Academic Leadership and Governance of Higher Education: A Guide for Trustees, Leaders, and Aspiring Leaders of Two- and Four-Year Institutions

Abstract

This book is almost an encyclopedia of higher education, covering history, theories, challenges, and advice in managing higher education. It offers guidance to the academic leadershipincluding presidents, trustees, deans, chairs, and heads of departments-on how to effectively carry out their respective responsibilities. It explains the governing structure and functions of the institution and reaffirms the academic leadership and board of trustees as the centre for decision making. Academic leadership refers primarily to the president, while governance refers to the board of trustees, which helps the academy fulfill the institution's mission. The book covers five critical parts.Part One issues the clarion call for the university to stay relevant amidst changes in the environment. The authors unabashedly approach the university like a business corporation, stressing the need for an effective strategic management process-including planning, assessing, and budgeting-which is echoed through the rest of the text. Academic institutions ought to conduct regular self-assessments to enhance their strengths, exploit opportunities, and overcome their weaknesses in order better to manage threats. For instance, they need to set goals and formulate strategies (Perrow, 1970) to improve technological support for teaching and learning (Scott & Davis, 2007), build formal and informal networks of communication with stakeholders, and attract, develop, and retain talent (Barnard, 1938; Simon, 1945 Simon, /1997.Part Two urges universities to collaborate with external constituents to stay relevant and effective, much like a public relations strategy to build goodwill with stakeholders. Instead of fighting or ignoring the policies of federal and provincial governments, universities ought to engage with them for funding and directions that help to develop graduates with employable skillsets (Sparks & Waits, 2011), thus enhancing the nation's global competitiveness (Lane & Johnstone, 2012). The judiciary is a critical stakeholder to build relations with because the laws they set protect the interests of students and instructors, but may not safeguard the interests of the academic leadership. For example, the academic leadership may face challenges with student and faculty unions, as well as issues with academic freedom and academic dismissal.

Who Governs American Nonprofit Private Universities? An Analysis of Board Composition

“…One chief role of board members of non-profit universities is to help the institution to gain more donations and grow the endowment. This expectation is also widely echoed in many extant studies on university boards (Hendrickson et al, 2013;Olson, 2000). Simply put, by looking at the total amount of revenue generated from endowment, we can see some manifestations of the networks with external organization that board members possess.…”

“…For instance, governing boards make ultimate decisions on which programs should be opened and which closed although such proposals usually come from the departmental levels. The boards principally make decisions based on their consideration of both internal matters (e.g., whether those programs strengthen or derail university visions), and external conditions (e.g., whether there is sufficient demand to sustain those programs) (Hendrickson et al, 2013). Given their unique role of balancing internal proposals with external conditions, they are often called "gate-keepers".…”

“…In addition to acting as a buffer between the organization and external environment, private university board members also actively connect their universities with external pools of resources. One area that board members play the most active role is endowment-seeking (Bastedo, 2006;Hendrickson et al, 2013;Kezar, 2006;Olson, 2000). To that end, they usually approach potential donors and philanthropists and actively build and maintain the relationship with them.…”

Process Considerations for Strategic Planning: Phase #3, Prioritization and Communication

“…For a culture of planning to succeed, “appropriate resources must be allocated to the institutional entities that will be responsible for it” (Hendrickson, Lane, Harris, and Dorman 2013, p. 383). Coordination of resources is a vital component of guaranteeing different units within the institution are aligned in their efforts and working toward the same goals.…”

“…The means of communication with stakeholders will vary, depending on the context in which the institution operates. However, “the best option for most colleges and universities is one that is highly inclusive, fits the institution's culture, provides the necessary evidence of achievement of outcomes, and is sustainable over time” (Hendrickson, Lane, Harris, and Dorman 2013, p. 383). This helps the institution and its stakeholders remain aware of updates—whether changes in focus or affirmations of previous commitments—and prepare to implement the plan accordingly.…”