Shared Authority in Professional Education Governance: Roles and Desires of Full-Time Faculty.Report as inadecuate




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The purpose of this study, conducted as part of the National Data Base on Faculty Involvement in Governance Project, was to examine the perceptions of full-time faculty at a private professional graduate school of their involvement in governance in relation to an ideal system of shared authority and involvement. Data were collected using a survey instrument that contained 10 categorical response questions including the characteristics of an ideal governance process and beliefs about current faculty roles in institutional governance. Twenty-seven usable responses, which represented a 90 percent response rate, were received. Results showed that respondents agreed with four key statements: (1) faculty should assist in clarifying administrator roles; (2) faculty must insist on rights and responsibilities for appropriate governance roles; (3) faculty should be more involved in developing budget expenditures; and (4) the faculty voice is a valuable component in decision making. Responding faculty also perceived the ideal governance process as a system where they were involved early in the decision-making process and were empowered to question policy through a formal process. Two tables summarize response data. (Contains 13 references.) (CH)

Descriptors: Administrative Organization, College Faculty, College Governing Councils, Decision Making, Empowerment, Faculty College Relationship, Governance, Governing Boards, Graduate School Faculty, Higher Education, Participative Decision Making, Policy Formation, Politics of Education, Power Structure, Professional Autonomy, Professional Education, Teacher Administrator Relationship, Teacher Rights











Author: Miller, Michael T.; Miller, Gary

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8859&id=ED409775







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