This article starts from the recognition that senior staff contribute to the operation of further education college governance through working time, professional insight and public performance. The theoretical underpinning for the article draws upon social identity theory, governance accountability and the psychological contract for senior staff as employees of the governing body. The article reports the findings from a research study seeking to gain a greater understanding of the ways in which senior staff contribute to further education college governance and their perceptions of their role and performance in relation to college governance. 102 senior staff responded to a questionnaire, and three case examples of further education colleges in England were involved in this study. The article concludes with three recommendations to college governing bodies as to how they might improve senior staff contributions to effective governing of colleges. (Contains 1 note.)