By Paul Johnson, Professor, University of Southern Maine and Jacqueline Edmondson, USM President
The concept of shared faculty governance, wherein the faculty and administrators have responsibilities in the decision-making processes of the University, is a unique and fragile relationship. Faculty are responsible for academic work that includes developing curriculum, teaching classes, producing scholarship, advising students, and serving on department, school, and university committees. They also are stewards of the professional standards of their respective disciplines, and they need to ensure these standards are upheld at their respective institutions. Faculty often have institutional memories that administrators may not have given the shorter appointment terms of administrator contracts.
Administrators are charged with leading universities, enacting a vision that results in success for the institution, and fiscal stewardship. While there are expectations for shared governance that extend to the System Chancellor and Board of Trustee level, we focus here on the shared governance enacted at the university level between the administration (president, provost, vice presidents, and deans) and faculty.
Upon assuming the role of president, one wields significant power. The provost and deans are subject to the president’s discretion, and it is common for a president to appoint their own staff who support the vision and priorities of the president.
This affects shared governance because a power imbalance exists by design. The president holds significant sway and authority within the university; however, presidents, to be effective, should acknowledge that the relationship between faculty and administration is a dynamic and interdependent one. What is often overlooked or misunderstood is that these two entities – administration and faculty – are mutually influential, with their interactions constantly shaping and affecting one another.
Hence, we have arrived at the notion of shared governance. How can faculty and administration work together to meet the numerous challenges that face their university and serve the interests of their students and the citizens of Maine? We suggest several conditions that lead to successful shared governance.
Firstly, there needs to be a relationship between the administration and the faculty that involves mutual respect. Through these sound relationships, time and energy can be spent on productively advancing the university. To foster these relationships, they must spend time together through regularly scheduled meetings and intentional correspondence.
Secondly, both parties need to be committed to open and transparent communication. Through open and honest dialogue, both parties can identify the issues that need to be addressed, and both can come to understandings about the potential solutions. While complete consensus may not be possible, it is through open communication that trust can be established.
Thirdly, both parties need to clearly understand one another’s roles and responsibilities within the university. This helps to establish processes that are clear and lead to solutions.
All the aforementioned demonstrate the importance of working together. That is not to say that both groups will not have disagreements. But, for this concept of shared governance to work, there has to be a willingness to meet with one another, talk to one another, listen to one another, and disagree with one another respectfully.
If both parties are not willing to engage in this process, then the outcomes are not good. Either group will probably attempt to exert its power negatively. Over the past two decades, we have seen this played out at the University of Southern Maine. There have been votes of no confidence in past presidents, with retrenchments and program eliminations.
The impact of this issue has been significant and long-lasting. The University has observed a downward trend in both student enrollment and retention rates, along with a decrease in financial support. Moreover, there has been a departure of faculty and staff members, making it arduous to find suitable replacements. Additionally, securing qualified individuals with the requisite administrative skills and a readiness to undertake leadership roles at the University has proved to be a formidable obstacle.
Hence, shared governance is vital to the success of a university. With universities competing for students and the lack of state appropriations, it is vital that the University of Southern Maine not only embrace the concept of shared governance but also demonstrate that we are actively utilizing it. Students, parents, community members, philanthropic organizations, members of the legislature, and members of the Board of Trustees need tangible outcomes that demonstrate how the University is working together.
The University has made impressive strides recently, with notable improvements in first to second-year retention rates and evidence of some optimistic enrollment trends. This semester, the Portland Campus has seen the unveiling of the McGoldrick Center for Career and Student Success and a state-of-the-art residential quad. Additionally, there are exciting plans for the construction of a new arts center on the Portland Campus.
The reason these points are significant is that they are evidence of support and backing from students, faculty, staff, administration, and the community. These are wonderful examples of shared governance in action at USM.
