The purpose of this study was to investigate if there were predictors for student participation in university governance; voting rates in particular. The variables examined were citizenship status, gender, age, basis of admission, program level, and program delivery model. The location of the study, Royal Roads University, offers the majority of its programs through a blended delivery model: an online format combined with short residencies. A regression analysis was performed on voter participation rates in elections for student representatives on the Royal Roads University Student Association, Academic Council, and the Board of Governors. Results indicate low voting rates overall with the highest frequency of voting amongst those in blended delivery programs; correlations exist between age and citizenship status, and between program delivery model and program level, but statistically significant predictors of voting behaviour were peculiar to each election dataset. / Graduate

A thesis submitted to the School of Education, Faculty of the Humanities, of the University of the Witwatersrand in the fulfilment of the requirements for the degree of Doctor of Philosophy in Education JOHANNESBURG NOVEMBER 2015 / This study provides an analysis of the role of university councils in Historically Disadvantaged Institutions (HDIs) in bringing about effective governance. It adopts a case study approach of a single institution which became a comprehensive university following the Higher Education post-1994 transformation agenda in South Africa. The study explores the role of systems, structures and cultures of university councils in promoting effective university governance. It arises from widespread concern about poor university governance which has resulted in no less 10 institutions being placed under administration in the post-1994 democratic era. This study used a range of theoretical and methodological approaches. The theoretical approaches involved the use of the following concepts as an organizing framework: “structures of university councils”, “systems of university councils”, “cultures of university councils” and “empowered individuals” or “groups of individuals”. The methodological approaches involved data collection within a sequential-exploratory mixed methods research interpretive paradigm and the positivist research paradigms. The process of data collection involved; the use of institutional documents, interviews with 19 different members of the university council and study surveys with available 17 university teaching staff, 48 university non-teaching staff and 255 university students. The process of data analysis involved the use of content analysis, descriptive and inferential statistics. The results of this study show that the institutional structures of the university council are business oriented in organization although strongly characterised by institutional stakeholder relationships. This has led to effective governance practices being tied around forms of stakeholder propositions such as increased sectoral deployment of constituency cadres to champion particular stakeholder interest at the university council. The results of this study indicate this has led to conditions and instances where the systemic due processes of the university council are prone to stakeholder control. This is due to instances of unpreparedness for general council and committee meetings an outcome of sectoral deployment of individuals who have little if not no idea of the due processes at the systems level of the university council and reliance on informal stakeholder constituent networks as a mode of trust governance. This has led to less sovereignty for critical autonomy to check on strong stakeholder configurations at the university council leading to reproduction of dormant stakeholder interests. At the cultural level of the university council the results of this study show that to respond to these conditions the university council has become stakeholder managerial driven. The university council cultural governance actions as governance role practices are strongly stakeholder enthused. The implication of governance stance has caused contestations between the less empowered institutional stakeholders represented at the university council and the university council over practices that are seen as perpetuating marginalisation of the less empowered institutional stakeholders represented at the university council. As a result it has led to adoption of partisan modes of stakeholder institutional governance practices like caucuses, stakeholder deployment, protest, and unionisation. This thesis as a recommendation makes a case through an emerging model of university governance known as the structural-systemic-cultural university governance model. This model suggests that for the university council to be able to provide effective university governance in such comprehensive institutional contexts, it should take in consideration the following: At the structural level, governance should be characterised by practices that recognise the place of the university council in decision-making process in the university institution, governance capacity-building, networked committee regimes, effective representation and utilisation of delegated institutional governance spaces. At the systemic level, governance should be characterised by practices that value stakeholder contribution, support well-informed of committees of council, well informed constituents, accountability and compliance engagement as part of the core due processes of the university council. At the cultural level, governance should be characterised by practices that appreciate accessible governance spaces, accommodativeness, negotiated positions and shared accountabilities as part of the primary bases that characterise institutional culture of the university governing council. Key words: university council, structures, systems, cultures, effective university governance, comprehensive university

A Universidade de São Paulo é a principal instituição de ensino e pesquisa do Brasil e está entre as principais na América Latina. A USP é responsável por cerca de 23% de toda a produção científica brasileira (USP, 2014). É a instituição brasileira com melhores colocações e uma das líderes na América Latina nos rankings internacionais de universidades. A partir de 2014, a USP passou a registrar um desequilíbrio orçamentário, dispendendo mais de 100% dos repasses do Tesouro do Estado de São Paulo apenas para o pagamento de salários de seus servidores, prejudicando os investimentos e gastos com custeio, e obrigando a Universidade a utilizar reservas financeiras. O presente trabalho tem por objetivo identificar as causas e efeitos desse desequilíbrio financeiro da USP no período de 2010 a 2014. O referencial teórico se respalda nos estudos de governança universitária, compliance e teoria de sistemas. A coleta de dados foi realizada a partir de documentos oficiais e públicos disponibilizados pela USP: atas das reuniões do Conselho Universitário (CO), Comissão de Orçamento e Patrimônio (COP) e Comissão de Legislação e Recursos (CLR); relatórios apresentados pela Coordenadoria de Administração Geral (CODAGE); informes da Reitoria e Anuário Estatístico. Além destes documentos foram visitadas fontes secundárias com ênfase no noticiário e artigos publicados em periódicos como o diário Folha de São Paulo. A análise de dados revelou que: (i) o desequilíbrio financeiro foi causado pela ampliação de gastos promovida no período de 2010 a 2013, especialmente relativos a pagamento de folha de pagamento e benefícios; (ii) foram promovidas mudanças com forte impacto financeiro plurianual e de difícil reversão - especialmente a implantação do plano de carreiras dos servidores técnico-administrativos e duas movimentações de carreira; (iii) foi ampliada a base de beneficiários do auxílio alimentação e vale refeição, além de corrigir os valores dos benefícios acima da inflação acumulada do período. Com isso, observou-se que o desequilíbrio financeiro foi causado pela implantação combinada das ampliações de gastos em curto período de tempo, sem a devida avaliação dos impactos cruzados das decisões e sem os devidos estudos dos efeitos financeiros das decisões a médio e longo prazos. O trabalho, além de registrar uma análise de um período crítico para a Universidade de São Paulo, também apresenta, a partir das conclusões da pesquisa e do referencial teórico, um conjunto de sugestões e recomendações no sentido de aperfeiçoar os processos de governança universitária. / The University of São Paulo is the leading teaching and research institution in Brazil and is among the best in Latin America. USP is responsible for about 23% of all Brazilian scientific production (USP, 2014). It is the Brazilian institution with the best positions and one of the leaders in Latin America in the international rankings of universities. From 2014, USP started to record a budget imbalance, spending more than 100% of its annual income from the São Paulo State Treasury for the payment of the salaries of its employees alone, harming investments and compelling the University to deplete its financial reserves. This study aims to identify the causes and effects of the USP\'s financial imbalance in the period from 2010 to 2014. The theoretical framework is supported in university governance, compliance and systems theory studies. Data collection was conducted from official and public documents provided by the USP: minutes of meetings of the University Council (CO), the Budget and Assets Committee (COP) and the Legislation and Rules Committee (CLR); reports submitted by the General Administration Coordination Office (CODAGE); reports from the Rector´s Office and the Statistical Yearbook. In addition to these documents, secondary sources were visited with emphasis on the news and articles published in periodicals such as the daily newspaper, Folha de São Paulo. The analysis of data revealed that: (i) the financial imbalance was caused by expenses expanded promoted in the period from 2010 to 2013, especially concerning the payroll and benefits; (ii) changes were prompted with a high multi-annual financial impact and which are difficult to reverse - especially the implementation of the technical and administrative staff career plan and two career upgrades; (iii) the base of beneficiaries of food aid and food stamps was vastly expanded, in addition to increasing the amount of the benefits above of accumulated inflation for the same period. Thus, the financial imbalance was caused by a combined implementation of increase in spending within a short period of time, without proper assessment of the cross-impact of those decisions and without risk analysis assessment of the financial effects of these decisions in the medium and long term. The present study in addition to recording an analysis of a critical period for the University of São Paulo, includes in the conclusions of the research and the theoretical framework, a set of suggestions and recommendations to improve the processes of university governance.

The purpose of this qualitative study was to explore the developing role of the Student Trustee. Utilizing a case study design and document analysis, this descriptive study examined the comments of 143 Student Trustees in Board meetings of the University of Massachusetts (UMass) System, the first in the nation to require Student Trustees, from 1970-–2015. The research questions sought to uncover the origins of the Student Trustee at the UMass System as well as how the role developed over time. The study concluded that Student Trustees provide a unique perspective that offers meaningful contributions to the discourse and decision-making processes of university Boards. The legislation that placed the first Student Trustee on the UMass Board was the result of contentious campus protests fueled by student dissatisfaction with higher education’s response to the Vietnam War, racism, and sexism, among other issues. Governor Francis Sargent proposed and signed that legislation in 1969 as a means to “move protest from confrontation to dialogue.” Student Trustees found success pushing the Board in a more progressive direction – adopting co-ed dormitories, providing greater due process in conduct matters, and asserting that students have primary responsibility over student policies and related matters. Student Trustees also pressed the Board to divest from companies operating in apartheid South Africa, and even to grant students an eight-day reprieve from papers and exams so they could campaign in the 1970 congressional elections. The role of the Student Trustee has expanded since Cynthia Olken took her place as the first Student Trustee in 1970. There are now five Student Trustees representing each of the five campuses in the UMass System. The two with voting power operate as regular board members and have the ability to serve on all committees, while the other three are ex officio non-voting members and can only attend open meetings of the full Board of Trustees. While more than half of the 143 Student Trustees made five or fewer remarks during their time on the board, there were many who spoke out frequently on issues related to finance, governance, and academics. Through their half-century of efforts, Student Trustees have earned a seat at the table and the praise of many university presidents, chancellors, and Board chairs that have used words like helpful, valuable, and significant to describe their contributions. As former UMass President Jack Wilson once exclaimed, “Having student representation on this Board is important.”

A Universidade de São Paulo é a principal instituição de ensino e pesquisa do Brasil e está entre as principais na América Latina. A USP é responsável por cerca de 23% de toda a produção científica brasileira (USP, 2014). É a instituição brasileira com melhores colocações e uma das líderes na América Latina nos rankings internacionais de universidades. A partir de 2014, a USP passou a registrar um desequilíbrio orçamentário, dispendendo mais de 100% dos repasses do Tesouro do Estado de São Paulo apenas para o pagamento de salários de seus servidores, prejudicando os investimentos e gastos com custeio, e obrigando a Universidade a utilizar reservas financeiras. O presente trabalho tem por objetivo identificar as causas e efeitos desse desequilíbrio financeiro da USP no período de 2010 a 2014. O referencial teórico se respalda nos estudos de governança universitária, compliance e teoria de sistemas. A coleta de dados foi realizada a partir de documentos oficiais e públicos disponibilizados pela USP: atas das reuniões do Conselho Universitário (CO), Comissão de Orçamento e Patrimônio (COP) e Comissão de Legislação e Recursos (CLR); relatórios apresentados pela Coordenadoria de Administração Geral (CODAGE); informes da Reitoria e Anuário Estatístico. Além destes documentos foram visitadas fontes secundárias com ênfase no noticiário e artigos publicados em periódicos como o diário Folha de São Paulo. A análise de dados revelou que: (i) o desequilíbrio financeiro foi causado pela ampliação de gastos promovida no período de 2010 a 2013, especialmente relativos a pagamento de folha de pagamento e benefícios; (ii) foram promovidas mudanças com forte impacto financeiro plurianual e de difícil reversão - especialmente a implantação do plano de carreiras dos servidores técnico-administrativos e duas movimentações de carreira; (iii) foi ampliada a base de beneficiários do auxílio alimentação e vale refeição, além de corrigir os valores dos benefícios acima da inflação acumulada do período. Com isso, observou-se que o desequilíbrio financeiro foi causado pela implantação combinada das ampliações de gastos em curto período de tempo, sem a devida avaliação dos impactos cruzados das decisões e sem os devidos estudos dos efeitos financeiros das decisões a médio e longo prazos. O trabalho, além de registrar uma análise de um período crítico para a Universidade de São Paulo, também apresenta, a partir das conclusões da pesquisa e do referencial teórico, um conjunto de sugestões e recomendações no sentido de aperfeiçoar os processos de governança universitária. / The University of São Paulo is the leading teaching and research institution in Brazil and is among the best in Latin America. USP is responsible for about 23% of all Brazilian scientific production (USP, 2014). It is the Brazilian institution with the best positions and one of the leaders in Latin America in the international rankings of universities. From 2014, USP started to record a budget imbalance, spending more than 100% of its annual income from the São Paulo State Treasury for the payment of the salaries of its employees alone, harming investments and compelling the University to deplete its financial reserves. This study aims to identify the causes and effects of the USP\'s financial imbalance in the period from 2010 to 2014. The theoretical framework is supported in university governance, compliance and systems theory studies. Data collection was conducted from official and public documents provided by the USP: minutes of meetings of the University Council (CO), the Budget and Assets Committee (COP) and the Legislation and Rules Committee (CLR); reports submitted by the General Administration Coordination Office (CODAGE); reports from the Rector´s Office and the Statistical Yearbook. In addition to these documents, secondary sources were visited with emphasis on the news and articles published in periodicals such as the daily newspaper, Folha de São Paulo. The analysis of data revealed that: (i) the financial imbalance was caused by expenses expanded promoted in the period from 2010 to 2013, especially concerning the payroll and benefits; (ii) changes were prompted with a high multi-annual financial impact and which are difficult to reverse - especially the implementation of the technical and administrative staff career plan and two career upgrades; (iii) the base of beneficiaries of food aid and food stamps was vastly expanded, in addition to increasing the amount of the benefits above of accumulated inflation for the same period. Thus, the financial imbalance was caused by a combined implementation of increase in spending within a short period of time, without proper assessment of the cross-impact of those decisions and without risk analysis assessment of the financial effects of these decisions in the medium and long term. The present study in addition to recording an analysis of a critical period for the University of São Paulo, includes in the conclusions of the research and the theoretical framework, a set of suggestions and recommendations to improve the processes of university governance.

This study attempts to examine the conception which faculty members at North Texas State University have of their roles in university governance. These views of role perception are then compared with those reported in the study by Archie Dykes5 (discussed in detail in Chapter III), whose findings were made at a large Midwestern university and then projected to other campuses across the country. The purpose of this research has not been to delve into all the reasons behind the various perceptions which faculty members on the North Texas campus--or any other--have regarding their participation in university governance; nor has it been designed to investigate the total occupational image held by faculty members in regard to all their roles. While such topics would indeed be worthy of additional research, this paper simply attempts to uncover, assess empirically, and compare the perceptions regarding faculty involvement in academic decision-making which are held by faculty members on the North Texas State University campus and in the Dykes' study.

Depuis 1968, la gestion des universités françaises connaît de nombreuses et diverses évolutions. En 2007, l’adoption de la loi relative aux Libertés et Responsabilités des Universités, donne à la gouvernance une nouvelle orientation philosophique et pratique. Celle-ci consacre désormais l’affaiblissement du législatif face à l’exécutif et le renforcement des pouvoirs du Président de l’université qui s’appuie davantage sur une stratégie managériale. Ce nouveau contexte bouleverse l’équilibre des pouvoirs institutionnellement établis dans le champ universitaire. Cette évolution engendre une tension entre la présidentialisation connotée de la logique managériale et la collégialité qui constitue la base historique de l’administration des universités françaises. Le rôle réel de la représentativité dans la gouvernance des dites universités est ainsi posé. Trois universités de tailles différentes, Strasbourg, Limoges et Nîmes font l’objet d’une étude à partir d’entretiens semi directifs avec les acteurs concernés par le « rôle de la représentativité dans la mise en oeuvre et la dynamique de la gouvernance des universités ». / Since 1968, management of French universities has many and various developments. In 2007, the adoption of the Law on Civil Liberties and Responsibilities of Universities, gives to the governance a new philosophical and practical guidance. The adoption of the Law on Civil Liberties and Responsibilities of Universities, gives governance a new philosophical and practical guidance. That law now shifting the weakening of the legislative face to the executive and the strengthening of the powers of President of the university who leans more on a managerial strategy. This new context upsets the balance of power institutionally established in the university field. This evolution engenders a tension between the Presidentialization connoted by the managerial logic and the corporatism which constitutes the historic basis of the administration of the French universities. This is the real role of representation in the governance of these Universities. Three universities with different sizes, Strasbourg, Limoges and Nimes are the subjects of a study from semi-directive interviews with The Concerned Actors For The "role of representation in the implementation and dynamics of the universities governance."

The purpose of the study was to investigate the extent to which student leaders participate in the governance of a transforming university. The study explored their participation in the decision-making of the university, the roles they play and the value they add both to the university and to themselves in the process of their engagement. The ladder of community participation was adopted as a conceptual framework that guided the understanding of how student leaders may contribute in the decision-making of the university and how the process may benefit them as well as the society. The study adopted a qualitative approach which was modelled on a case study in order to explore the experiences of student leaders during their participation in the governance of a transforming university. Ten university student leaders from two different student structures in the Faculty of Education were interviewed. The findings revealed that the student leaders at the ground level participated to some extent with the process allowing them to “hear and be heard” although they lacked power to influence final decision-making. The study further found that student leaders at the faculty/departmental level have access to experiences and information that may improve the quality and accountability of decision-making. Based on the study findings the following recommendations were made, namely, the need for university management to consider the full participation of student leaders from faculties, departments and/or committees because they have the potential to assist with problem solving at the local level in respect of issues that have an immediate impact on students while offering an opportunity for building a sense of community between students and management. / Dissertation (MEd)--University of Pretoria, 2021. / Education Management and Policy Studies / MEd / Unrestricted

Purpose . The purposes of this study were to (a) examine and describe the purpose and characteristics of responsibility center management (RCM) systems at two institutions of higher education, (b) describe the RCM system used at each institution at the school level of the organization, (c) examine and analyze the implementation of RCM at each institution, (d) identify the advantages and disadvantages of RCM systems at each institution, (e) examine and describe the impact of the RCM system on various constituencies affected by implementation of the process at each institution, and (f) provide data which may assist institutions of higher education in determining whether or not to institute a RCM model to assist administrators in the budgeting process. Procedure . The researcher conducted 12 interviews. Respondents included one provost, one chief financial officer (CFO) and one dean from each institution, and six faculty (three from each institution) who had knowledge of, in varying degrees, and/or responsibility for the school-level implementation of RCM systems. These individuals provided information regarding their perceptions of their respective RCM systems and related activities associated with the implementation process at each institution. Twelve content analyses were developed; two provost content analyses, two CFO content analyses, two dean content analyses, and six faculty content analyses. Two case studies were developed from the content analyses: one case study between the faculty and the administration at each institution. In addition, the researcher developed a cross-case summary from the case studies. Conclusions . The administrators in this study felt that RCM systems were implemented at each institution whereas; the faculty reported that this was not the case. Other significant findings included: (a) all the respondents indicated that each person or office might assume different roles depending on the stage of the RCM process however, good budget planning and performance was facilitated by stable environments; (b) ten out of the twelve respondents reported they could be responsible for their programs and accountable for fiscal integrity if they acted upon accurate and timely information; (c) four out of the six faculty pointed out that RCM implementation was more difficult at smaller institutions primarily, in increasing efficiency and reallocation of resources; (d) two administrators and six faculty raised concerns that information usually flowed downward in the authority hierarchy; (e) two administrators and six faculty indicated that tension resulted from the academic centers wanting more decentralization than the administration; (f) four out of the six faculty reported RCM implementation had occurred on paper only, without sufficient faculty input, and with insufficient information regarding the system's implications; and (g) all the respondents further indicated that they reserved judgment on the implementation of RCM systems until decentralization and autonomy for the academic centers is embedded in the institutional culture.

This thesis explores the implications of anti-harassment policies at Canadian medical-doctoral universities. The problem of generalized harassment as a phenomenon of academic bullying is identified and defined. This thesis explores how anti-harassment policies and practices of Canadian medical-doctoral universities have come to be, as well as their implications for academics. Chapter one identifies the methodology of the thesis, a comparative policy analysis of the policies and practices of Canada's medical-doctoral universities. Chapter two describes the theoretical foundations used in the thesis: theories of academic organizational control, policy formation, problem representation, and manifest and latent functions. Chapter three reviews contemporary literature on the role of universities in society and the phenomenon of generalized harassment in academia. Chapter four reports the results of a comparative analysis of the anti-harassment policies and practices of Canada's medical-doctoral universities, which reveal three approaches to anti-harassment policy. Chapter five links the theoretical to the empirical in order to better understand the phenomenon of generalized harassment in Canadian medical-doctoral universities, and the implications policies and practices have for the future of collegiality.