Explores the idea of having a faculty member on the Board of Trustees. (PG)

The professional supporting staff of universities should participate fully in institutional governance. (Ed.)

Discusses the pros and cons of faculty on the Board of Trustees and gives an example of faculty trusteeship at Roosevelt University. (PG)

Loyola College President discusses criteria for selection of trustees suggesting each be chosen for his aid in one of three functions: fund raising, institutional management, or development of institutional purpose. (JT)

A survey exploring board involvement, fund-raising budgetary considerations, and other aspects related to fund-raising and institution advancement is discussed. A concern for a better understanding and collaboration among college and university boards, as well as a broadened awareness of the trustee's role, led to the study. (MLW)

If a college governing board is to intelligently satisfy its obligation for presidential evaluation, its method should not include systematic and public involvement of faculty, students, and staff. If it handles the process sensitively, the result will be a valuable assessment of the institution, its people and policies, and its president. (MSE)

The minority presence on boards of trustees is too small to have a significant impact on redirecting policy and funding support programs for minorities. Minority trustees have a responsibility to prod members to increase the minorities on campus and to make trustees aware of the implications of new demographic projections. (MLW)

Techniques learned and used by the University of Carolina's administration to aid the board in policy making, goal setting, and evaluation include: providing sound, timely, and sufficient information; two-way information flow; an annual meeting devoted to goal-setting; participation in university briefings; and personal contact. (MSE)

Because in academic controversy both judicial expertise and legal precedent are virtually nonexistent, an Academic Dispute-Settlement Commission is proposed. (IR)

Methods used at the University of Richmond to rethink its mission and develop a five-year plan with budgets are outlined, including setting up task forces, keeping to deadlines, budgeting, allowing minority views, keeping the trustees apprised and committed, and getting faculty reactions. (MSE)

A two-year national study of effective college presidents found that effective presidents think and behave differently from their representative counterparts. Three basic leadership attitudes and behaviors were: those related to the person; those reflected in the position; and those evident in social relationships. (MLW)

A study of governing board effectiveness in private liberal arts and comprehensive colleges is discussed. Effective boards manifest their concern for community in three ways: they enact institutional values; consult with key constituencies; and judge their own performance in terms of their relationships with others. (MLW)

Higher Education faces two issues in capital renewal and replacement: (1) quantifying and funding the accumulated backlog of capital needs due to deferred maintenance, and (2) developing an ongoing funding plan to ensure backlogs do not accumulate in the future. (MSE)

The college president's role in institutional leadership is discussed, focusing on the president's relationship with the governing board and his/her empowerment in the face of responsibility. Examples of presidents who have been able to transform institutions are offered. It is concluded that professional distance is an essential quality. (MSE)