The Effectiveness of Academic Boards in University Governance

Autor/in	Rowlands, Julie
Titel	The Effectiveness of Academic Boards in University Governance
Quelle	In: Tertiary Education and Management, 19 (2013) 4, S.338-352 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-3883
DOI	10.1080/13583883.2013.822926
Schlagwörter	Governance; Higher Education; Organizational Effectiveness; College Governing Councils; Case Studies; Foreign Countries; Educational Policy; Institutional Characteristics; Performance Factors; Universities; Australia + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unternehmenserfolg; Hochschulrat; Case study; Fallstudie; Case Study; Ausland; Politics of education; Leistungsindikator; University; Universität; Australien
Abstract	Despite considerable international literature acknowledging issues associated with the effectiveness of university academic boards (also known as academic senates or faculty senates), there is little current empirical research exploring why difficulties might exist and what (if anything) might be done about them. This article reports the findings of case study research conducted in Australian universities, which examined fulfilment of academic board terms of reference and perceived academic board strengths and weaknesses. Based on the data, the article then considers the characteristics of one particular "effective" academic board. It concludes by highlighting some potential implications of the research for those universities seeking to enhance the future role and function of their academic board, which include discussing the apparent importance of latent or tacit functions of university academic boards, versus those functions or responsibilities which are formally documented, and the building of intellectual and symbolic capital for their respective universities through a focus on the substantive quality of core academic programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10