Faculty, Student, and Support Staff Participation in College Governance: An Evaluation.

In an effort to gather data on faculty, student, and support staff participation in the governance process, case studies were undertaken at three community colleges in Alberta, Canada. Interviews were conducted with 51 individuals at the colleges from the following categories: faculty, students, or support staff; public board members; college presidents and vice presidents; and presidents of associations. With respect to the impact or influence of the institutional members on the decision-making process, an analysis of interview transcripts indicated that staff and student members had little to moderate direct effect on decision making. However, it was also clear that presidents, vice presidents, and public board members recognized the presence and interests of the faculty, student, and staff members and brought forward issues in a manner that resulted in consensus. As a result of the case studies, the following guideline were developed for ensuring that effective faculty, student, or staff board members are selected: (1) they should possess an appropriate mix of abilities, interpersonal and group process skills, and relevant previous experience; (2) they should adhere to the expectation that they function as trustees rather than delegates; (3) faculty, student, and staff associations should nominate their most effective members to board positions; and (4) college boards and associations should eliminate any barriers to the integration of these members. Contains 25 references. (TGI)