Trisha Fountain

Trisha is an accomplished leader in higher education with nearly two decades of experience in student and leadership development. Her career reflects a steadfast commitment to student success and institutional advancement, while her emerging Ph.D. research focuses on leadership and leader development in education organizations. She previously worked to deliver leadership development programs for executives at corporate, non-profit, and government organizations around the globe as a Managing Director of Executive Education at the University of Michigan’s Ross School of Business. Wanting to return to her roots in student services, she now leads the Enrollment Management teams at the University of Michigan’s School of Information. Her authentic engagement with faculty, students, and staff fosters a community-oriented approach to leadership. This dedication is evidenced by her ability to cultivate supportive environments, ensuring open lines of communication and collaboration. Trisha is currently completing a Ph.D. in Higher Education at Purdue University, and holds a Master’s in Higher Education Administration and a Bachelor’s in Vocal Performance. Her educational background, combined with hands-on leadership roles has equipped her to implement data-driven strategic plans and collaborative solutions across academic and administrative silos. With a blend of strategic vision, a student-centered approach, and a deep commitment to developing high-performing teams, Trisha is dedicated to fostering environments where students, professionals, and institutions thrive together.

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My research examines how faculty members who transition into administrative leadership roles, often without the same level of formal administrative training or experience as their professional staff, can effectively collaborate with and lead the teams they supervise. Specifically, I explore how these faculty leaders make complex decisions, and what skills, behaviors, and mutual expectations support productive working relationships. The goal of this work is to inform practices that enhance collaboration, foster mutual respect for differing areas of expertise, and support more intentional and effective approaches to the distribution of responsibilities within academic organizations.