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ERIC Number: EJ867302
Record Type: Journal
Publication Date: 2009
Pages: 3
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0190-2946
A Call for Faculty Reengagement in Governance
Tinberg, Nalsey
Academe, v95 n6 p8-10 Nov-Dec 2009
In this article, the author, as a faculty member drawn into administrative service over the past decade, describes how economic and fiscal challenges have steadily eroded, if not entirely eliminated, the crucial tenets of shared faculty and institutional governance. She sees this development as an academic form of the "shock doctrine" eloquently described by Naomi Klein: fiscal crises destabilize a college or university, instilling fear into loyal and dedicated campus constituents who have emotional ties to their institution that go beyond a typical employer-employee relationship. While these fears are understandable, they may escalate into concerns about the very viability of the institution, which is rarely at stake. This anxiety contributes to an environment where the reframing of decision making and governance, in ways that would ordinarily be rejected by the faculty, is presented as urgent and necessary. Under this pressure, decisions are often made quickly by a select few, behind closed doors and with little transparency. Sadly, faculty members often accept and approve of these practices. A crisis, financial or otherwise, is an opportunity for shared governance to succeed, bringing together all members of the campus community to reinforce the institution's central mission. The author contends that administrative decision makers should value the participation of students, faculty, and staff, and these constituents should educate themselves about the workings of their institution and understand the pressures administrators face making tough decisions in trying times. She calls on faculty members to step up and recapture their true role in the future of the institution and to renew their commitment to institutional governance.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A