Shared Governance: The Parable of the Road Trip

Let’s imagine there are four acquaintances: Peter, Francis, Connie, and Sam. These four must be in the same automobile for a long trip with Peter behind the wheel. Somewhere they come to an intersection. They may go straight, turn either right or left, or even make a U-turn.

One approach to making the decision would be the four to discuss their options, and then as a group, come to a consensus to – let’s say, turn left. Peter then says, “Okay! I’m turning the car and we’re going left.”

Another scenario would be the four to discuss their options, and then as a group, come to a consensus to – let’s say once again, turn left. Peter then says to the group, “I really appreciate your input; however, I’m driving the car, and I’m turning right.”

A friend made it clear that the friction between the administration and the faculty came from differing, even polar opposite views of what shared governance is. So my purpose is writing this essay is to highlight the differences in my view of shared (or participatory) governance and what I think is the President’s view.

My idea of shared governance, in short, is along the lines of a new England-style town meeting – all constituencies have input and power in decision making – mixed with a bit of federalism – that certain constituencies do have more authority in certain areas than others.

I would characterize the President as having a corporate mentality. In the corporate model, all decision-making authority rests with the Board of Trustees and the President, and the faculty are viewed as employees and students as clients.

Which view of shared governance should we at Rio Hondo College embrace? That is a discussion I hope to provoke with this essay.

In 2003, the Center for Higher Education Policy Analysis asked administrators and faculty about their concept of shared governance.

Seventy-three percent (73%) thought that shared governance was either “fully collaborative decision-making” or “distributive decision-making.” Only 27% said that it was “consultative decision-making” where faculty’s and staff’s opinions and advice may be sought, but all responsibility and power rests with the Board and President..

In California, some roles of the faculty are spelled out in legislation. This is the “10+1.” The Academic Senate has primacy in these issues and “need not adopt, accommodate, or reach consensus on concerns raised by other constituent groups.”

The roles of classified staff and students are not nearly so well-defined, and we as a campus should give careful consideration as to how these constituencies are involved in shared governance.

However, given the nature of higher education, the voice of the faculty should be, if not paramount, then be given the greatest weight in all matters, because all decisions have an impact on the academic mission. An example comes from the American Association of University Professors (AAUP): “[T]he faculty is expected... in its primary responsibility for the educational function of the institution, to participate also in broader budgetary matters primarily as they impinge on that function.^”

So when academic programs are created and institutionalized outside the Academic Senate, when established pathways for input are marginalized and even ignored, when administrative reorganizations are effected despite widespread criticisms, when discussions are abruptly ended, and when normal administrative structure is circumvented and/or micromanaged, there can be little surprise when faculty confidence in the academic leadership wanes.

There is one other version of the parable. The four come to the intersection. Peter asks for input. “Which way do we turn?” The others remain silent.

^* Center for Higher Education Policy Analysis, Challenges for Governance: A National Report (CHEPA: 2003) www.usc.edu/dept/chepa

^† California Assembly Bill 1725, signed by Gov. G. Deukmejian, September 19, 1988.

^‡ "Delegation of Authority," Part I. B. 2,Local Senates Handbook of the Academic Senate of the California Community Colleges.

^§ "The Role of the Faculty in Budgetary and Salary Matters," in Policy Documents and Reports, 9th ed. (Washington, D.C.: American Association of University Professors, 2001), 232.