Shared Governance in California

White, Kenneth B.

doi:10.1002/cc.10203

Cited by 3 publications

(2 citation statements)

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“…Interpretations of legislation and government policy give rise to particular institutional behaviors. In California interpretations by numerous college faculty and administrators suggested that institutional governance was "shared" or jointly carried out by faculty and administrators (White, 1998). Governance in California community colleges was viewed as shared governance, even though Assembly Bill 1725 never used the word shared, indicating instead that faculty were participants in governance (Levin, 2000).…”

Section: Implications For Practitionersmentioning

confidence: 98%

“…The California community college governance story begins with Assembly Bill 1725 (1988), an omnibus bill that reputedly changed California community colleges by eroding the authority of college administrators and elevating faculty (White, 1998). The critical language for faculty elevation in governance appears in section 70902, article 7, which compels the governing board to establish procedures "to ensure faculty, staff, and students the opportunity to express their opinions at the campus level and to ensure that these opinions are given every reasonable consideration, and the right to participate effectively in district and college governance, and the right of academic senates to assume primary responsibility for making recommendations in the areas of curriculum and academic standards."…”

Section: Participation Broadly Defined: the Academic Senate In Califomentioning

confidence: 99%

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Yanks, Canucks, and Aussies: Governance as liberation

Levin

2008

New Drctns Community Coll

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Underlying the goals and actions of colleges and universities is the practice of governance. Theoretically, governance comprises both a system of regulations and the pattern of behaviors of those who make decisions about the institution' s functioning. This pattern emanates from the foundational values that organize the institution. Yet governance in higher education is difficult to comprehend in the abstract or without observation of the practice itself. While customarily viewed as a system of formal and informal decision making, and a structure that reflects authority and hierarchy, governance also pertains to relationships both within an institution and between the institution and other entities, such as government, business, and the public (Marginson and Considine, 2000).Governance is part of a historical and cultural process that both reflects and shapes institutional identity. Institutions are both agents and recipients of change, altering their social, cultural, and political contexts and being altered by these contexts. In the public sphere, government has primacy of authority for institutions. While governments have authority to change governance processes and structures in colleges, such changes do not emerge from thin air or within government, but from the negotiated order between government and its institutions and from the social, political, and economic context in which government operates in any given jurisdiction. The relationships between government and institution are one focus for the examination and understanding of governance. One outcome 67 7

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Section: Implications For Practitionersmentioning

confidence: 98%

Section: Participation Broadly Defined: the Academic Senate In Califomentioning

confidence: 99%

Yanks, Canucks, and Aussies: Governance as liberation

Levin

2008

New Drctns Community Coll

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Theoretical Frameworks

Levin¹

2007

Nontraditional Students and Community Colleges

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Five Faculty Labor Market Dilemmas Facing Community Colleges in the New Economy

Mitchell

Yıldız

Batie

2011

Community College Journal of Research and Practice

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Community colleges employ more than one-third of the nation's higher education faculty. Nevertheless, the labor market through which faculty are recruited, selected, hired, evaluated and retained or replaced is one of the least understood aspects of these institutions. Functional management and effective policy both require a clear understanding of the workplace dynamics and employment dilemmas associated with this labor market. This article begins by recognizing that the 21st century economy is being transformed by large scale social, political, and technological developments-developments often referred to as the emergence of a new economy. This new economy is transforming the nature of work and the character of worker-employer relations. Four core ideas in the new economy literature are developed to show how they are creating fundamental labor market dilemmas for community colleges. The concepts are (a) information age technology, (b) globalization, (c) neoinstitutional theories of organization, and (d) work spatialization. Analysis of these concepts shows how the transformation of work and of workplace relationships produced by the new economy is creating five

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Shared Governance in California

Abstract: The 1988 introduction of shared governance into California–s community colleges did not ultimately materialize into an anticipated model of collegiality.

Cited by 3 publications

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Yanks, Canucks, and Aussies: Governance as liberation

Yanks, Canucks, and Aussies: Governance as liberation

Theoretical Frameworks

Five Faculty Labor Market Dilemmas Facing Community Colleges in the New Economy

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