As the AGB report notes, in some cases these faculty representatives are members, presumably with voting privileges, of the standing committees.

Today, we need boards and presidents to work actively to establish a strong working relationshipagain, perhaps the most fundamental element of achieving a higher level of board performance. Best practices recommend that boards set the compensation level high enough to attract quality candidates. In sum, effective faculty-board communication is a critical component of shared governance. For their part, presidents and chancellors, who depend on board support, must recognize that we are in a moment (one that is unlikely to change any time soon) when board members will assert their thoughts and expectations. High-performing boards: The importance of board culture shouldnt be overlooked by boards committed to making a difference. The specific traits of a board chair of a highly effective board include: As state and federal policy makers, accreditors, and external critics shine a spotlight on board governance and accountability, it is essential that boards own the oversight of their own performance. All this information should be used to build a comprehensive profile of your new board member information that can be used to identify future assignments and giving opportunities that might be of interest as well as helping the institution connect with the trustees network. The committee stated that faculty-board communication may be accomplished in several ways: members may be elected by the faculty to membership on the board of trustees for limited terms of office and without vote (the Cornell plan); or the faculty committee on university policy may be elected by the faculty from its own members to be present and advise with the board as a whole, or with the regularly appointed committee of the board on university policy (the plan in vogue at Princeton, Stanford, Wisconsin, etc. Unfortunately, that relationship has grown strained at too many institutions. Committee agendas should focus on issues that matter to the strategic direction of the institution; committee meetings that are repetitive and committees with overly restricted authority invite limited engagement and interest. The report stated that 87 percent of the 417 institutions surveyed included faculty presentations on board meeting agendas and that about one-fourth of surveyed institutions (27 percent) included faculty representatives as members of the governing board.

While this practice may be efficient, it is not always effective in enhancing understanding between governing boards and faculties. Board members should be aware of what each principle requires of them as individual trustees as well as part of the board as a whole, and how those principles relate to the hard work of serving on a governing body of a college or university.

This is another chance for interaction and continuing to build a relationship with the new board trustee. Carefully and intentionally building a board profile with a mix of skills and expertise, and developing future board leadership from among respected and knowledgeable board members, can make a significant difference to a boards ability to achieve a higher level of performance.

It should also be recognized that public institutions may be subject to political and legislative constraints that limit or restrict shared governance and are detrimental to effective faculty-board communication.

The case study - Setting Audacious Goals and Policy to Eliminate Textbook Costs - focuses on its "Zero Textbook Cost" (ZTC)initiative, and he role its governing board played in driving implementation of this innovative, cost-saving measure for students.Our second report - Raising Higher Education Quality Without Raising Tuition - focuses on how the Florida Board of Governors upended conventional industry wisdom with a tuition freeze, performance funding, and data transparency, catapulting Florida to top state in the nation for higher education for five years running, according to U.S. News and World Report.This study of the University of Illinois Board of Trustees - How to Survive - and Thrive - Without Raising Tuition - focuses on how they have centered their public mission around affordability, using tuition freezes and data transparency to promote smarter financial decisions and guard against snowballing student costs. Back to text, Alexander Meiklejohn Award for Academic Freedom, Ralph S. Brown Award for Shared Governance, Guidance on Electing Chapter and Section Delegates, Forming a Section for Delegate Representation, FAQs on Changes to Chapter Elections due to COVID-19, Academic Freedom and Institutional Matters, Pandemic Resources: Guidance for Campus Operation, Pandemic Resources: FAQs on Remote Teaching and Copyright, Pandemic Resources: AAUP Chapter, and State Conference Actions, Pandemic Resources: From Other Organizations, Pandemic Resources: US Government and International, Pandemic Resources: FAQs on AAUP Principles and Standards, Faculty Handbook Policies, Budget Committees, and Budget Principles, Accounting Guidelines for Analysis of Financial Exigency, Legislative Interference in Teaching about Race, Resources on Copyright, Distance Education, and Intellectual Property, Academic Freedom and Tenure Investigations, Academic Freedom, Tenure, and Due Process, Distance Education and Intellectual Property, Professionalization as the Basis for Academic Freedom and Faculty Governance, The AAUP, Academic Freedom, and the Cold War, The Eroding Foundations of Academic Freedom and Professional Integrity, Ward Churchill at the Dalton Trumbo Fountain, The Demise of Shared Governance at Rensselaer Polytechnic Institute, Hidden (and Not-So-Hidden) New Threats to Faculty Governance, Academic Freedom and the Digital Revolution, Rethinking Academic Traditions for Twenty-First-Century Faculty, Institutionalized Attacks on Academic Freedom, The Corporatization of American Higher Education, John Ervin Kirkpatrick and the Rulers of American Colleges. In this context, it is especially important to recall the dictum of the Associations 1915 Declaration of Principles on Academic Freedom and Academic Tenure that, in both private and public institutions, trustees are trustees for the public. That notion of a public trust is based on the understandingto quote the 1940 Statement of Principles on Academic Freedom and Tenurethat [i]nstitutions of higher education are conducted for the common good. Faculty-board communication, like shared governance in general, should help to ensure that higher education contributes to the common good. Merrill Schwartz, Richard Skinner, and Zeddie Bowen, Faculty, Governing Boards, and Institutional Governance (Washington, DC: Association of Governing Boards of Universities and Colleges, 2009). Strategic academic affairs committees that call for and analyze metrics about quality and outcomes will help boards engage in an area that they have avoided too often. Higher Education Governing Boards: An Introductory Guide for Members of College, University, and System Boards, Careers One additional aspect of faculty-board communication in the context of public higher education is the existence of statewide boards of higher education, in which one governing board oversees multiple institutions. In the search for board nominee recruits, the board may identify people with the right skillsets who lack experience serving on a college board. The fundamental fiduciary principles also serve to remind board members that the parameters of their voluntary commitment are not unlike the decision-making standards of corporate law: Members should not presume any individual authority to make policy decisions. For example, the Regents-Faculty Conference Committee at Saint Olaf College has the following charge: The purpose of the Regents-Faculty Conference Committee is to provide a way by which, on a regular basis, representatives of the Board of Regents and the faculty may discuss together matters of mutual concern regarding the college. A new standard of board engagementreflected through broader awareness, curiosity, imagination, and inputwill enable boards to meet the realities of reduced state support for public institutions, tuition and other revenue challenges at all institutions, and new and disruptive approaches to delivering an academic program. The goal is to make this higher level of board engagement workfor the students who expect our institutions to meet their needs, for policy makers who want to be sure that the publics investment in higher education is providing collective societal benefits, and for others among our stakeholder groups who care about the product that we offer. Effective boards will, along with senior administrators, seek to establish meaningful methods of engagement and recognize the importance of collaboration with each other and the faculty. Nearly a century later there still seems to be an inherent conflict between the respective roles of board member and faculty member.7 A recent survey of faculty members on governing boards notes that 41.7 percent of respondents viewed their role on the board as representing the faculty, 10.2 percent viewed their role as representing the institution as a whole, and 22 percent saw themselves in a dual role of representing both.8 Faculty trustees did, however, identify areas in which they believed their service on the board had a major impact, notably academic affairs (49 percent) and finance and budget (32 percent). Illinois Wesleyan University, chair, Larry G. Gerber (History) See College and University Governance: The University of Virginia Governing Boards Attempt to Remove the President, in Bulletin of the American Association of University Professors (special issue of Academe), JulyAugust 2013, 4060. Policy makers, corporate leaders, accreditors, and others are asking much more of higher education and increasingly questioning its quality, efficiency, and effectiveness. The selection of a chief administrative officer should follow upon a cooperative search by the governing board and the faculty, taking into consideration the opinions of others who are appropriately interested.. Those basic principles should, along with more specific institutional issues and priorities, frame the boards orientation program. Many presidents, however overwhelmed by the nature of todays expectations, express concerns that their board is less a partner and more a hindrance. Higher education is grappling with some fundamental shifts that require new, entrepreneurial thinking. Too often the president serves as the sole conduit for faculty-board communication. It does differ, however, from a model in which faculty members serve on the full boardas faculty trustees, for examplesince committees make recommendations to the full board but are not responsible for final action. Effective boards, while strategically engaged, will look to the CEO to set a course and establish a vision. The Governance Committee Chair contacts the individuals and lets them know they were elected and include their Class year as well as when they will officially join the board. Best practices recommend that boards have written policies for declaring conflicts of interest and refraining from voting on such matters.

Such a culture relies upon a structure that encourages smart engagementbased on dashboards, metrics, and other meaningful data that inform decisions and provide transparencyespecially between the board and the administration. Based on a consideration of relevant AAUP documents and in view of the current climate in higher education, this statement urges greater communication between faculties and governing boards in colleges and universities.1 Communication between the faculty and the governing board differs in obvious ways from faculty communication with administrative officers. In 2009, the AGB issued a report presenting the results of a survey of presidents, board chairs, and chief academic officers regarding faculty-board relations.6 The report recommended providing opportunities for faculty and trustees to interact in meaningful ways, in formal as well as informal settings, including through faculty membership on board committees or participation in committee meetings, as a way of improving communication between faculties and governing boards. Strategic governance works best when boards understand the business of higher education and the stakes involved. Additionally, faculty representatives who serve on faculty governance bodies can explain their governance activities to new trustees, particularly in areas, such as promotion and tenure, with which trustees may not be as familiar. Back to text, 7. It does not legislate or otherwise determine college policy. Their statements highlight the fact that, as colleges and universities face challenges and questions about how best to deliver upon the promise of higher education, boards must recognize their ultimate responsibility for ensuring a high-quality learning experience for students. College and university governance works best when each constituency within the institution clearly understands its role and relationship to the other constituents and when communication among the governing board, the administration, and the faculty is regular, open, and unmediated. Graduate Student Academic Freedom and the Apprenticeship Myth, In Response to Ellen Schreckers Ward Churchill at the Dalton Trumbo Fountain, Report on the Termination of Ward Churchill, Cooking the Goose That Lays the Golden Eggs, Academic Freedom in a State-Sponsored African University, Academic Freedom in Principle and Practice, Boycott, Academic Freedom, and the Moral Responsibility to Uphold Human Rights, The Israeli State of Exception and the Case for Academic Boycott, Boycotts against Israel and the Question of Academic Freedom in American Universities in the Arab World, Academic Freedom Encompasses the Right to Boycott, Market Forces and the College Classroom: Losing Sovereignty, Readers Respond: Kenneth L. Marcus and Sitara Kedilaya, Readers Respond: USACBI Organizing Collective, Readers Respond: Roderick A. Ferguson and Jodi Melamed, Religion, Sectarianism, and the Pursuit of Truth, Tenure Matters: An Historian's Perspective, The Two Cultures of Higher Education in the Twenty-First Century, The Case of the Student Racist Facebook Message, On the Pros and Cons of Being a Faculty Member at E-Text University, Title IX, Sexual Harassment, and Academic Freedom, Academic Freedom and Extramural Utterances, Civility and Academic Freedom after Salaita, Social Media & the Politics of Collegiality, Steven Salaitas Scholarly Record and the Problem of His Appointment, Academic Freedom, Political Interference, and Public Accountability, A Review of Academic Freedom in African Universities, The AAUP's 1915 Declaration of Principles, Collective Bargaining, Shared Governance, and Academic Freedom, Complying with Title IX while Protecting Shared Governance, Academic Freedom, and Due Process, Intellectual Freedom, Academic Freedom, and the Academic Librarian, Academic Freedom as the Freedom to do Academic Work, When Free Speech Disrupts Diversity Initiatives, The Ironic Interplay of Free Speech and Silencing, Compulsory Civility and the Necessity of (Un)Civil Disobedience, The Weaponization of Student Evaluations of Teaching, Postwar Recovery and Student Academic Freedom in Cte dIvoire, Gentrifying the University and Disempowering the Professoriate, How Ego, Greed, and Hubris (Almost) Destroyed a University, Why Revenue Generation Cant Solve the Crisis in Higher Education. Contact information for all staff, including those working remotely or on a hybrid schedule, is available here. Well-composed boards don't form by happenstance. In fact, the success of any college or university ultimately depends on an effective working relationship between the board and the president. While board directors should certainly have loyalty to the school, best practices require the majority of board directors to be independent of management and the school so that their contributions to the board come from a fresh perspective. Its absence can result in serious misunderstanding between campus constituents and in significant governance failures leading to flawed decision making. Afterword: Can the Managerial Technique Speak? That requires a commitment to what matters most: the priorities of the business model in an environment where revenue and expense decisions are increasingly uncertain, strategies for teaching and learning are changing quickly, and the publics trust in higher education is eroding and must be reclaimed. it seems clear that such consultation must be accomplished through a conference committee authorized to represent the faculty, or through joint committees of faculty and trustees set up to confer on specific problems or created ad hoc to confer on some special occasion. Todays board committee structures require an active governance committee that oversees effective board governance, whether at a private institution, public institution, or system. As the Associations Statement on Academic Government of Institutions Engaged in Collective Bargaining asserts, Collective bargaining should not replace, but rather should ensure, effective traditional forms of shared governance. Accordingly, faculty collective bargaining agreements should ensure faculty-board communication. Back to text, 8. Yet, policy makers and an increasingly skeptical public are demanding that presidents be inclusive in addressing todays difficult challenges. Best practices are not one-size-fits-all, even among college boards. The resulting report noted that a faculty committee appointed in response to the events to devise a Plan of Administration proposed the establishment of an Administrative Council of the University of Utah. The council, effectively a mixed faculty-administration senate, was to consist of the president, deans, and faculty members. AGBs advocacy of integral leadership as a means for collaborative decision making emphasizes the basic tenets of shared governance. The AAUP office reopened on September 7, 2021. What Do Graduate Employee Unions Have to Do with Academic Freedom? Highly effective boards have a culture of engagement built upon a commitment to inquiryknowing that it is better to ask the hard questions within the structure of the boards meetings than to publicly critique board decisions after the fact. Boards that choose to act precipitously or presume a top-down management style in making decisions will likely reap only counterproductive results. By contrast, communication between faculty and board members, when it occurs at all, tends to be ritualized, infrequent, and limited to specific agenda items. Ronald G. Ehrenberg, Richard W. Patterson, and Andrew V. Key, Faculty Members on Boards of Trustees, Academe, MayJune 2013, 1318. Best practices for corporate governance provides room for educating, orienting and mentoring new directors about good governance and the college's business. These are uncertain times for higher education. To comply with best practices, boards should develop written statements that outline the duties and responsibilities for the board chair, board directors, committee chairs and senior executives. In order that the faculty may be genuinely represented in such conference committees, it must necessarily participate in the selection of its conferees. High performance should be the goal of the governing bodies of all institutions and systems. While we in the United States have the worlds most outstanding and varied higher education system, calls for significant change abound. Boards must monitor their own overall performance and take seriously the behavior and ethics of their members. And, they will come to understand that their most essential value during these times of change may be as the story tellers of their institutions mission, value, and impact. Faculty members and administrative officers ordinarily engage in both formal and informal meetings and discussions through ongoing joint governance activities. Support AGB University of Delaware, 1. When making recommendations, board directors need to steer clear of the appearance of a conflict of interest, even when candidates are highly qualified. Done correctly, the governance committee can have an enormous impact on strategic governance and improve board performance significantly. We need to work together to get it right. The relationship calls for adequate communication among these components, and full opportunity for appropriate joint planning and effort. It further delineates the means of communication between these constituents: The means of communication among the faculty, administration, and governing board now in use include: (1) circulation of memoranda and reports by board committees, the administration, and faculty committees; (2) joint ad hoc committees; (3) standing liaison committees; (4) membership of faculty members on administrative bodies; and (5) membership of faculty members on governing boards.

Such communication is best accomplished through the establishment of a liaison or conference committee that consists only of faculty members and trustees and that meets to discuss items brought to its attention by trustees or faculty members. In Making the Grade: How Boards Can Ensure Academic Quality (AGB Press, 2nd Edition, 2012), Peter T. Ewell says that a boards oversight of the academic quality and outcomes of an insitution is as important as oversight of its fiscal conditions. Establishing a culture within the board that facilitates the kind of strategic consideration and decisions so essential for the times requires that all important issues be put on the table and that all board members become aware of those issues. In 1938, Committee T issued a subsequent report that included further recommendations on the conduct of shared governance. Best practices for governance make it all work together for everyone's benefit. Enough meetings should be scheduled to adequately address the business of the institution and the board, and to meet public expectations. Getting governance right calls for boards to hit their own refresh button as they adapt to changing expectations. Boards of directors need to be familiar with corporate laws, financial regulations and decisions of legal cases that may affect their administrators, staff and students. In an environment of constant challenges, boards must move to strategic governancewhich means, primarily, forming a far more robust partnership with institutional leaders. In all important matters, the committee should report matters to the faculty by which it is elected, and receive instructions from it.. Governance, Risk and Compliance During the Ukraine Crisis. Published in the Journal of Proceedings and Addresses of the Annual Conference (1915): 2732. Campaign, Development & Fundraising Consulting, Strategy, Leadership & Organizational Consulting. The report also stated that it was almost twice as common for faculty members to serve on committees of boards of independent colleges and universities (61 percent) as on boards of public institutions (32 percent). How well boards meet their own responsibility to be accountable will significantly influence American higher educations future. Board chairs are selected for a variety of reasons: stature, trust, leadership skills, external connections, length of service, gubernatorial influence, personal philanthropy, and others. From its initial statement of principles in 1915 and its earliest investigations into violations of academic freedom, the American Association of University Professors has emphasized the necessity of effective communication among those who participate in academic governance. Today's corporations face risks from many new places because of the advancement in technology. The AGB report recommended including new faculty representatives to the governing board in trustee orientation sessions. In 1920, the AAUPs Committee T on the Place and Function of Faculties in University Government and Administration (now the Committee on College and University Governance) issued a report that included several recommendations on the conduct of shared governance. This arrangement acknowledges the significant expertise that faculty members can bring to these areas. Ours is a unique model of institutional policy setting; it depends upon boards and their individual members being fully aware of the stakes associated with being accountable and demonstrating a strong commitment to protecting the inherent principles that define their work. Boards of public institutions that meet almost monthly may be overdoing their oversight responsibility and ultimately diminishing their effectiveness, while limiting the capacity of the administration to lead with confidence. The nature of that faculty-board communication and the particular faculty representatives involved may depend, however, on the subject matter under discussion and the specific provisions of the relevant collective bargaining agreement. The board chair and president must have a relationship that allows for candor yet is also mutually supportive. Boards should establish measurable targets for executives and tie their compensation to their performance. Best practices require boards to promote high standards of integrity and ethical dealings among board members and throughout the college's culture. Every standing committee of the governing board, including the executive committee, should include a faculty representative. Certainly in the case of an honorary degrees committee, an academic affairs committee, or other committees of the board that deal with areas that are the primary responsibility of the faculty, the case can be made that the faculty representative should be a voting member of the committee. In addition, faculty representatives should be able to attend the business meetings of the full governing board. Members serve two-year terms.Back to text, 10. However, loyalty and commitment to institutional priorities and interests should remain paramount. In the meantime, based on my experience of more than 30 years working with boards and their institutions, Id like to share a list of 10 characteristics and habits that I believe meet the test of strategic governance through high performance. Special committees can be created for any other issues that arise that don't fall into the other categories. The truth is that presidents cant succeed in a vacuum, and visionary leadership requires support as well as a sense of partnershipbetween the board and the president, and with the participation of faculty members and other key stakeholdersto meet institutional goals. Because governing boards tend to accomplish much of their work in committees, standing committees of the board, including the executive committee, should include a faculty representative.

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