AGB Board of Directors’ Statement on Shared Governance
Many faculty (and even some experienced board members) may be surprised to learn that the board holds significant responsibilities in these same areas, occasionally even overruling faculty recommendations. Even the most senior faculty members may never have met board members or engaged in meaningful conversations with them about the institution’s mission, priorities, and challenges. AGB research shows: ññ Nearly two-thirds of board members believe shared governance is very important in institutional decision making. ññ One-third of presidents believe board members understand the work and responsibilities of faculty. ññ Less than one-quarter of presidents believe faculty understand the responsibilities and authority of governing boards. Presidents and chancellors often find themselves uncomfortably in the middle of misunderstandings about what shared governance means, why it is needed, and how to do it well. As Steven Bahls, president of Augustana College, observed in his book Shared Governance in Times of Change: A Practical Guide for Universities and Colleges, “I have found that although the principle is endorsed by most in higher education, only rarely is it successfully and consistently implemented.” And, as a participant in an AGB focus group on shared governance stated, “The current practice of shared governance works just fine when there aren’t any problems. It breaks down as soon as the institution faces a significant challenge.” Such breakdowns can grab headlines, derail progress, and even shorten the terms of institutional leaders. In today’s challenging environment, shared governance needs to work, not as an afterthought but rather as a fundamental driver of institutional change and success. As institutions grapple with the need for innovation in such areas as improving student learning outcomes, strengthening the business model, and meeting the needs of a new student population, time-honored processes for widespread consultation and deliberation are sometimes seen as impediments. A lack of cultural awareness between boards and faculty can complicate and delay decision making. Likewise, demanding voices from both outside the academy and within it—state and federal policymakers, contingent and unionized faculty, students with new social and academic needs, philanthropists, foundations—can complicate and heighten tensions, even while underscoring the importance of stakeholder engagement. In these circumstances, shared governance can become a zero-sum game, with participants focusing primarily on who has the power to decide what, rather than what the institution, its students, and its mission need to advance.
agb.org
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