ERIC Number: ED481464
Record Type: Non-Journal
Publication Date: 2002
The Gubernatorial Appointment Process of Public College and University Trustees: Comparing Practices and Perceptions. Educational Policy Institute of Virginia Tech Policy Paper.
Dika, Sandra L.; Janosik, Steven M.
This report is the second in a series that focuses on the appointment and training of public college and university trustees. It reports on a study that compared the perceptions of governors, who are usually involved directly in the appointment process, and state higher education executive officers (SHEEOs), who are usually on the fringes of the process. In 47 of the 50 states, governors appoint all or a portion of the public college and university trustees, but in 3 states, trustees are elected. Responses to a survey were received from 41 SHEEOs and 24 governor's offices. With these responses, all 50 states were represented. Both groups agreed that the recommendations and information given by legislators, immediate staff, cabinet members, SHEEOs, and other trustees were important or very important in helping identify potential appointees. Governors and SHEEOs had similar opinions about the personal attributes of appointees, except for the area of political party affiliation. About one-third of governors called this important; more than half of SHEEOs perceived party affiliation to be an important selection criterion. Both groups identified the quality of the appointee as being very important for success, and both viewed the training given by the institution as important. The two groups did differ in their perceptions of the priority given academic trustee appointments, with governors indicating that they placed high priority on these appointments, and SHEEOs less likely to think appointments were given a high priority. (Contains 3 tables and 10 references.) (SLD)
Descriptors: Colleges, Governing Boards, Higher Education, Public Colleges, Selection, State Government, Trustees
For full text: http://filebox.vt.edu/chre/elps/EPI.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A