ññ A recognition that while students, staff, and contingent faculty often do not have a formal role in shared governance, boards, presidents, and faculty should create regular opportunities to include their voices in the discussion of important issues and major decisions. ññ A shared recognition that institutional change is necessary, constant, and inevitable; the dynamically changing external environment and continued institutional relevance demand it. All stakeholders must be open to doing things differently when circumstances require. ññ A recognition that the most important decisions are often the most difficult and contentious, but the preservation of relationships is vital to sustained effectiveness in governance. ññ A recognition by the president, board chair, and faculty leadership that they have collective responsibility to ensure that the above conditions exist.
One of higher education’s most distinctive values is its commitment to shared governance. Simply put, shared governance is a fundamental principle of inclusion in key areas of institutional responsibility and decision making. Governing boards hold ultimate authority for an institution, as defined in bylaws and other foundational documents as well as state fiduciary principles. There is very
little debate on this point. However, through longstanding academic practice, this authority is delegated to—or “shared with
institutional leaders and faculty. Typically, presidents are charged with institutional leadership, vision strategic planning , and daily management, while faculty are charged with educational design and del
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