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Notions of Academic Governance

Generally in higher education there are three different understandings of the term academic governance:

Academic governance is about responsibility for key academic issues such as determining the curriculum, course approval, and ensuring standards. This is the narrowest definition and reflects practice in many post-1992 institutions and some pre-1992 universities. It focuses attention on the issues at the heart of the academic enterprise, that generally the governing body does not (and should not) become involved with. Of course, some institutions which adopt this approach may consult their senates /academic boards on major academic policy matters, but this should not be confused with responsibility, which in post-1992 institutions is clearly with the governing body, which has responsibility for determining educational character and mission.

Academic governance is about all substantial aspects of governance which directly relate to the academic life of the institution. This is the broadest understanding. It is most often found in those universities where there is a strong sense of academic collegiality, and where the culture of academic participation in decision making remains strong. In such institutions the senate /academic board is likely to be involved in a wide range of decision making. The interaction between the governing body and the senate /academic board is important, and the role of the governing body in relation to academic matters may be limited.

Academic governance is about what senate / academic board and their committees do. This understanding reflects practice in many institutions where the actual roles of the senate /academic board have changed, even though their formal responsibilities, as defined in their governing instruments have not. As a result there is a range of practice even in quite similar institutions. It also means that in some institutions there may be significant differences of understanding about the roles of key academic committees.