ERIC Number: ED527627
Record Type: Non-Journal
Publication Date: 2011
Reference Count: 0
Staff Governance and Institutional Policy Formation. Educational Policy in the 21st Century: Opportunities, Challenges and Solutions
Murray, John W., Ed.; Miller, Michael T., Ed.
IAP - Information Age Publishing, Inc.
The number of staff members serving American higher education institutions has more than doubled in the past twenty years, as occupations in technology, development, government relations, and even athletic administration have grown as never before in the history of the academy. As the number, variety, and importance of these positions have grown, so has the need for their involvement in determining the direction and vision of the contemporary university. Often in opposition or cast in a competing light, staff governance bodies are positioned within the governance framework of faculty, students, trustees, and even legislatures, all bound together by formal and legal authority guidelines. The current volume is among the very first to explore this landscape, and begins with a critical evaluation of the context of how staff are involved in decision-making. The text devotes six chapters to an in-depth exploration of the environment where staff governance is used: in private and community colleges, with athletics and student affairs, in collective bargaining environments, and how the inclusion of staff can be an asset to institutional self-determination. The final section describes the array of topics staff governance bodies address, and shares a case study of one professional administrator who chaired a staff senate. The concluding chapter outlines the implications in policy formation, evaluation, and agenda setting for the involvement of staff in the higher education community. The book is for new, senior college administrators, staff governance leaders, practitioners in human resource management, those concerned about democracy in education, and scholars studying higher education management. This book begins with a foreword by Bruce Jones and "Staff Governance: Trends, Issues, and the Practice of Shared Governance," by John W. Murry, Jr. and Michael T. Miller. This book is divided into three sections. Section I, The Context of Staff Involvement, contains the following: (1) The Psychology of Inclusive Decision-Making (Kenda S. Grover, Kit Kacerik, and Julie J. Goldman); (2) Legal Parameters of Authority Distributed to Staff (John W. Murry, Jr.); and (3) Involvement of Multicultural Staff (Wanda M. Hadley). Section II, Contexts of Staff Involvement, contains the following: (3) Staff as Assets to Institution (Building, E. Robert Mackey); (4) The Role of Staff in the Decision-Making and Governance Policies in Private Colleges (Adam Morris and Tony Meyers); (5) Staff Involvement in Governance and Policy Formation Internal and External to Student Affairs Organizations (Ashley Tull); and (6) Let's Make a Deal: The Role of Staff Organization in Collective Bargaining and Decision-Making Processes (Randall Brumfield). Section III: Implications of Staff Involvement, contains the following: (7) Trends and Issues Addressed in Staff Governance (Brent Burgess); (8) Staff Senate: A Vice-Chair's Case Study (Elizabeth S. Underwood); and (9) Institutional Policy Implications of Staff Involvement (Michael T. Miller).
Descriptors: Higher Education, Policy Formation, Private Colleges, Democracy, Collective Bargaining, Governance, Criticism, Agenda Setting, Human Resources, Educational Policy, Educational Opportunities, Decision Making, Participative Decision Making, Instructional Leadership, Teacher Leadership, Educational Psychology, Legal Responsibility, Teacher Responsibility, Teacher Participation, Diversity (Faculty), Student Personnel Services, Teacher Role, Context Effect, Trend Analysis, College Governing Councils, College Faculty, Faculty College Relationship, Faculty Organizations, Case Studies, Institutional Characteristics, Administrative Policy, Textbook Content
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Publication Type: Books; Collected Works - General
Education Level: Higher Education
Audience: Administrators; Practitioners
Authoring Institution: N/A