As a central component of the sector, public higher education systems enroll more than half of all postsecondary students in the United States—upwards of 10 million students each year. These systems are essential drivers of state and national economies and of our democracy. The vastness of their reach also means they hold enormous responsibility. Governing boards, state officials, and system chief executives (“system heads”) are each responsible for upholding public trust and advancing the performance of the system; it is difficult to overstate the importance of that work...
The issue of college completion has become a hot-button topic for higher education and the public in recent years. While completion is not a new issue, several national and state-level efforts, including President Obama’s 2020 college-completion goal to increase the number of college graduates to 50 percent of the population, have brought increased attention to this issue.
Shared governance—the principle that acknowledges the final institutional authority of governing boards and distributed authority to the administration and faculty—is a basic tenet in higher education. When working well, it brings a wealth of ideas to critical conversations and creates a sense of inclusiveness that strengthens support for decisions.
The role of college president comes with many challenges, requiring deft maneuvering in many different contexts and considerable planning. While focused on the daily business at hand, however, a university leader may not invest in the requisite level of thinking, planning, and strategizing that is needed to leave the presidency when it comes time to retire.
2015 Survey of Board Professionals: Who They Are, What They Do, and Their Important Role in Governance
Board professionals provide critical support, planning, and coordination of important board functions. Their work is often unheralded and conducted behind the scenes, but it is critical to the success and performance of the board.
This white paper encourages board members to take a step back and think about long-term strategies for ensuring that financial aid policies are consistent with institutional mission at the same time that they serve fiscal and enrollment goals. While board members can determine financial aid and enrollment policies only at the broadest level, it is important that they understand the issues, pro
Growing the Greater Campus: The Use of Institutionally Related Foundations in Real Estate Activities
Public colleges and universities have long turned to institutionally related foundations (“IRFs”) to raise private support and manage endowments and other financial assets.
Governing boards of universities and colleges are facing an unprecedented tidal wave of change that is creating new opportunities, risks, innovations, and disruptions within and beyond the confines of their campuses.
After five years of change and upheaval, why is it that governing boards of colleges and universities continue to consider risk on a largely ad hoc basis?
Report of the National Commission on College and University Board GovernanceThe value of American higher education faces multiple risks, and changes in governance are needed to address them.
Illustrative Memorandum of Understanding Between a Public Institution or System and an Affiliated Foundation
A decade ago, AGB and the Council for Advancement and Support of Education (CASE), working with a national task force, developed an illustrative memorandum of understanding (MOU) that was widely promulgated and served as a model for agreements at many institutions and systems.
Too often, boards spend too little time discussing student learning, student outcomes, and student success. As stewards of the whole of the institution, the oversight of educational quality is a primary obligation of governing boards.
- 1 of 3