Monday, March 12, 2007
Shared Governance
I write regarding shared governance. The concept is as important in academe as it is unknown in other contexts. Perhaps the best parallel to shared governance is the separation of powers as envisioned by the United States Constitution and explained in the Federalist Papers. In essence, shared governance is notion that the faculty and the administration work together, with policy decisions made either through a direct democracy in which professors vote (and, in general, administrators do not) or at least extensive consultation with professors (in regular faculty meetings or in various committees). At every level, the administrators who are successful are those who respect shared governance, learning how to lead by example and through a deliberative process that is inclusive. Administrators risk not only their authority but also their careers if they fail to engage with the faculty. Thus, the dean works for the faculty rather than vice versa.
Concrete examples of the paramount role of the faculty include the recent decision to adopt a new admissions policy. The primary author of the policy was the long-time chair of the Admissions Committee, Professor Jonathan Weinberg, not a member of the administration. The pair of unanimous votes that were cast to adopt the admissions policy were taken of professors. As Dean, I cast only a tie-breaking vote on an amendment -- and that was the first and likely the last vote I will cast at a faculty meeting. (The Associate Dean also does not receive a ballot). Another example is faculty hiring. All of the decisions about whom to interview or extend an offer are made by either the Appointments Committee or different groups of faculty (depending on the nature of the appointment).
As an institution, we have undertaken numerous important efforts over the past two and a half years and have additional efforts underway. Faculty participation is the primary means of advancing these efforts. We have changed, for instance, the status of clinical faculty and LRW faculty, as well as the evaluation standards for the former. At this time, we are engaged in the initial design process for the new Keith Building and Center for Civil Rights, led by the Building Committee. We also are starting strategic planning, to be led by a Steering Committee; review of the part-time program and the LLM program are already started, also led by Committees dedicated to those tasks.
In all of our activities, I also have sought to increase student participation. Students have long been able to interview faculty candidates, but the process has been made more formal. The Student Board of Governors has an opportunity to designate representatives to meet directly with the faculty to offer student opinions about each applicant. Students sit on virtually every committee, taking part in deliberations on policy matters (though, for confidentiality reasons, not on matters such as individual admissions decisions).
Whatever we are able to do, it is only by working together.
