Mayagüez, Puerto Rico. Dr. Hernández holds a PhD in sociology from the University of Notre Dame (Notre Dame, Indiana, U.S.A.) with a specialization in sociology of religion, a Master of Divinity degree from the Seventh-day Adventist Theological Seminary at Andrews University (Berrien Springs, Michigan, U.S.A.), and a Bachelor of Arts in theology with an emphasis in education from Loma Linda University (Riverside, California, U.S.A.). He has authored books and many academic articles and reports.