In order to be an effective practitioner at our institutions, it is important to understand how such institutions operate. This includes not only having an understanding of the governmental functions of the institution at which we are employed, but also of the larger governmental system at the state and national levels. Within the course Administration and Organization in Higher Education, I was able to gain a detailed understanding of both the national and institutional levels of governance. Since colleges and universities are extensive in terms of administrators, faculty, staff, and students, I believe that it is important for each group to have some level of representation at their institution. Eckel (2003) asserts that “…shared governance processes [help] institutional leaders communicate the seriousness of [situations] to the entire community, [allow] interest groups to work constructively to address difficult issues, and [provide] a mechanism to correct misconceptions about and errors in the decision-making process” (p. 31).
Shared governance is ultimately a beneficial process in which multiple constitutes are represented. It allows for the presence of diverse perspectives in the decision-making process, both before and after policies are implemented. Institutions that engage in governmental practices are, I believe, better able to implement institutional policies and address emergent dilemmas due to the willingness and cooperation of all parties involved. Shared governance is crucial for institutions to operate effectively, as it is nearly impossible for a small group of individuals to understand the diverse needs and interests of an institutional community with so many operations and entities (Hendrickson et al, 2013; Whitt, 2011).
I was further immersed in institutional laws and policies while employed in Salem State's Office of Enrollment Management and Student Life. Within my role, I served as the Dual Enrollment Assistant and was the primary point of contact to dual enrollment students (current high school students taking college-level classes). This position required a comprehensive understanding of the Federal Education Rights and Privacy Act (FERPA). Prior to starting my position I needed to be certified as having completed FERPA training in order to ensure that I was familiar with information polices on a students' right to privacy (and how parents/family members were excluded from accessing certain information). At Olin College there are multiple occasions when parents of incoming or first year students would have questions about certain parts of their student's academic life which FERPA law prevented from being disclosed. In such situations I would have to have a detailed enough understanding of the law in order to properly explain it to them and provide information on what needed to be done in order for them to be able to access their student's information.
Along with understanding how institutions are governed it is important to understand the impact and history of governmental policy. Through the course Legal Aspects of Higher Education I was able to engage in a series of discussions regarding not only legal history, but also current legal trends impacting student affairs professionals. Discussions on affirmative action or the rights of transgender students helped to provide me with an understanding of the various laws and policies that impact institutional practice. By understanding the legal history associated with these institutional practices, I am better able to navigate the political realm in which I am employed. This includes being able to effectively adhere to the law, as well as being able to recognize the situations in which a law or policy may need to be review or challenged (Kaplin & Lee, 2007).
REFERENCES:
ACPA & NASPA. (2010). Professional competency areas for student affairs practitioners. Washington, DC: Authors.
Eckel, P.D. (2003). The role of shared governance in institutional hard decisions: Enabler or antagonist? The Review of Higher Education, 24(1), 15-39. Doi:10.1353/rhe.2000.0022
Hendrickson, R.M., Lane, J.E., Harris, J.T., & Dorman, R.H. (2013). Academic leadership and governance of higher education: A guide for trustees, leaders, and aspiring leaders of two-and-four-year institutions. Sterling, VA: Stylus
Kaplin, W. & Lee, B. (2007). The law of higher education (4th Ed.). San Francisco, CA: John Wiley & Sons Inc.
Whitt, E. J.. (2011) Academic and student affairs partnerships. In Schuch, J.H., Jones, S.R., Harper, S.R. & associates (Eds.). Student services:a handbook for the profession. (pp. 482-496). San Franscicio, CA: Jossey-Bass
Law, Policy, and Governance
“The Law, Policy, and Governance competency area includes the knowledge, skills, and attitudes relating to policy development processes used in various contexts, the application of legal constructs, and the understanding of governance structures and their effect on one’s professional practice.”
(ACPA & NASPA, 2010, p.20)
The assignments “Governing Board of California Community Colleges” and “The Academic Senate of Woodland Community College” examine in detail the governance system of higher education for the state of California, which interestingly dissolved its coordinating board in 2011 and instead now operates under a single governing board.
Reflections on additional legal issues of higher education can be found within the following weekly reflections from Legal Aspects of Higher Education: