Governance at Public Institutions
Service on public college, university, or system boards is challenging. Public colleges and universities have become larger and more complex than most independent institutions. Their number has grown explosively since 1940, their boards are scrutinized more intensely, and special-interest groups of all persuasions assert their demands.
Public colleges and universities enroll more students and are governed by smaller boards than independent institutions. Of the 50,000 trustees and regents in the United States, fewer than 10,000 govern public institutions. Simply put, a small number of public institution trustees, perhaps too few trustees on too few governing boards, make decisions that affect millions of students. Each individual trustee, therefore, is critically important to his or her institution.
Public trustees serve colleges and universities that are "owned" by citizens (not government bodies or officials); they are responsible for acting on behalf of the public as their individual consciences and judgment dictate. The citizen board--regardless of whether its members are appointed or elected--has emerged as the best alternative to governmental control of higher education. Public institution trustees stand at the center of a system of checks and balances that permits them to delegate their authority--but not their responsibility--to their chief executives, faculty, and students.
Further, they must consider how public higher education should be financed in an era characterized by limited resources, competing social needs, and political agendas that often seem capricious.
Public institution trustees must follow the letter and spirit of open-meeting laws, even though doing so occasionally impedes conscientious governance. Consequently, it is not always possible to say all that should be said in public meetings. However, open-meeting laws never should be used as an excuse to avoid difficult questions, refrain from candid conversations on issues of the day, or for grandstanding and speechmaking.
What do public boards do?
Set mission and purposes
Virtually all policy decisions a board ultimately makes or affirms should reflect what the institution or system of institutions is and strives to be. An articulate and compelling mission statement, in both strategic terms (the long view) and operational terms (a more immediate view), should guide everyone who has a decision-making role. A kind of "mission mania" currently is sweeping the nation, and with good reason. The tremendous growth of public higher education inevitably causes governing boards and policy makers at all levels to reassess what colleges and universities are doing and providing, especially in a period of slow economic growth.
Appoint the president or chancellor
As Clark Kerr emphasized in his 1984 study of the academic presidency, Presidents Make a Difference, the ultimate test of a board's effectiveness is its ability to attract and keep strong, competent executive leaders. The board plays a crucial role in providing an environment that attracts top talent to the university or system. No board decision is likely to have greater impact on the institution or system--or be more political, consequential, or a greater test of the board's leadership and vision--than selecting the chief executive. This is no less true for the selection of campus leaders within systems, even though the board may not be as involved in the process. Selecting a president today is increasingly difficult for boards, and the reasons are extensions of the same reasons presidents find it so difficult to lead or be "agents of change." The average tenure for public college and university presidents is about six years, according to AGB research. The position is becoming more political externally, leaving presidents less opportunity or time to exercise academic leadership (also political in nature) internally. That academic vice presidents and deans--traditional successors to presidents--are exhibiting increasing reluctance to aspire to the presidency is a symptom of the problem.
More Resources
Ingram, Richard T. Effective Trusteeship: A Guide for Board Members of Public Colleges and Universities. Washington, DC: Association of Governing Boards of Universities and Colleges, 2005.
- Answers trustees' basic questions and features sample statements of board responsibilities, resources lists, and detailed appendices.
Ingram, Richard T. "A Test of an Effective Public Board," Trusteeship Volume 13, Issue 1, (January-February 2005): 1-4.
- This checklist presents a list of best practices for public-sector governing boards that boards can use to evaluate their own practices.
- Available to AGB members only. Contact zrc@agb.org
