Leaders who prioritize the development of their institutions over that of their students and personnel contribute to what Lawler (2016) describes as the "college bubble," wherein college costs incurred by students expand inversely with the quality of education, and students are progressively insulated from the "tough imperatives of the marketplace" (108). Lawler (2016) argues that these environments promote the privileges of campus life "without the corresponding responsibilities" (108) and that, ultimately, students leave college barely prepared to pay their debts, much less contribute to society. In this scenario, students are not viewed by executive administrators as ends in themselves; rather, they are viewed as parts fitting into a larger schema of institutional success; they are "cogs in the machine." Indeed, over the last several decades, campus leaders have been selected precisely for their ability to view students and personnel in this way and to use their skills to diagnose institutional issues, prescribe a remedy for those issues, and successfully convince followers to apply the remedy. While it is true that leaders can accomplish organizational goals using a skills-based approach (Northouse 2019), their long-term success and perhaps their entire legacy rests on their ability to develop students and personnel as a significant force for positive local and sometimes national and even global change. To address the problem of student unpreparedness, today's leaders in higher education should adopt a more holistic approach to individuals' development: They must become servant leaders.