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Trends in Academic Governance in Canada

Trends in Academic Governance in Canada. Glen A. Jones Ontario Research Chair in Postsecondary Education Policy and Measurement. Agenda. Overview of university governance in Canada G overning boards S enates Recent findings Key issues. University Governance in Canada.

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Trends in Academic Governance in Canada

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  1. Trends in Academic Governance in Canada Glen A. Jones Ontario Research Chair in Postsecondary Education Policy and Measurement

  2. Agenda • Overview of university governance in Canada • Governing boards • Senates • Recent findings • Key issues

  3. University Governance in Canada • Colonial “government” boards made up of members of colonial legislature • 19th century experimentation • 20th century – bicameralism as the dominant model

  4. Canadian approach • Separate act creating university as autonomous, not-for-profit, private corporation • Act provides university with broad mission • Act creates Governing Board, Senate • Many unique arrangements (Quebec, Newfoundland, etc.)

  5. Governing Boards • Jones and Skolnik (1997) study of 45 university boards • Average size of board = 27 members • Internal members = 1/3 of total • Faculty = 17% of total members • Students = 9 % of total members • President = voting member of all boards

  6. Governing Boards • External members = 2/3 of total • Lay-members appointed by government or board • 90% of universities include alumni members • Members – most are mature and well-educated

  7. Governing Boards • Occupation of members: • Education sector (37% - includes internal) • Business (26% - frequently executives) • Professions (13% - law, accounting, medicine) • Other sectors (11% - Non-profit, government) • Retired (11%)

  8. Governing Boards • Jones/Skolnik study suggested that boards are working reasonably well • Members believed they had the information and knowledge they need • Boards were viewed as effective with clear roles

  9. University Senates • Jones, Shanahan and Goyan (2004) focusing on senior academic decision-making body (senate, general faculties council, academic board) • Average size of senate = 61 (considerable variation)

  10. University Senates • Internal members = 95% • Faculty = 44% (100% of Universities) • Students = 18% (100%) • VPs/Deans = 12% (76%) • Other senior admin = 11% (83%) • Staff = 6% (54%) • Board members = 3% (49%) • Affiliated colleges = 2% (27%) • Others = 2% (22%) • Alumni = 2% (34%) • President/Rector/Principal = 2% (90%) • Government Appointment = 1% (10%) • Chancellor = 1% (41%)

  11. University Senates • Only 44% of members believed it was “effective” • 65% believe that it is an important forum for discussion • Major differences in the role that senate members believe it SHOULD play compared with those it DOES play

  12. University Senates • Play a role in establishing research policy • Should = 78% agree • Does = 44% agree • Play a role in determining the future direction of the university • Should = 89% agree • Does = 43% agree • Also: fundraising priorities, strategic research directions, budget, quality assessment

  13. University Senates • Major findings • Faculty are not a majority of senate members • Important forum for communication, but not an effective governing body • Concerns about the role of the senate in relation to strategic academic decisions • Concerns about the role of the senate in relation to board, administration, and faculty association • Need to reform

  14. University Senates • Currently repeating the senate study with Lea Pennock (Saskatchewan) and Jeff Leclerc (Manitoba) • Received responses form 48 university secretaries (40 completed responses) and currently surveying senate members

  15. Have there been changes to senate? • In legislation? (29% said yes) • In constitutional documents (43%) • In committee structure (73%)

  16. What are some of these changes? • New universities • Removing government appointments • Representation from contract/part-time faculty • Increasing faculty representation (new faculties/departments) • Rationalizing committee structure

  17. Some key issues • Faculty engagement (with competing priorities) • Scope of authority (academic planning, quality, research, fundraising, budget) • Size and committee structure (Capable of making decisions? Using faculty time wisely) • Orientation and education

  18. Moving forward … • Academic governance is key to the future of higher education in Canada • We need to rethink academic governance for the 21st century

  19. Thank you!gjones@oise.utoronto.ca www.glenjones.ca

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