• Corpus ID: 156419014

Challenging Stereotypes That Interfere With Effective Governance

@article{Kezar2006ChallengingST,
  title={Challenging Stereotypes That Interfere With Effective Governance},
  author={Adrianna Kezar and Jaime Lester and Gregory Anderson},
  journal={Thought and Action},
  year={2006}
}

• Adrianna Kezar, Jaime Lester, Gregory Anderson
• Published 2006
• Education
• Thought and Action

FALL 2006 121 Clark Kerr noted that shared governance is one of the defining hallmarks of universities. Shared governance demonstrates the commitment to freedom of ideas, the professionalization of faculty, and the importance of deliberative decision-making. Historians of higher education note that faculty look romantically at shared governance as a much more deeply embedded pattern in higher education than the historical record actually demonstrates. Nevertheless, the case can be made that shared governance has been an important part of many higher education institutions over the last 75 years. Although the role of faculty in governance differs by institutional sector and over time, historically there has often been debate and interest in the role of faculty in governance. Traditionally, only tenured and tenure-track faculty work with There is a growing concern among faculty and administrators in higher education institutions at all levels that shared governance is being diminished, primarily due to the decline of tenure-track faculty and growth of contingent faculty who have been historically excluded from formal participation in university governance. Since governance forms a main part of service, one of three roles in the triumvirate of teaching, research, and service, as the demographic profile of faculty changes, this is an important time to reflect on governance—one of the main aspects of academic work. Challenging Stereotypes That Interfere With Effective Governance