Last weekend, I completed my third 12-hour ultramarathon, finally achieving my goal of logging 50 miles (51.3 miles, to be exact!). For the past two years, I’ve finished the same course with exactly 47.5 miles each time. This year’s personal best felt both within reach and incredibly distant during my training. Reaching it required not just physical preparation, but strategic thinking and flexibility.

Leading up to the race, as I fine-tuned my training plan, adjusted my fueling strategy and mapped out rest intervals, I was struck by how much this preparation mirrors the leadership challenges in higher education today. Just as I could not control the weather on race day or predict which mile would test my resolve, today’s college and university leaders cannot anticipate every funding cut, technological disruption or student crisis that will demand our immediate attention and creative response.

The parallels run deep. Both ultrarunning and higher education leadership require what I’ve come to recognize as “adaptive preparation”—the ability to plan meticulously while remaining nimble enough to pivot when circumstances change.

Scenario Planning on the Trail and in the Boardroom

During my ultramarathon training, I spend considerable time visualizing different race-day scenarios. What if temperatures soar beyond those forecasted? What if my nutrition strategy fails at mile 30? What if an injury forces me to completely restructure my pacing? These aren’t pessimistic exercises—they’re strategic preparations that allow me to respond rather than react when challenges arise.

Higher education leaders must engage in similar scenario planning, particularly as we navigate an increasingly volatile landscape. Will federal funding for essential student support programs face cuts? How will evolving AI capabilities reshape our academic programs, student support services and the ways we engage with donors?

Just as I map out multiple fueling stations and gear adjustments, we must develop multiple contingency plans for our institutions. The leader who only prepares for the best-case scenario—whether on a 50-mile trail or in a strategic planning meeting—will find themselves unprepared when reality delivers its inevitable surprises.

The Creativity of Endurance

People often assume ultrarunning is about grinding through pain with sheer determination. While mental toughness matters, the most successful ultrarunners are creative problem-solvers. When your planned nutrition strategy isn’t working at mile 25, you don’t quit—you improvise. When equipment fails, you find workarounds.

This creative problem-solving has become essential for higher education leaders. Traditional approaches to student retention and institutional sustainability aren’t sufficient in our current environment. We need leaders who can think like ultrarunners: methodical in preparation, creative in execution and resilient in the face of setbacks.

Consider how institutions have had to reinvent student support services in response to changing needs. At Holyoke Community College, our foundation exemplifies this adaptive creativity. Rather than limiting support to traditional scholarships, the HCC Foundation distributed more than $5.5 million this past year across an innovative spectrum of student and institutional needs: a six-week faculty training program on trauma-informed practices, a menstrual equity initiative ensuring feminine products are available in high-traffic restrooms, funding for student travel to leadership development conferences and essential equipment for theater, science labs and our radio station. Like that runner who creatively problem-solves when their original strategy isn’t working, our foundation recognized that supporting today’s students requires addressing the full ecosystem of their educational experience, not just the financial barriers.

The Collaborative Nature of Solitary Pursuits

Ultrarunning appears to be the ultimate individual challenge, but successful runners know better. Every long training run depends on a network of support: the running group that motivates you through dark winter mornings, the crew that will meet you at aid stations, the community that shares advice and encouragement. Even in the loneliest miles of a race, you’re drawing on collective wisdom and support.

Higher education leadership, despite its often-isolating responsibilities, must embrace this same collaborative spirit. The challenges facing our institutions—from enrollment pressures to mental health crises to technological disruption—are too complex for any single leader to solve alone. We need cross-functional teams that can respond as dynamically as an ultrarunner adjusting strategy midrace.

The most effective higher education leaders I know have built networks that extend far beyond their campus boundaries. They’re learning from peers at other institutions, collaborating with community partners and drawing insights from sectors beyond academia. Like ultrarunners who study the strategies of athletes in other endurance sports, these leaders understand that innovation often comes from unexpected sources.

Training for the Unknown

As I prepared for my 50-mile goal, I knew that no amount of training can eliminate uncertainty. Weather patterns can shift, my body might respond differently than expected and race-day dynamics will present challenges I hadn’t anticipated. The certainty of uncertainty is precisely why my training needed to be comprehensive and adaptable.

The same principle applies to higher education leadership. We cannot predict every challenge our institutions will face, but we can develop the skills and mindsets necessary to respond effectively. This means building diverse teams, fostering cultures of innovation and maintaining the kind of institutional fitness that allows for quick pivots when circumstances demand them.

The leaders who will guide higher education through its current transformation are those who understand that preparation and flexibility aren’t opposing forces—they’re complementary strengths. Like ultrarunners who train obsessively while remaining ready to throw out their race plan if conditions change, effective leaders combine rigorous planning with adaptive execution.

The question, on race day or in our day-to-day work, isn’t whether we’ll face unexpected obstacles. The question is whether we’ve developed the endurance, creativity and collaborative spirit necessary to navigate them successfully. In both arenas, the longest distances are covered not by those who avoid challenges, but by those who have learned to run through them.