Governance Reconsidered How Boards, Presidents, Administrators, and Faculty Can Help Their Colleges Thrive

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  • Format: Hardcover
  • Copyright: 2014-05-05
  • Publisher: Jossey-Bass

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  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
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This book explores the topic of governance both as it is being practiced in the current educational and economic environment and how it might more effectively function. It identifies key challenges facing trustees, presidents, senior administrators and faculty and specify their responsibilities. The book is grounded in the notion that both the external and internal pressures facing colleges and universities today demand that boards do more than just come for lunch and bask in the prestige that being a trustee brings to them, but rather that they must add genuine value to the institution and must be the president’s strategic partner. In this book, Pierce addresses the following questions:
  • Who should be responsible for the nature and pace of change on campuses?
  • How can colleges and universities simultaneously be able to make pressing decisions in a timely fashion while giving appropriate deference to the faculty in academic matters?
  • Given the critical role of the president, how should boards select and evaluate presidents and what role should other members of the campus community, particularly the faculty, play in these activities?

On one hand, the economic and political pressures challenging higher education are leading many presidents, other senior administrators, and boards to want the flexibility to be able to make institutional decisions very quickly. In growing numbers, they are ignoring the traditions of shared governance, which typically have been process-laden and time-consuming. In the wake of such public scandals as the firing of President Sullivan at the University of Virginia and the fallout from the findings of the Louis Freeh report at Penn State, it is clear that confusion about governance and who is responsible for what at universities is a dramatic problem for our higher education system. It is the tension between the need for timely decisions and actions, on one hand, and the importance of mission and academic quality, on the other hand, that is at the heart of this book.

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