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The Decline of Shared Governance

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| THE DECLINE OF SHARED GOVERNANCE | |

SYLVIA COLE
4/16/2013
|

The Decline of Shared Governance
Shared governance is a commitment to freedom of ideas, the professionalization of faculty, and the importance of deliberative decision-making. It is the process of soliciting broad input from individuals affected by decisions. The compromise approach to shared governance is epitomized by comprehensive efforts supporting cooperation and collaboration without domination. The objective of shared governance is to discover agreeable purposes of interest that advance the objectives of the education. Shared governance has been a crucial part of higher education educations and stretches back for over 75 years.
An ideal shared governance model is reciprocal in nature. It will recognize the contributions and requirements of all participants in a cluster consensus process. This process will enhance and nurture a partnership, empowerment and successful outcomes of educational policy and implementation decisions. Shared governance can build inclined strategies that connect positions of authority, share resources, and facilitate programs.
Shared governance in higher education is on the decline. Faculty and administrators on all levels have grown gravely concerned with this issue. The concern has stemmed from the deterioration of tenure-track positions, the exclusion from participation of higher education governance as well as the growth of contingent faculty. Governance is a focal component of service. It is the triad of teaching, research and service. This paper will elucidate how shared governance in higher education is on the decline.
Higher education has two divisions of shared governance. Institution governance is headed by the board of trustees. They have chief fiduciary responsibility for the institution and delegate administration of the institution to administration. Institutions give authority of decision making to the trustees and administration. Stakeholder participation is important to institutions. Based on the level of stakeholder participation, communication with students, faculty and staff is developed. Faculty input and communication is crucial to governance as it pertains to curriculum, research, tenure, selection of faculty, evaluation and selection of faculty, negotiation of salary and working conditions.
There has been an inexorable erosion of shared governance in higher education. Since 1995, the Association of Governing Boards of Universities and Colleges (AGB) have been attempting to eradicate shared governance. The Association of Governing Boards perceives that the board of trustees and administration’s authority is being undermined by shared governance. Thus, faculty tenure and academic freedom is experiencing erosion.
According to Larry G. Gerber (2010), in 1915, the American Association of University Professors (AAUP) recognized the need for academic freedom, tenure, and due process. The “Declaration of Principles” was written to meet this need. The essential vision of was to increase communication to resolve educational issues. This document resulted in faculty tenure, academic freedom, decision making participation and due process.
The American Association of University Professors (1966) stated in their 1966 Statement on Government of Colleges and Universities document that institutions should nurture constructive thought and action. Cultivating and developing constructive thoughts within the institution will ensure that things run smoothly. The roles and responsibilities of all interested parties, including students were detailed in the document. The 1915 and 1966 documents give faculty academic freedom. Courtney Leatherman (1998), noted that faculty “should have authority over curriculum, research, and faculty status, and these decisions should be overruled by the president or governing board only in exceptional circumstances” Courtney Leatherman, (pp. A8, A9, 1998). Institutions have superseded these documents with collective bargaining and governance policies. According to the Association of Governing Board of Universities and Colleges (AGB) shared governance needed to be abolished. This statement did not coincide with the 1966 The American Association of University Professors (AAUP) document supporting shared governance. The Association of Governing Board of Universities and Colleges (1998) “Statement on Institutional Governance” challenged shared governance. This statement denied shared governance and allowed governing boards the ability to assume power by restructuring the organizational hierarchy. According to Neil Hamilton (2002), the Association of Governing Board of Universities and Colleges (AGB) do not have favor shared leadership, peer review or academic freedom. Their statement rejects shared governance of community colleges. The statement contends that community colleges cannot create or disseminate knowledge. They are now viewed as technical institutions. The shared connection between systems was shattered. Neil Hamilton (2002) discusses the need for institutions to recognize the importance of shared governance and why it should be a priority. In order for institutions to achieve their mission, academic freedom, peer review, and shared leadership is essential. He contends that academic practice is being overturned and accentuates the formation and distribution of knowledge. In order to suppress discord, critical thinking instruction is taught less in institutions. Educational environment is vital a dynamic in determining the success of any governance process. Adrianna Kezar (1998) indicates that the participatory model excludes individuals from the decision making process. The civic model is not authentic. Unlike the participatory model, the civic model replicates rhetoric. According to Thomas Nussbaum (1998) the chief concerns with implementation of shared leadership is identifying the roles of relevant boards and the absence of organization. When shared leadership is implemented, it can endorse cynicism and opposition to change among faculty and staff. Clark Kerr (1964) perceived shared governance to be the defining hallmarks for universities. Shared power promotes collaboration, shared decision making and accountability for improving quality of education, partnership, ownership that form a culturally sensitive and empowering framework, and enhancing work life. Shared authority produces increased productivity in the workplace and involvement among administrators, faculty, staff and students.
Shared governance is a topic that divides faculty and upper-level administration. All parties hold different perspectives on the subject. This difference in perspective leads to unresolved tension or conflict. Administration views governance long term. It is looked upon as an avenue of obtaining the targeted goal. Assets, facilities, programs, personnel, students, and alumni are resources that equip the organization with the ability to educate in an effective manner long term. Faculty is concerned with their effectiveness, current programs and students. They look at current and short term.
Patrick Healy (1997) point out that leadership feels that extensive discussion is vital in order for shared governance to take place. It hinders them from doing their jobs; they are inundated by compression groups, wanting more money and power, including employee unions and state officials who need rapid developments. Courney Leatherman, (1998) states that leadership avoids shared governance. Their opinion is that shared leadership is an implied collaboration that does exist. Christopher Morphew (1999) notes that shared governance are viewed by leadership as intrusive and expensive. However, there are valuable opportunities that it presents. These opportunities have been overshadowed by the constant debates. Leadership has failed to consider the technical, environmental and administrative aspects of what shared governance has to offer.
There has been an unspoken bias and resistance to fully integrate non-tenured faculty into shared authority. Due to these biases, non-tenured faculty has been placed on the bottom of the faculty hierarchy. The value of their work has been discounted. Ernest Boyer (1990) implies that tenured faculty believes that their role and status in higher education is more elevated than that of non-tenured faculty. They equate the tenure process as pivotal to comprehending faculty identity and responsibilities. It is extremely significant to identifying the individual as a researcher. Non-tenured faculty is unable to represent the faculty perspective, until they have become tenured. The perception that tenured faculty has is becoming increasing problematic in higher education.
According to Boyer, there are more teaching higher education institutions than research institutions. Institutions provide stakeholders with service and instruction. Accordingly, any emphasis placed on research in order for non-tenured faculty to become tenured is misguided. Faculty should focus on providing education.
Jeannie Ludlow (1998) notes that tenured faculty are concerned with the increased number of non-tenured track positions. The consistent hiring of non-tenured track positions has created a contention among faculty. Numerous tenured faculty fault the deterioration of tenured-track positions on non-tenured faculty. Non-tenured faculty has been caught in the crossfire. They are being punished by leadership as well as tenured faculty. They are excluded from positions of authority by tenured faculty.
According to the American Association of University Professors (2003) policy statement, adjunct professors teach several classes. They interact and instruct students throughout the day. Promoting and providing support for quality instruction to stakeholders is their utmost objective. Some professors travel to several campuses. Because they travel to various campuses, their ability to participate in governance is compromised.
The role of administrators and faculty in governance in higher education has been debated for years. Customarily, only tenured and tenure-track faculty participated in the governance process. Tenured faculty participates in creating strategic initiatives, planning and designing of policy. During the mid-1990’s, higher education institutions faced massive budget cuts. Due to the budget cuts, some tenured faculty was replaced by non-tenured faculty positions.
The rise in provisional instructors peaked dramatically throughout the years. Roger Baldwin and Jay Chronister (2001) attribute this development to changing institutional dynamics. They cite the escalating costs of benefits, salaries, and other institutional needs caused the rise in untenured faculty positions. Tuition revenue could not offset the increased institutional need. Therefore, other measure had to be sought. Hiring non-tenured faculty is cost effective for higher education institutions. When higher education institutions began to allocate and shift capital to non-tenured faculty positions, the tenured position is off track. Once tenured positions have been shifted to non-tenured, there is little hope that it will shift back to a tenured position. The capital that higher education institutions save will be reallocated to instruction or other educational programs.
Contingent faculty have no long-term commitment to institutions, they are provisional instructors. They hold full- or part-time positions within higher education institutions. Contingent faculty are referred to as adjuncts, lecturers or staff (Baldwin & Chronister, 2001).
Robert Townsend (2003) found adjunct professor’s unwillingness to commit to a long-term commitment or contract bothersome. Contracts yield job security. When a contract is nonexistent, academic freedom is compromised. Teaching, service and research are limited.
Karen Thompson (2003) notes that faculty without job security, academic freedom is also threatened. Non-tenured faculty with annual contracts is not afforded the same remunerations as tenured faculty. They free to speak freely in the classroom. They are excluded from higher education institution governance as well as the decision making process. Further, they are not able to speak freely in the classroom.
Higher education institutions hire non-tenured faculty to solely teach at their facilities. According to Gappa, J. and Leslie, D. (1996) institutions expect less of non-tenured faculty. Non-tenured faculty is required to do less teaching, research and service, than their tenured peers. Oftentimes, institutions and tenured faculty will display bias towards non-tenured faculty. There are some institutions who will keep non-tenured faculty from becoming tenured by withholding tenured positions.
Gappa and Leslie found institutions rarely included non-tenured faculty in departmental actions or meetings. Often decisions were made that impacted them directly. To have decisions made without consultation, annoyed them greatly. The authors noted how non-tenured faculty felt that their efforts were not appreciated. They expressed frustration over being excluded from career opportunities and activities.
Roger G. Baldwin and Jay L. Chronister (2001) noted the importance of involving non-tenured faculty in governance. When institutions hire non-tenured track faculty, a support system should be in place. Policy is needed to acknowledge, govern and promote meaningful participation and inclusion of all faculty in higher education institution governance. This policy need to address any biases that will preclude non-tenured faculty from actively participating in governance. Non-tenured faculty participation in governance will solidify their position as included faculty. Thus, it will minimize the perception of difference between tenured and non-tenured positions. Non-tenured faculty should be treated as a valued member of the community and with respect.
In governance, leaders often overlook the pertinence of sharing and teamwork. Shared governance is essential since it capitalizes on inclusion, collaboration and avoids exclusion. Glenford Howe and Earl Newton (2000) elucidates as governance as the ability to come to power and get things completed. “We must avoid seeing leadership as an aggressive action and envisage it in a way of thinking about ourselves, our jobs and the nature of the educational process” (Howe & Newton, p. 167, 2000). Education, engagement and cooperation are vital in higher education. Faculty and leaders must take the necessary steps towards active engagement. All parties must take a position of ingenuousness in order to understand the other’s position.
The American Association of University Professors (AAUP) developed policies that protected academic freedom and provided participation in governance. To better utilize the procedural and consensual practices of shared governance, leadership and faculty must find common ground. All faculty within the higher education institution, performs a valuable service.
Faculty is important to higher education’s ability to facilitate excellence. Faculty involvement with students requires a primary commitment. Hence, in order to facilitate this connection, faculty must be able to identify with the institution. The first step in facilitating faculty involvement and commitment is to offer and develop multi-year contracts. The contracts can offer rewards for classroom performance and loyalty. This incentive will benefit faculty who are non-tenured and seeking job security.
Amanda Ochoa (2011) elucidates “the evidence indicates that at some institutions non-tenured faculty are not incorporated into departments entirely. Because of this, their commitment to the institution has not developed. Investigation on whether unrelated stages of established obligation among non-tenured faculty have had an impact on their efficacy and effectiveness as educators. It is imperative to ensure non-tenured faculty, becomes a cohesive part of higher education institution departments” (Ochoa, p. 147, 2011).
Both internal and external factors are driving higher institutions to switch between tenure-track to non-tenure-track faculty. Institutions faced with decreased enrollment. They are challenged with decentralized budgets, digital communications, and intellectual property partnerships. Higher education institutions must be flexible and able to adjust to changes. Further, the antidotal evidence would indicate that at some institutions contingent faculty are not incorporated into departments fully and as such their commitment and trust in the institution may not have the motivation to develop. Research on whether different levels of institutional commitment among contingent faculty have an impact on their effectiveness as teachers would add to the literature. Important to this would be to differentiate between tenured and non-tenured faculty members. If there is an impact, then doing more to ensure contingent faculties are a cohesive part of their departments could be beneficial.
Higher education is multifaceted. Shared governance is often hindered by leadership’s lack of ability to effectively communicate and engage faculty and stakeholders. Leaders must comprehend value of communication and understanding. For shared governance to work, mutual respect and understanding within the academic environment must be present. Confusion, minimal interaction and stereotypes make it more difficult to reach agreements and overcome hurdles. Therefore, leaders and faculty must work together to create policy that will promote shared leadership and foster and active engagement.
It is recommended that shared leadership is achieved by explaining shared governance to faculty during meetings as well as providing them with a copy of the policy. When faculty is allowed to have meaningful participation in the decision making process, as it pertains to mission, personnel and/or budget, shared governance is achieved. Higher education institutions can provide professional development training on governance. This training can assist leadership with providing educational opportunities for faculty. Opportunities should be provided for active engagement and meaningful discussion to transpire between leadership and faculty. In order for higher education institutions to be successful, they require the leadership skills of all parties. Leadership must seek to harness all creativity, academic skills and support from faculty, staff and students.
Without shared leadership and the support of the entire academic community, there will continue to be a struggle between leadership and faculty. Thus, if this struggle is not resolved, the institution and the academic environment will remain in constant turmoil. Crisis in leadership can cause higher education institutions to enter a state or semi-consciousness and prevent them from reaching academic excellence.

References
American Association of University Professors. (2009). Trends in faculty status 1975-2005.

Retrieved April 19, 2013 from: http://www.aaup.org/AAUP/issues/contingent/

American Association of University Professors. (2003). Contingent Appointments and the
Academic Profession Policy Statement. Retrieved April 17, 2013 from www.aaup.org/statements/SpchState/contingent.htm. Association of Governing Board of Universities and Colleges. (1998). AGB Statement on Institutional Governance. Retrieved April 19, 2013 from https://portfolio.du.edu/portfolio/getportfoliofile

Baldwin, R., & Chronister, J. (2001). Teaching without tenure: Policies and practices for a new era. Baltimore, MD: The Johns Hopkins University Press.
Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate . (p. 74). New York, NY: The Carnegie Foundation For The Advancement of Teaching.
Gappa, J., & Leslie, D. (1993). The invisible faculty: Improving the status of part-timers in

higher education. San Francisco, CA: Jossey-Bass.

Gerber, L. (2010). Reaffirming the value of shared governance. (2010). The American
Association of University Professors Journal of Academic Freedom. Retrieved April 17,
2013 from http://www.academicfreedomjournal.org/VolumeOne/Gerber.pdf
Hamilton, Neil (2002). Academic Ethics: Problems and Materials on Professional Conduct and Shared Governance. Westport, Ct.: Praeger Publishers.
Healy, P. (December 17, 1997). Leaders of California community colleges say governance structure is as a breaking point. (1997). Chronicle of Higher Education. , A, 33-34.
Hoffman, F., & Oreopoulos, P. (2009). Professor qualities and student achievement. The Review

of Economics and Statistics, 91(1), 83-92.
Kezar, A. (n.d.). Exploring new avenues for leading community colleges: The paradox of participatory model. (1998). ERIC Review. Community College Review, 25(4), 75-87. Retrieved April 20, 2013 from www.ericdigests.org.
Leatherman, C. (January 30, 1998). Shared governance under siege: Is it time to revive it or get rid of it? (1998). The Chronicle of Higher Education., A8-A9, 425.
Ludlow, J. (1998). Priorities and power: Adjuncts in the academy.” Thought and Action XIV, 2,
Retrieved on April 17, 2013 from Retrieved from www.nea.org/he/heta98/f98-51.pdf.
Morphew, C. (1999). Challenges facing shared governance within the college. (105 ed., Vol. 1999, pp. 71-79). San Francisco, CA: Jossey-Bass. Retrieved April 16, 2013 from http://onlinelibrary.wiley.com/doi/10.1002/he.10506/ Nussbaum, T. (March 14, 1998). Reforming the governance of California Community Colleges.
20th Annual Earl V. Pullias Lecture in Higher Education. (1998). Retrieved April 20,
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Ochoa, A. (2011). Contingent faculty: Helping or harming students?. The Journal of the Professoriate, 6(1), 136-150. Retrieved April 20, 2013 from http://jotp.icbche.org/2012/6_1_Ochoa_136 finalBBJ.pdf
Thompson, K. (2003). Contingent faculty and student learning: Welcome to the strativersity. In E. Benjamin (Ed.), Exploring the role of contingent instructional staff in undergraduate learning (New Directions for Higher Education No. 123, pp. 41-48). San Francisco, CA:
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