Faculty senates and other shared governance groups often do not seem to be able to respond to the complex institutional, cultural, and political changes involved in corporatization because service in such groups is a part-time commitment of faculty with specialized expertise that may not extend to the issues involved. Top-down decision making and bottom-line thinking are systematically transforming American universities in ways that are likely to intensify as baby-boomer generation faculty retire, and administrative control expands in domains that faculty are often ill prepared to address--online programs, assessment and accountability pressures, experiential learning initiatives, and partnerships with businesses and state agencies. What can we do to prepare the next generation of faculty to take up these leadership challenges?