The Role of Governing Boards in the Global Transformation of Higher Education
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1 The Role of Governing Boards in the Global Transformation of Higher Education Thomas J. Wyly President, Strategic Consulting: The Wyly/Kellogg International Group Specialists in International Affairs, Global Engagement, and Searches for Senior International Positions Other Expertise in Strategic Planning and Board Governance
2 Four Agenda Items: 1. Review of Literature 2. Results of Chief International Officers Survey 3. Issues and Concerns 4. Practical Advice for Working with Trustees
3 I. Professional Literature Very Little Formal Attention Has Been Paid A. Association of Governing Boards Pamela J. Bernard, Presidents and Board Must be Deliberate as They Expand International Activities. Trusteeship, July/August, 2008, No. 4, Vol.16. Richard A. Skinner, Globalization of Higher Education: What Role Should Governing Boards Play In Overseeing International Education? Trusteeship, March/April, 2008, Vol. 16. Pamela J. Bernard, Forget Global: Look at Your Educational Programs Next Door. Trusteeship, March/April, 2010, No. 2, Vol. 18.
4 B. Institute of International Education (IIE) (one noteworthy exception) International Education as an Institutional Priority: What Every College and University Trustee Should Know Note: Includes How Can Trustees Help Make International a Part of Everyone s Education?
5 C. Community Colleges: Call To Action central role in ensuring an educated U.S. citizenry and a globally competitive workforce YET no mention of international education in: We believe We commit We ask Perhaps the international dimension should be considered IMPLICIT rather than EXPLICIT in this document
6 II. Chief International Officer Survey Profile of Respondents: 65 Responses All are Chief International Officers; all responses anonymous 47% at large, public, doctoral, research institutions 15% at two-year institutions 50% hold the title of Director 35% are Associate/Assistant Provosts or Associate/Assistant Vice Presidents 66% report directly to the Chief Academic Officer, and another 17% report to someone who reports to the Chief Academic Officer
7 IS THERE A COMMITTEE OF YOUR INSTITUTION'S GOVERNING BOARD THAT IS FORMALLY RESPONSIBLE FOR OVERSIGHT OF INTERNATIONAL PROGRAMS AND ACTIVITIES, OR THAT YOU MEET WITH OR REPORT TO ON A FAIRLY REGULAR BASIS? 69% NO (44 institutions) 31% YES (20 institutions) 31% 69%
8 Governing Board Involvement in Strategic Planning for International Affairs, and in Monitoring Results A. Institutions That Have a Separate International Affairs Plan (42 institutions, or 65%): 1. 6 institutions: Trustees closely involved in creating strategy and monitoring its implementation (9% of 65 responses) institutions: plan created by administration and faculty, and approved by Board with little or no significant revision (18%) institutions: Trustees have not reviewed or approved plan (36%) Separate Plans 35 No Separate Plan
9 B. Institutions That Do NOT Have a Separate International Affairs Plan (23 institutions, or 35%) institutions: international issues meaningfully incorporated into the institutional or academic plan (26%) institutions: international issues NOT meaningfully incorporated into the institutional or academic plan (9%) Separate Plans
10 Governing Board Involvement IN OTHER WORDS... At only 6 institutions out of 65 (9%) has the Board been closely involved in creating and monitoring international strategy At only 17 institutions out of 65 (26%), where there isn t a distinct international plan, is international affairs meaningfully incorporated into an institution-wide or academic affairs plan At 30 institutions out of 65 (46%), either there is no separate international plan, or international affairs is NOT incorporated into the institutional or academic plan At 12 institutions out of 65 (18%) Board engagement in international strategy appears to be after-the-fact and perhaps perfunctory
11 Relationship of Chief International Officer to the Governing Board or a Designated Committee 22 respondents (34%) have little or no relationship 20 respondents (31%) meet occasionally with governing board, report information, but receive little or no advice or direction 13 respondents (20%) pass information on through someone else, but seldom if ever meet with trustees themselves 7 respondents (11%) meet regularly with trustees, who are meaningfully engaged in creating strategy and policy 2 respondents (3%) report that a trustee serves on a non-board advisory committee ONLY 7 of 65 chief international officers appear to have a desirable, ongoing, collaborative, working relationship with the governing board or a board committee
12 Governing Board IMPACT on International Affairs 28 respondents (45%): occasional Board inquiries or contributions, but no consistent or active engagement 11 respondents (18%): Board embraces internationalization as a missionlevel issue, and is a valuable resource to president, provost, international officer 10 respondents (16%): see little evidence that international education appears on the Board s radar screen 7 respondents (11%): Board concerned with financial and risk management issues, rather than educational or competitive strategy 6 respondents (10%): internationalization a concern to only one or a few interested trustees
13 Anticipated Reactions from President or Provost to Requests for Greater Governing Board Engagement 23 respondents (37%): reluctance to add to issues for which president and provost are accountable 17 respondents (27%): strong support for fuller involvement by the trustees 14 respondents (22%): uncertain what reaction they would receive to such a suggestion 6 respondents (10%): a negative response, possibly because president and provost think Board not well-qualified to contribute to international discussions 3 respondents (5%): a negative response, possibly because president and/or provost are themselves not committed to the importance of international education
14 Matters Regarding Which Chief International Officers Desire Greater Governing Board Assistance 22 respondents (35%): fund raising for international education purposes 14 respondents (23%): creating institution-wide and/or school-wide international strategy, and mainstreaming international considerations into planning, budgeting, and decision-making processes 10 respondents (17%): internationalizing the curriculum and approaches to student development (co-curriculum) 7 respondents (12%): making international affairs a higher priority among administrative and faculty leadership 7 respondents (12%): other 1 respondent (2%): establishing partnerships with institutions, governments, and NGOs in other countries
15 III. ISSUES AND CONCERNS Do Trustees and Chief International Officers read any of the same professional literature, or attend the same workshops and conferences? Are the professional titles of Director and Dean, rather than Vice President, Vice Provost, Assistant Vice President, etc., impediments to greater access to and interaction with the governing board? How can Presidents and Chief Academic Officers promote greater governing board strategic involvement in international affairs? What strategies would lead governing boards to focus on international affairs in their oversight of strategic planning, presidential and academic officer performance, fund raising, and related matters?
16 How can we best identify institutions that exemplify best practices regarding governing board engagement with international affairs, and share pertinent information? What role should various professional associations play in promoting greater governing board attention to the international dimensions of higher education: AIEA: Association of International Education Administrators IIE: Institute of International Education AGB: Association of Governing Boards AACC: American Association of Community Colleges ACCT: Association of Community College Trustees CCID: Community Colleges for International Development NAFSA: Association of International Educators Others?
17 IV. PRACTICAL ADVICE FOR ENGAGING TRUSTEES 1. Understand the dynamics of the relationship between the President and the Governing Board 2. Understand the current strengths and weaknesses of the Board 3. Understand the Board s preferred methods and habits of operation 4. Identify one or more Trustees who appear qualified to provide the kind of assistance you need 5. Get informal advice from fellow senior administrators who have track records of working successfully with the Board 6. NEVER circumvent the President or Provost in dealing with the Board 7. NEVER surprise the President or Provost in the Board Room e.g., with good news, bad news, information, or anything else
18 8. Develop a knowledge base regarding Board involvement in international affairs at peer and competitor institutions 9. Understand the processes through which the Board evaluates its own performance, identifies needs for additional kinds of talent, and recruits new members 10. Identify fund raising opportunities that will not compete with raising monies for other institutional needs 11. Understand the difference between the institutional board and the foundation board, and the relationship between them 11. Be wary of Trustees who don t play by Board s rules 12. Identify projects or goals that are truly achievable, that will give the President or Provost a win in the Board Room
19 13. Understand the impact of the role of the governor and legislature at public institutions in appointing the Board and establishing expectations for its performance; state s economic development issues 14. Talk with colleagues at other institutions who work successfully and collaboratively with their boards 15. Consider the possibility of a governing board retreat (prepare carefully) 16. Consider obtaining assistance from experienced consultants! Tom Wyly Earl Kellogg President Senior Vice President and Chief International Officer Belmont, MA Champaign, IL tomwyly@juno.com ekellogg@illinois.edu Strategic Consulting: The Wyly/Kellogg International Group
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