ERIC Number: ED184397
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
Policy and Administration in the Governance of Higher Education Institutions.
Cleary, Robert E.
A 16-item questionnaire was used to survey 60 college and university presidents and 61 board chairmen in six Middle Atlantic states in order to explore distinctions between the policy and the administration functions in the president-trustee relationship. Personal intrviews were conducted with ten of the chairmen and ten presidents as a followup to the questionnaire. Respondents in both survey and interviews disagreed on a number of the issues as to whether they are policy or administration functions. For example, 65 percent of the trustees labeled the board's engagement of a consultant to review institutional direction as a policy issue, the same percentage described the elimination of a department as administrative. Presidents divided almost evenly on both these matters. In addition, many respondents were inconsistent within their own responses. The survey demonstrates the difficulty inherent in using the policy-administration distinction to clarify or explain the president-trustee relationship. The issues are so interrelated that it is difficult to divide responsibility on this basis. Rather, personal relationships emerge as the most important aspect of the relationship. Consequently, an evaluation of the relationship should include the ability of the chairman and the president to work cooperatively in fulfilling their respective responsibilities in governance. The trustee-presidential relations survey questions are appended. (Author/MSE)
Descriptors: Administrative Policy, Administrator Responsibility, Board Administrator Relationship, College Administration, College Presidents, Governance, Governing Boards, Higher Education, Interpersonal Competence, Interprofessional Relationship, Policy Formation, Questionnaires, Surveys, Trustees
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 7-11, 1980)