This book is almost an encyclopedia of higher education, covering history, theories, challenges, and advice in managing higher education. It offers guidance to the academic leadershipincluding presidents, trustees, deans, chairs, and heads of departments-on how to effectively carry out their respective responsibilities. It explains the governing structure and functions of the institution and reaffirms the academic leadership and board of trustees as the centre for decision making. Academic leadership refers primarily to the president, while governance refers to the board of trustees, which helps the academy fulfill the institution's mission. The book covers five critical parts.Part One issues the clarion call for the university to stay relevant amidst changes in the environment. The authors unabashedly approach the university like a business corporation, stressing the need for an effective strategic management process-including planning, assessing, and budgeting-which is echoed through the rest of the text. Academic institutions ought to conduct regular self-assessments to enhance their strengths, exploit opportunities, and overcome their weaknesses in order better to manage threats. For instance, they need to set goals and formulate strategies (Perrow, 1970) to improve technological support for teaching and learning (Scott & Davis, 2007), build formal and informal networks of communication with stakeholders, and attract, develop, and retain talent (Barnard, 1938; Simon, 1945 Simon, /1997.Part Two urges universities to collaborate with external constituents to stay relevant and effective, much like a public relations strategy to build goodwill with stakeholders. Instead of fighting or ignoring the policies of federal and provincial governments, universities ought to engage with them for funding and directions that help to develop graduates with employable skillsets (Sparks & Waits, 2011), thus enhancing the nation's global competitiveness (Lane & Johnstone, 2012). The judiciary is a critical stakeholder to build relations with because the laws they set protect the interests of students and instructors, but may not safeguard the interests of the academic leadership. For example, the academic leadership may face challenges with student and faculty unions, as well as issues with academic freedom and academic dismissal.
