Enhancing Governance at Radford University: Building Partnerships and Strengthening Communication

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Radford University
Board of Visitors
 
Laura Jacobsen
Faculty Senate President
November 9, 2012
 
Focus of September Presentation
 
Fostering a Healthy Culture
Learn from recommendations of the
Association of Governing Boards of
Universities and Colleges
Strengthen RU governance by
encouraging meaningful interactions and
improving relations between the Board of
Visitors and faculty
 
Fostering a Healthy Culture
Revisiting the recommendations, in hopes
we can begin to build partnerships
Broadening the scope, in light of internal
governance reform efforts
 
Today’s Presentation
 
“Hourglass Model”
 
Internal governance consultant, Rodney Smolla,
referred to governance structures that pass
communications through a President as using an
“hourglass model”
Not uncommon at institutions, but a weak model
Communication is key
 
Board of Visitors
 
President
 
Faculty, Administration, and Campus Community
 
Understanding One Another
 
“What do faculty do?”
Removing caricatures
Most examples are from the AAUP:
http://www.aaup.org/AAUP/issues/facwor
k/facultydolist.htm
 
What Do Faculty Do?
 
Image of a professor in a classroom lecturing to students
Image of someone in a lab coat conducting an
experiment
According to the 1999 National Study of Postsecondary
Faculty, published by the U.S. Department of
Education's National Center for Education Statistics, full-
time faculty members work about 
fifty-five hours a
week
, and part-time faculty work nearly forty. That
figure includes paid and unpaid hours completed on
and off campus.
What might you find a professor doing if you followed
him or her during the course of a day?
 
http://www.aaup.org/AAUP/issues/facwork/facultydolist.htm
 
What Do Faculty Do?
 
Examples of Student-Centered Work
Creating or updating a new course or program
Transitioning a course to an online format
Helping students with subject matter in office hours or email
Developing a class website or organizing a D2L site for a course
Advising students about their coursework or choice of major
Mentoring graduate students or directing their thesis committees
Writing letters of recommendation
Helping students to identify internships
Reading and providing feedback on student research papers
Establishing a study abroad program
Sponsoring a student journal or advising a club
Recruiting students into degree programs in their department
 
What Do Faculty Do?
 
Examples of Disciplinary—or Professional—Centered Work
Serving on a faculty search committee
Evaluating a colleague's work for promotion or tenure
Writing a journal article or book
Participating in program assessment (e.g., Participating in data
collection, analysis, and reporting for accreditation purposes)
Reviewing potential library resources and advising on acquisitions
Writing a recommendation for a colleague for a fellowship or award
Serving on a committee that writes university policies
Applying for a research or teaching grant or managing a grant
Sponsoring a conference on campus
Giving a scholarly presentation at an academic conference
Editing a professional journal or reviewing submissions
 
What Do Faculty Do?
 
Examples of Community-Centered Work
Chairing a department or directing a degree program
Giving a presentation to a business or school group, often at
no expense to the group
Providing professional advice to local, state, or national
government
Providing professional advice or consulting to associations,
businesses, or community groups
Helping to keep the public informed about issues by talking to
the media
Serving as an officer on the boards of local, state, or national
group
Partnering with other universities or school divisions on projects
Presenting to the Board of Visitors
 
Building Relationships
 
7 recommendations made in September
Thank you 
to the BOV Executive
Committee for your thoughtful
consideration and action related to those
recommendations
 
Hold a BOV retreat with the faculty
Town halls with all constituencies
Invite faculty members to serve as members on
each BOV committee
Comments from guests at all committee meetings
Create a new BOV Communications
Committee that includes faculty, staff, and
student representation
Faculty Senate to discuss in further detail
Focus on value-added activity
 
Faculty Proposals to the BOV
(from September meeting)
 
Revise BOV bylaws to defer to the faculty for
determining who serves as faculty
representative
Faculty Senate of Virginia has drafted state
legislation to require this. Will be seeking a
sponsor.
Same term limit as for Rector – up to two
consecutive terms
Consideration: Beyond second term, the Faculty
Senate Executive Council selects its new
representative to the Board
 
Faculty Proposals to the BOV
(from September meeting)
 
Set aside time for a social event for faculty
and staff to get to know BOV members
This will happen; we will consider the timing
Have BOV members participate in
professional development offered through
the Association of Governing Boards of
Universities and Colleges
Already involved
Meet with consultant, Rodney Smolla, at
February meeting
This will happen
 
Faculty Proposals to the BOV
(from September meeting)
 
Internal Governance Reform
 
Rodney Smolla visited on October 25-26
Met with all Senates and with the IG Task
Force, chaired by Erin Webster-Garrett
Highly informative debriefing,
recommending “start over”
He will provide a report with
recommendations by November 15
The “TIGR” is moving forward
 
Governance and Management
 
The question of who ultimately makes a
decision is different from the question of
who should be involved in the decision-
making 
process
E.g., Budget, curriculum, policies and
procedures
Involvement by representatives of
affected constituencies, beginning at the
planning stage, matters
 
Strengthening Community
 
What matters?
Structures, despite their imperfections
Administrative convening of all committees by
October 1
Processes and Communication
Enhanced communications in budgetary and
planning discussions 
across divisions
. This includes
within committees and within the President’s
Cabinet, and across administrative levels. 
Decision
making process should be clear.
Administrative accountability, not only for results, but
also for adherence to each of the above
Clear delineation of responsibilities for decision
making, including clear responsibilities of the
President
 
Effective Communication and Process
 
Example: Summer School
Challenges with summer school in 2012
FSEC proposed a new model for 2013 and
invited and met twice with the AALT
We did not reach consensus but did find
some areas of agreement
Eventual outcome remains unclear but is now
less important
Communications were not window dressing
Voices were heard
 
Strengthening our Community
 
Helps people better understand and trust
each other
Helps people feel in genuine partnership
with one another
Removes caricatures
Builds both effectiveness and efficiency
 
Students benefit when our university
community is strong
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Focusing on fostering a healthy culture at Radford University, the Board of Visitors aims to improve governance by enhancing interactions between the board, faculty, and administration. The presentation highlights recommendations for building partnerships and broadening the scope of internal governance reform efforts, emphasizing the importance of effective communication and understanding among stakeholders.

  • Radford University
  • Governance
  • Faculty Relations
  • Communication
  • Partnerships

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  1. Radford University Board of Visitors Laura Jacobsen Faculty Senate President November 9, 2012

  2. Focus of September Presentation Fostering a Healthy Culture Learn from recommendations of the Association of Governing Boards of Universities and Colleges Strengthen RU governance by encouraging meaningful interactions and improving relations between the Board of Visitors and faculty

  3. Todays Presentation Fostering a Healthy Culture Revisiting the recommendations, in hopes we can begin to build partnerships Broadening the scope, in light of internal governance reform efforts

  4. Hourglass Model Internal governance consultant, Rodney Smolla, referred to governance structures that pass communications through a President as using an hourglass model Not uncommon at institutions, but a weak model Communication is key Board of Visitors President Faculty, Administration, and Campus Community

  5. Understanding One Another What do faculty do? Removing caricatures Most examples are from the AAUP: http://www.aaup.org/AAUP/issues/facwor k/facultydolist.htm

  6. What Do Faculty Do? Image of a professor in a classroom lecturing to students Image of someone in a lab coat conducting an experiment According to the 1999 National Study of Postsecondary Faculty, published by the U.S. Department of Education's National Center for Education Statistics, full- time faculty members work about fifty-five hours a week, and part-time faculty work nearly forty. That figure includes paid and unpaid hours completed on and off campus. What might you find a professor doing if you followed him or her during the course of a day? http://www.aaup.org/AAUP/issues/facwork/facultydolist.htm

  7. What Do Faculty Do? Examples of Student-Centered Work Creating or updating a new course or program Transitioning a course to an online format Helping students with subject matter in office hours or email Developing a class website or organizing a D2L site for a course Advising students about their coursework or choice of major Mentoring graduate students or directing their thesis committees Writing letters of recommendation Helping students to identify internships Reading and providing feedback on student research papers Establishing a study abroad program Sponsoring a student journal or advising a club Recruiting students into degree programs in their department

  8. What Do Faculty Do? Examples of Disciplinary or Professional Centered Work Serving on a faculty search committee Evaluating a colleague's work for promotion or tenure Writing a journal article or book Participating in program assessment (e.g., Participating in data collection, analysis, and reporting for accreditation purposes) Reviewing potential library resources and advising on acquisitions Writing a recommendation for a colleague for a fellowship or award Serving on a committee that writes university policies Applying for a research or teaching grant or managing a grant Sponsoring a conference on campus Giving a scholarly presentation at an academic conference Editing a professional journal or reviewing submissions

  9. What Do Faculty Do? Examples of Community-Centered Work Chairing a department or directing a degree program Giving a presentation to a business or school group, often at no expense to the group Providing professional advice to local, state, or national government Providing professional advice or consulting to associations, businesses, or community groups Helping to keep the public informed about issues by talking to the media Serving as an officer on the boards of local, state, or national group Partnering with other universities or school divisions on projects Presenting to the Board of Visitors

  10. Building Relationships 7 recommendations made in September Thank you to the BOV Executive Committee for your thoughtful consideration and action related to those recommendations

  11. Faculty Proposals to the BOV (from September meeting) Hold a BOV retreat with the faculty Town halls with all constituencies Invite faculty members to serve as members on each BOV committee Comments from guests at all committee meetings Create a new BOV Communications Committee that includes faculty, staff, and student representation Faculty Senate to discuss in further detail Focus on value-added activity

  12. Faculty Proposals to the BOV (from September meeting) Revise BOV bylaws to defer to the faculty for determining who serves as faculty representative Faculty Senate of Virginia has drafted state legislation to require this. Will be seeking a sponsor. Same term limit as for Rector up to two consecutive terms Consideration: Beyond second term, the Faculty Senate Executive Council selects its new representative to the Board

  13. Faculty Proposals to the BOV (from September meeting) Set aside time for a social event for faculty and staff to get to know BOV members This will happen; we will consider the timing Have BOV members participate in professional development offered through the Association of Governing Boards of Universities and Colleges Already involved Meet with consultant, Rodney Smolla, at February meeting This will happen

  14. Internal Governance Reform Rodney Smolla visited on October 25-26 Met with all Senates and with the IG Task Force, chaired by Erin Webster-Garrett Highly informative debriefing, recommending start over He will provide a report with recommendations by November 15 The TIGR is moving forward

  15. Governance and Management The question of who ultimately makes a decision is different from the question of who should be involved in the decision- making process E.g., Budget, curriculum, policies and procedures Involvement by representatives of affected constituencies, beginning at the planning stage, matters

  16. Strengthening Community What matters? Structures, despite their imperfections Administrative convening of all committees by October 1 Processes and Communication Enhanced communications in budgetary and planning discussions across divisions. This includes within committees and within the President s Cabinet, and across administrative levels. Decision making process should be clear. Administrative accountability, not only for results, but also for adherence to each of the above Clear delineation of responsibilities for decision making, including clear responsibilities of the President

  17. Effective Communication and Process Example: Summer School Challenges with summer school in 2012 FSEC proposed a new model for 2013 and invited and met twice with the AALT We did not reach consensus but did find some areas of agreement Eventual outcome remains unclear but is now less important Communications were not window dressing Voices were heard

  18. Strengthening our Community Helps people better understand and trust each other Helps people feel in genuine partnership with one another Removes caricatures Builds both effectiveness and efficiency Students benefit when our university community is strong

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