Leadership in Adventist Higher Education Series:

Delbert W. Baker is currently the director of research and development with the Office of Regional Conference Ministries and the Regional Conference Retirement Plan headquartered in Huntsville, Alabama, U.S.A. He is an ordained minister of the Seventh-day Adventist Church and a certified emotional-intelligence trainer. In addition to serving as a pastor, he also served as the editor for Message Magazine (1985-1992), associate director of the Ellen G. White Estate (1992), special assistant to the president and director of the Office of Diversity and faculty member at Loma Linda University (1992-1996), president of Oakwood College/Oakwood University (1996-2010), general vice president of the General Conference of Seventh-day Adventists (2010-2015), and vice chancellor of Adventist University of Africa (2015-2020). Dr. Baker earned a Bachelor of Arts in theology with a minor in history from Oakwood University, a Master of Divinity in pastoral administration and counseling from Andrews University, and a PhD in Organizational Communications from Howard University (Washington, D.C., U.S.A). He and his wife, Susan, have three adult sons, David, Benjamin, and Jonathan, and six grandchildren.

A visionary leader, he spearheaded several development and advancement initiatives throughout his years of service, from physical plant development to academic upgrades that stimulated enrollment growth. A veteran minister, administrator, educator, leadership coach, author, and health enthusiast, he brings more than 30 years of experience in higher education, both nationally and internationally. He is committed to service, loves people, believes in preparation and desires always to be in the center of God’s will. In early 2024, Dr. Henry Saturné sat down with Dr. Delbert Baker to explore his wisdom and insights on leadership and self-development in higher education.

Bordes Henry Saturné (BHS): Dr. Baker, you’ve had the unique experience of serving as a university president both at Oakwood (OU) in the United States and Adventist University of Africa (AUA) in Nairobi, Kenya. As someone who has navigated these diverse landscapes, what counsel would you offer to someone stepping into the role of a college or university president for the first time?

Delbert Baker (DB): First and foremost, I would emphasize that the role of a university president is not just a job; it’s an honorable calling that carries a profound responsibility. Nelson Mandela once said, "Education is the most powerful weapon which you can use to change the world."¹ As a university president, alongside your faculty, you have the incredible opportunity to make a lasting impact on students, society, and the broader mission of your institution.

New presidents should model the power of service—lead with humility, integrity, and a genuine commitment to the well-being of the community. They should embody the value of preparation for the role with the appropriate education, expertise, and experience. They should believe in the potential of students, faculty, and staff, and seek to align their efforts with the providence of God. These are all essential keys.

The role is fulfilling but demands patience. You must approach this position with a long-range perspective. Being a successful president isn’t about quick fixes or chasing fleeting aspirations. It’s a marathon, not a sprint—a calling that demands unwavering commitment, resilience, and a stout heart prepared for the long haul. The journey may be challenging, but the impact you can make is immeasurable.

BHS: What are the core qualities or characteristics of a good president?

DB: I believe the essence of a successful college or university presidency, and leadership in general, can be summed up by an acrostic I developed years ago—DRIVE. These five qualities were central to my leadership approach at Oakwood University and Adventist University of Africa, and they continue to serve as my guiding principles today, my North Star of leadership.

Dedication: A president must be deeply committed to education. This role isn’t for those without a calling to higher education. Adequate academic preparation, student-centered focus, financial acumen, adaptability, and a sense of institutional legacy-building are crucial. Without these, leading a university effectively would be nearly impossible.

Resilience: The journey is filled with tough battles—external conflicts, internal challenges, and constant pressure from multiple constituencies. A president must have the resilience to sustain morale and progress, remaining positive even in the face of adversity.

Initiative: Initiative is at the heart of leadership. It’s about making things happen, especially when there seems to be nothing going on. Presidents need to be proactive, capable of seizing opportunities, solving problems, and driving progress. This trait not only sets leaders apart but also empowers them to innovate and contribute to the institution's success. Initiative is about being proactive, recognizing opportunities, and capitalizing on them. Presidents who embody initiative are more likely to achieve their goals and overcome challenges. Initiative drives innovation, improves efficiency, and fosters overall success.

Vision: The Bible reminds us that people and organizations perish without vision (Proverbs 29:18). I like what Helen Keller said, "The only thing worse than being blind is having sight but no vision."² A president must have a clear understanding of where the university has been, where it is, and, most importantly, where it needs to go. Vision involves imagining and planning for a desired future, then inspiring and motivating others to work together toward that goal.

Energy: Energy is the fuel that makes vision a reality. It’s the capacity to work, create change, perpetuate vitality and drive progress in all areas of institutional life. Energy is that vital force that sustains the DRIVE qualities.

To illustrate DRIVE: After being president at Oakwood for about six years, to promote health awareness and to raise scholarship funds, I began running marathons (26.2 miles). Running became a powerful pastime, benefiting students, the university, and raising scholarship funds. I ended up running multiple marathons on all seven continents of the world and the North Pole, each race raising money for student scholarships. By the time we left Oakwood in 2010, the Delbert and Susan Baker Running for Scholarships Fund was established. The fund was started with $500,000 and has now grown to more than $1 million. That’s the power of DRIVE in action!

BHS: Have any college or university presidents impacted your professional journey?

DB: Yes, I will refer to several. Dr. Calvin Rock, who was the president at Oakwood when I was a student there. He was a visionary leader committed to student-centered development. Similarly, Dr. B. Lyn Behrens, president of Loma Linda University, was a visionary and creative leader. She invited me to establish the university’s diversity program in 1992 and taught me invaluable principles on operating an Adventist institution.

I also drew inspiration from historical leaders like Mordecai Wyatt Johnson, Benjamin Mays, Mary McLeod Bethune, and Booker T. Washington, as well as my Oakwood predecessors, Dr. Frank Hale, Jr., and Dr. Benjamin Reeves.

I returned to my alma mater as its 10th president during its 100th anniversary in 1996. Dr. Ella Simmons, a former Vice President with me at Oakwood, [and] later General Conference vice president and chairperson of the AUA board, invited me to be the second Vice Chancellor in the history of AUA as it celebrated its 10th anniversary in 2016.

BHS: How did your experience at Oakwood College/University change you as a leader and what were some of the dynamics?

DB: Before becoming president at Oakwood, my background included being a pastor, editor at Message Magazine, instructor at Howard University, Associate Director at the Ellen G. White Estate at the General Conference and administrative and faculty roles at Loma Linda University. The first five years at Oakwood were truly my learning years as a president.

Around 2000, five years after assuming the Oakwood presidency, I made a pivotal shift in my leadership style, moving away from detailed oversight to embrace a more collaborative style of team building, servant leadership. This transformation was reinforced by completing a Higher Education Continuing Education course at Harvard University and obtaining Emotional Intelligence certification at Boston University under Daniel Goleman’s program. These experiences allowed me to connect more deeply with my team and effectively guide Oakwood through significant changes, including its transition to university status in 2008.

In short, this was a transformational turning point in my leadership at Oakwood. Goleman’s book, Primal Leadership; Leadership in Higher Education: Practices that Make a Difference, by James Kouzes and Barry Posner; Education, and Mind, Character and Personality (vols 1, 2) by Ellen White; Parker Palmer’s To Know as We Are Known, and the Bible became key resources that influenced my leadership philosophy.

BHS: How did your presidency affect or impact your family?

DB: Balancing work and family was challenging, but my wife Susan, a health professional and educator, and I were deeply committed to making it work. With her teaching at Oakwood and our sons attending school there, we approached our roles as a team ministry. Because both of us attended Oakwood, we share a love for its history and value. Serving there was more than just a job.

Still, the constant pressures of public leadership are hard on a family. Being committed to keeping our family strong was vital. We prioritized family through regular devotion, weekends, trips, and vacations, facilitating a supportive environment for our sons. Being together at Oakwood during my presidency and seeing my sons graduate was a blessing.

BHS: According to Selingo et al.,³ a successful college or university president should be an academic and intellectual leader, a storyteller, a strategist, and a communicator. Is that a fair description of your presidency?

DB: I would certainly check the boxes for being an intellectual leader, a strategist, and a communicator. Throughout my career, I've always placed a strong emphasis on academic excellence and strategic thinking. These are essential pillars for any effective university president.

As for being a storyteller, I’ll admit that’s an area where I might not have shone as brightly. I’ve always admired leaders like Charles Bradford and Ronald Reagan, who had a natural gift for storytelling—a skill that can truly captivate and inspire.

While storytelling wasn’t my strong suit, I poured energy into writing. Over the years, I’ve authored more than 15 books and more than 300 articles, including The Unknown Prophet: The Life and Times of William Ellis Foy (Review and Herald, 1987 and 2023). Writing has been my way of telling stories, of preserving history and sharing knowledge, and it has played a significant role in maintaining my intellectual engagement.

Additionally, my commitment to teaching while president allowed me to stay connected with students and faculty, ensuring that my leadership was informed by keeping in touch with the educational environment. In many ways, my writing and teaching became the narrative threads that wove through my presidency, contributing to the intellectual and strategic aspects of my leadership.

BHS: What are some unique programs and initiatives that helped your presidency to be a success?

DB: In addition to the DRIVE model, I focused on key educational essentials: academic integrity, servant leadership, team building, financial efficiency, and spiritual intervention. Prioritizing Emotional Intelligence (EI), strategic decision-making, and clear communication with university constituencies was critical. These elements formed the foundation of my leadership approach.

Aside from the above, there were other approaches and techniques that I practiced. One was what I call the Nehemiah Practice. Like Nehemiah when he arrived in Jerusalem (Nehemiah 2:12-16), I would spend my first few weeks at any new place praying, observing, and assessing both the physical and spiritual landscape. This "scanning" phase was crucial for grounding myself and laid a spiritual foundation for the work ahead, positioning my leadership to be proactive and responsive to the institutional needs and God's guidance.

In my daily interactions, I embraced a few simple interpersonal skills: Prayer: Staying conscious of divine presence. Engagement: Genuinely connecting with others. Action: Knowing when to act decisively. Reading the Situation: Being aware of dynamics at play. Looking for Solutions: Focusing on creative solutions rather than dwelling on problems. Stopping to Think: Pausing before reacting to challenges.

This mindset helped me approach leadership not just as a series of tasks but as an opportunity to positively influence the campus environment in a practical, people-centered way.

I also found value in identifying and tapping into my Passion Zone. As Frederick Buechner said, “The place God calls you to is the place where your deep gladness and the world's deep hunger meet.”⁴ My passion for making a difference was a driving force in my presidency. I sought to connect my internal motivations with the real needs of the institution.

Conducting an Environmental Scan—studying past strategic plans, talking with former leaders, and reviewing relevant research—allowed me to understand the context deeply and facilitated creative, informed decision-making.

Another leadership cornerstone was establishing what I called a Spiritual Core Group. This small group of three to five people met regularly with me, to pray for the institution. Their behind-the-scenes work aligned our efforts with God's will and inviting spiritual intervention in our leadership.

Finally, after laying the groundwork and crafting our strategic plan, I made it a priority to communicate plans in a user-friendly way. For example, at Oakwood, we developed what we called the Kevin Story—a narrative that incorporated all our goals and Key Performance Indicators (KPIs). This story-based approach made the strategic plan relatable and engaging for faculty, staff, and students, leading to greater understanding and buy-in of the objectives.

These initiatives, grounded in faith, providence and strategic foresight, were of great help.

BHS: Presidents are expected to raise a lot of money for their institutions. Did you meet that expectation?

DB: Fundraising is a critical component of a college or university president’s role. Philanthropy is not just about getting money, but about solving problems. Fundraising fuels the institution’s dreams, goals, and strategic plans, providing essential resources for scholarships, capital projects, and program development. I spent up to 50 percent of my time as president focused on fundraising. Fundraising is closely intertwined with friend-raising and relationship building. People give because of relationships, not just causes. I made it a point to develop friendships and keep them, even after donations were made.

My wife, Susan, who served as both faculty and first lady, was also my partner in fundraising. Many of the donors we cultivated at Loma Linda and Oakwood continued to support our projects when we moved to AUA in Nairobi. During my five-year tenure at AUA, we raised over $7 million with old and new friends, in the U.S. and abroad.

At Oakwood, we raised over $150 million during our tenure, including government contracts, Title III funds⁵, and private donations. Despite the unrelenting pressure, I found joy in the rewards of fundraising.

Fundraising remained one of the most demanding aspects of my role. There were always more needs: scholarships, aging buildings, new academic programs, and the transition from college to university. During our tenures at OU and AUA we facilitated the construction of multiple buildings and renovations, including special projects like the Simon of Cyrene Monument to Service at OU and the Leadership Legacy Monument at AUA. In the development area we saw God’s providence.

Two memorable fundraising examples come to mind. One involved a former donor friend who we asked for seed money when transitioning to Africa. They graciously gave a large gift that well exceeded our request or expectation. Another incident involved a widowed physician who, after several visits, decided to support a building project at AUA with a $1m gift. When I thanked her, she said, "I donated this gift because I believe in you and this project." Her confidence was both inspiring and a powerful motivator.

Fundraising was never easy, but with faith and diligence, under God we were able to accomplish remarkable things.

BHS: What are some of the secrets you used to successfully fundraise?

DB: Well, I don’t know of any secret sauce. But there is science, and there should be a strategy. The truth is the science of fundraising is the strategy.

We focused all efforts on the university’s vision, mission, and strategy, using compelling stories and rationales. We used the best possible technology and data we had. We worked hard to maintain relationships with alumni, donors, and stakeholders. Communicating regularly, showing results, sharing success stories, and providing transparent reporting on fund usage and outcomes were crucial.

It was essential that I, as president, along with other administrators, board members, faculty, and senior leadership were involved with fundraising efforts. We tried to get potential leads from anyone and anywhere. Finally, with much prayer, we tried to follow up every possible lead. In many cases. God was incredibly good because we worked incredibly hard and followed the science. Our success was due to hard work, strategic research, and, ultimately, God’s favor.

BHS: How did you help to prepare the next generation of leaders?

DB: The best way to prepare future leaders is by modeling good servant leadership. Jonathan, son of David’s brother [Shimea], was inspired by his uncle’s example to defeat a giant (2 Samuel 21:20-21). Similarly, students are inspired by the leadership they see around them. Many of the student leaders at Oakwood have gone on to become leaders in their professional and personal lives.

At Oakwood, we established the President’s Ambassadors program to develop student leaders. Each year, we selected five students from each class for monthly leadership meetings, where Susan and I mentored them. This initiative produced many leaders who are now making a difference in their occupational fields.

In addition to leadership development, we fostered spiritual leadership through cell groups, Bible study groups, and outreach programs. There was also a strong emphasis on health and wellness on campus, along with many community-based initiatives. Having been a literature evangelist for five summers, I also strongly promoted literature evangelism at OU and AUA.

We believed in the importance of self-supporting ministries and industries, so we initiated such enterprises as a campus garden farm, cooperatives with the Marshall Space Flight Center, local industries and the Oakwood University Memorial Gardens Cemetery. Students were encouraged to think entrepreneurially and engage in meaningful work. These initiatives formed the foundation for student industries, character development, and spiritual growth.

BHS: What would you do differently if you had the opportunity?

DB: Looking back on my entire career, I recognize that I have always been motivated to work hard and achieve projects and goals. Now, in counterbalance to this, I think it is important to never lose sight of the value of developing and maintaining relationships with the people who make up the heart of the university. While we often hosted groups at our home and held multiple student events on campus, spending more time with faculty, staff and students would have facilitated getting to know people on a richer, personal level.

BHS: Do you have any regrets about your presidency? If yes, would you please share them?

DB: I try not to dwell on regrets. Every experience, even the painful ones, carries a lesson and contributes to character-building.

My focus remains on pressing forward, striving to live up to the example of Christ and investing in the growth and character development of myself and others. My goal was to leave a meaningful footprint and legacy. External validation is appreciated, but internal validation, knowing I did my best for the right reasons, is most important. It has been said that regret for the things we did can be tempered by time; it is regret for the things we did not do that is inconsolable. I do not feel that I have left things undone.

BHS: You’ve given valuable insights into achieving success as a college and university president. What are some areas that may derail one’s presidency?

DB: There are many dangers associated with a college or university presidency. The literature reveals that approximately one-third of university presidents leave their position within five years.⁶ Here are six areas that may indicate problems ahead and strategies one can implement to avoid them:

1. Disregard for Vision and Communication: Ensure your vision is clear and well-communicated. Engage your team in strategic planning to keep everyone aligned and focused.
2. Arrogance and Isolation: Stay humble and open to feedback. Foster collaboration and maintain strong connections with your team and stakeholders.
3. Neglect of Financial Stewardship: Prioritize financial oversight. Ensure transparency and regularly assess your institution’s financial health.
4. Gaps in Equity and Inclusion: Commit to fairness and inclusivity. Implement policies that reflect diverse perspectives and promote equity.
5. Ethical and Integrity Failures: Lead with integrity and uphold high ethical standards. Build trust by making decisions rooted in strong moral principles.
6. Resistance to Change and Innovation: Embrace change and encourage innovation. Cultivate a culture of continuous improvement and adaptability.

BHS: Leadership often involves challenges. How do you view the inevitability of suffering in leadership?

DB: Suffering and feeling unappreciated are often the shadow side of leadership. I believe suffering is an inevitable part of the journey—not just because of the challenges we face, but because of how those challenges shape us. As Romans 5:3 and 4 says, "Suffering produces perseverance; perseverance, character; and character, hope."⁷ Competent, forward-thinking leaders can’t avoid suffering; it’s something we must accept and learn from. It keeps us grounded, helps us connect with others on a deeper, human level, and prevents pride from taking root. Ultimately, leadership is about serving others, and that service sometimes requires personal sacrifice. Suffering is part of what makes us stronger and more compassionate leaders.

BHS: How did you know it was time to move on from your responsibilities as president?

DB: I think it’s a combination of factors. Some of it is just a gut feeling—you sense that the institution has reached a point of progress and advancement when it’s time for fresh leadership. Some leaders say they know it’s time when they feel bored or unmotivated, but that wasn’t my experience. I was never bored; I always felt there was more to do.

However, I believe every leader reaches a point where they need to ask themselves, "Is it time to move on, for whatever reason?" For me, there were internal feelings and external signals that prompted this reflection. It may be a time to talk with a confidential person for feedback.

Another important consideration is what happens after the presidency. After serving as the leader of an institution for a significant time, it’s appropriate to ask, "What, where and when next?” This question is part of a good exit strategy. When leaders start to believe that they are irreplaceable, they may be bordering on what is referred to as the “Messiah complex.” The institution existed before you and will continue after you.

Over time I’ve developed a working set of questions that people can periodically pray about, think through and ask themselves.

1. Is my current role still aligned with my core purpose, values and sense of providence? When your purpose begins to diverge from the mission, it may be time to consider a change.
2. Do I still have energy and enthusiasm for my work? If you notice a sustained drop in energy, it may be a sign that you are nearing the end of your effectiveness in that role.
3. Am I still making effective and discernable institutional progress with the board and constituencies? If not, you may have become ineffective or outgrown the position.
4. Is this role still challenging and do I see opportunities for learning and growth? If not, it may be that you need new learning experiences and occupational outlets.
5. Do I have a sense of succession flow—where I might go to and who might fill my position? Many factors are germane here: Do you have a choice to stay or go? When and where will you go? Who can potentially pick up the work of leadership?

BHS: As you reflect on your professional and spiritual journey, what comes to your mind?

DB: Let me take this opportunity to express appreciation for this Andrews University interview project you’re coordinating. Creating a platform to share and preserve the experiences of previous presidents is commendable.

Reflecting on my leadership journey, I see a path of growth and development. My relationship with God, my family, and friends has been a source of great joy, support and wisdom. There have been pivotal moments, crucial conversations, and challenging events that I’ve had to navigate. As I reflect, I feel blessed and fulfilled with where I am today.

I’m currently in what Robert Clinton describes as the "convergence period"⁸ of life and leadership. This is the stage where all the pieces of your life and career start to come together and make sense. It can be a period of reflection, clarity synthesis and productivity. Ellen White noted that the apostle John received more communications from heaven in his later years than in his earlier life.⁹ So, one should plan to balance contemplation with contribution. As I mature, I find myself seasoned by all the experiences—both chosen and unchosen—that have been part of my journey.

It’s a powerful realization that everything, even the challenges and detours, has contributed to a greater purpose and have all played a role in shaping who I am today. As I move forward, I do so with a sense of gratitude and desire to continue contributing in meaningful ways.

BHS: Dr. Baker, as we bring our conversation to a close, I’m reminded that each person, university presidents included, has a way they frame or encapsulate their life. What do you think about your life’s journey?

DB: Yes, I believe that’s a powerful truth. It’s said that life, in its essence, can be seen as a story with three distinct yet interconnected chapters.

The first chapter, from birth to around 30 years, is about development and preparation—laying the foundation of who we are. The second chapter, from 30 to 60 years, is often the most productive period, where we build our careers, families, and legacies. Finally, the third chapter, from 60 years onward, is about maturing, refining, and legacy building. It’s a time for thoughtful reflection and passing on wisdom and values to the next generation.

I can now see how each chapter has prepared me for the next. The lessons learned in my early years fueled my drive in the productive middle years, and now, in this third chapter of legacy building, it’s not just about what we achieve, but what we leave behind for others to build upon. The beauty of life lies in embracing each chapter fully, understanding that each one builds upon the last, contributing to the richness of the whole story; trusting God throughout the process.

BHS: That’s a moving perspective; it’s inspiring to see how each phase of life contributes to the next, creating a full and meaningful narrative.

DB: Absolutely. And as we all move through these chapters, may we remember that every stage is significant. And with that, whatever their profession, I encourage everyone to embrace where they are in their journey, to build wisely in each chapter, and to leave a legacy that speaks of purpose, passion, love for others and trust in God and His future.

BHS: Thank you, Dr. Baker, for sharing your wisdom and insights. This has been an enlightening conversation.

DB: Thank you. It’s been a pleasure to reflect on the journey and to share these thoughts with you.

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].

Delbert W. Baker

Delbert W. Baker, PhD, is currently the Director of Research and Development with the Office of Regional Conference Ministries and the Regional Conference Retirement Plan headquartered in Huntsville, Alabama, U.S.A. He is an ordained minister of the Seventh-day Adventist Church and a certified emotional-intelligence trainer. Dr. Baker earned a Bachelor of Arts in Theology with a minor in history from Oakwood University, a Master of Divinity in Pastoral Administration and Counseling from Andrews University, and a PhD in Organizational Communications from Howard University (Washington, D.C., U.S.A). He may be reached at: [email protected]