College trustees are board members, and then some
The opinions expressed are her own.
Recent news around Penn State and the â€śOccupyâ€ť Movement on university campuses has thrown the role of the college and university trustee into the headlines and it is worth having a closer look at the role of the board of trustees and what it means to sit on the board of a higher education institution.
Like all boards, college and university boards have a general obligation to be caretakers of the organization and look after the interests of all its stakeholders, but in the higher education sector this role is layered with more complexity than it is for most corporate entities. After all, they are shaping the minds of future generations and it is the last opportunity to do that in a collective setting before a class of future scientists and artists, politicians and teachers, entrepreneurs and journalists spreads out into the world.
The role of the trustee of a college or university is not for the faint of heart, as the university board carries a long list of complex issues that require the trusteeâ€™s attention. There are a myriad of competing pressures that higher educational institutions face, no matter where they are in the world. Some are long standing issues, and some are new, and many are heightened by the economic crisis.
The economic factors that impact institutions including dwindling public funds and spiraling costs juxtaposed with economic hardship hitting students and the increasing need for financial aid. Feelings are heightened because of a sense of ownership by students, alumnae, faculty & staff.Â Idealism runs high.
They must strive to provide an environment, with modern, purpose-built facilities, committed and engaged staff, an inquisitive and curiosity-driven culture, all in an international context, that allows them to turn out the next generation of professionals and leaders in all sectors of society. Also, they are expected to produce world-leading research, and also have input into informed public debate and policy. They have a long standing commitment to make their alumnae and current students proud, and also to assure parents that this is the best place to send their children. They must have balanced books and raise money for capital investment, student experience, research, and continued growth and expansion. Coupled with all of this, is the complexity of an institution in constant motion, transition and growth: the student constituency changes, there is often frequent faculty and staff turnover, particularly of those faculty who are untenured. Also, there is a drive to be successful in sports, something that perhaps has a huge focus in the US (though anyone who has experienced the Oxford Cambridge Boat Race can attest it is felt elsewhere in the world as well).
Balance with all of this, the obligation to educate is overarching, and it is a real opportunity to lead through example of deed rather than just through word in the classroom. This applies to all areas from responsible investment policies to creating sustainable infrastructure, as well as creating an environment for freedom of speech.
To accomplish all of this requires a very capable executive team, but, like in the corporate world, it also needs a board that can engage with them, challenging and encouraging them to ensure that they are doing what is necessary to future proof the institution, and to ensure that they doing both the tactical â€śgroundingâ€ť work, but also the future proofing strategic â€śstargazingâ€ť work.
Like corporate board, boards of colleges and universities have audit, finance, governance, and nominations committees, but in addition they often require other committees that reflect their different or added responsibilities, such as an investment committee, development committee, student affairs committee, and more.
These boards tend to be very large, indeed perhaps too large. The people who serve on college and university boards often come to the table with different levels of skills, experience, and motivations. Along with independent members, who are themselves often alumnae, there are official alumnae representatives, as well as student, staff and faculty representatives. (I should note that when I was in college I served for a couple of years as a student representative on the board of trustees. It was my first exposure to the boardroom and a window into a world not normally given to an 18 year old. It was the first time I began to have an appreciation for what a boardroom is, and indeed what it is not, all about. It was an incredibly valuable experience and one that, as I look back, has helped shape some of my own thinking about the boardroom.)
Above all else, serving on these boards should not be an ego trip or a post sold to the highest donor, but should be undertaken mindfully, wholeheartedly, and with a strong mix of passion and dispassion.
For the board of the University of California system, that means ensuring that the administration is not complicit in pepper spraying peaceful students, but turns times of tension and conflict into opportunities for dialogue and into a teaching and learning moment.
For the trustees of Penn State, who are grappling with the scandal of pedophilia and its subsequent shameful cover up, that means not willfully turning a blind eye to serious issues. The â€śsee no evil hear no evilâ€ť posture is not going to fly. Time magazine asked Penn State trustee Ron Tomalis if heâ€™d seen the Harrisburg Patriot-News article, where the grand jury details of the Sandusky case were made public; he said he had, but the trustees chose not to act on it because their were â€śsecret grand jury proceedings” happening concurrently, even though their content was clearly no longer much of a secret.
It is time for all of us to look again at the boards of educational institutions and to make sure they are fit for purpose. Colleges and universities are like small cities (sometimes even large ones) and governing them takes responsibility and a strong sense of purpose.
Do these boards have the most capable independent directors? Are they asking the hard questions that need to be asked and are they holding the institutions to a higher standard? Are the board members genuinely engaged and committed? Is the balance of power in the room correct, or does the administration keep uncomfortable or inconvenient truths from the board members?
Higher education institutions are amongst the most challenging to lead, and they require the best possible people in the board room. It is time for us all to look at that more carefully.