Twentieth century governance models used in public universities are subject to increasing doubt across the English-speaking world. Governments question if public universities are being efficiently governed; if their boards of trustees are adequately fulfilling their trust obligations towards multiple stakeholders; and if collegial models of governance are working in increasingly complex educational environments. With declining public funding for tertiary education, growing international competition among institutions of higher learning in our information age and worrisome evidence of dysfunctional governance, critics question if established governance structures are able to meet these and other challenges. Some insist that members of faculty are most suited to govern public universities because they appreciate the vision and mission of the university. Others demand that boards of governors be skilled in financial matters and drawn primarily from corporate life. Yet others call for governance based on trust and confidence between those who govern and those who are governed. The article evaluates competing trends in models of university governance in the United Kingdom, the British Commonwealth and the United States. Arguing against a one-size-fits-all model, it sets out specific factors to consider in reforming governance models to meet the demands of our times.

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The Role of Faculty in University Governance.

Modelling University Governance

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Faculty expectations for non‐academic staff participation in systems of shared authority (governance) define the parameters of legitimate interests. Delineates and analyses role sender (faculty) views of non‐academic staff participation in organizational governance. Studies four issue areas (academic affairs, financial and personnel affairs, institutional affairs, and student affairs). There was considerable support for non‐academic staff participation in governance. Results suggest limited roles in governance for non‐academic employees in complex organizations where faculty are primary role senders, and no support for the significant redistribution of legitimate faculty rights and authorities.

Faculty as Gatekeepers: Non‐academic Staff Participation in University Governance

The study of the perspectives in the field of university governance has had increasing prominence, especially taking into account the unquestionable need to advance towards more efficient organizations, connected with the expectations that society has about them. Given this scenario, this work’s central purpose was to conduct a synchronous analysis of the concept of governance and the constitution of university governments. As for methodology, we used secondary sources: a review of papers published mainly in English-language journals. The study focuses on the sixties and seventies and addresses the roots of the concept of university governance, delineating the actors in university governments, and the power relations between them. Among the key findings, it can be highlighted that the academic stratum, since the start of universities, has played an almost plenipotentiary role in university governments and, as a result, in the course of university development, and, as organizational complexity increased, it was necessary to incorporate new actors into management systems; all the above considering that two elements have been fundamental for the survival of these institutions: the legitimacy granted by society and the beginning of strategies in the management area.

/pdf/analisis-sincronico-de-la-gobernanza-universitaria-una-2u6u7ggxlw.pdf

The Role of Faculty in University Governance.

Citations

Modelling University Governance

Modelling University Governance

Faculty as Gatekeepers: Non‐academic Staff Participation in University Governance

Análisis sincrónico de la gobernanza universitaria: una mirada teórica a los años sesenta y setenta

Governing Tomorrow's Campus: Perspectives and Agendas

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The Faculty in University Governance.

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Shared Authority in Professional Education Governance: Roles and Desires of Full-Time Faculty.