Every quarter, perhaps more often for some, those of us on the governing bodies of institutions of higher education come together to meet and discuss the business of governance, and of education. Our published agendas are presented with an understood goal that some sort of decision-making will take place. Yet, if we are truly doing that which we have taken an oath to do, we must have a greater end goal in mind, which is to be of service, not to ourselves, nor even to the faculty or staff, but to the lifeblood of our institutions, the students.
As is often the case in our busy lives, we sometimes forget what lies at the core of the things we do. For example, as parents and spouses, we work so hard to provide for our families that we oftentimes let our jobs stand in the way of enjoying those things and the time with loved ones that money cannot buy. So it is also, all too often, the case with higher education leadership.
Take a glimpse at national headlines. You will see articles, blogs, and social media posts about faculty unrest; staff dissatisfaction; regents, curators, and the like resigning; and general dissension on our campuses. While every voice is a voice that should be heard, and with the understanding that there are many issues that warrant our attention, I often wonder if the core of our purpose and our fiduciary responsibilities is being overlooked. Are we, while concentrated on the trouble we see in our own lives, blind to the needs of those we have agreed to serve? As the nation’s first degree-granting HBCU (Historically Black College and University), we have a special, historic obligation to our student body, over 90 percent of whom receive some form of financial aid to complete their educations.
In our decision-making as governing boards, we hear the voices of the faculty, staff, and higher-level members of the administration because their words are included in our meeting packets, those same packets that drive our choices. They inform us of the business side of higher education. I would never question their motivations because I know they believe strongly in what they are doing and that they work diligently for our institution, as do we as trustees. Yet I do wonder if, in those beliefs and in that diligence, that same consideration is given to the student. Not a mass body, but the individual student. In turn, are we, as a governing body, considering those personal stories and the effects thereon of a fee increase, a discontinued program, or a change in financial aid distribution?
None of us want our meetings to run on for long periods of time, belaboring the day’s agenda. Still, as we move forward through our terms, and as we are met with both the seemingly simple and the more complex decisions, it is my hope that we will ask the question that gets us to the answers we need—that is, “What does this do for our students?” If that question doesn’t lie at the heart of the issue upon which we are voting, then perhaps we need to take a step back and reconsider our actions, regardless of how we might be viewed by those outside the institution.
Dr. Eugene Habecker, retired president of Taylor University, once said, “The true leader serves. Serves people. Serves their best interests, and in doing so will not always be popular, may not always impress. But because true leaders are motivated more by loving concern than a desire for personal glory, they are willing to pay the price.” As our boards and administrations all work toward the lofty goals of our institutions, let us never forget the end goal, which is to be of service to those we serve.
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