Higher Education Governance and Decision-Making: Toward Culturally Sustaining Governance in Higher Education: Best Practices of Theory, Research, and Practice.
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| Title: | Higher Education Governance and Decision-Making: Toward Culturally Sustaining Governance in Higher Education: Best Practices of Theory, Research, and Practice. |
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| Authors: | Rall, Raquel M.1, Morgan, Demetri L.2, Commodore, Felecia3 |
| Source: | Journal of Education Human Resources. Winter2020, Vol. 38 Issue 1, p129-164. 26p. |
| Subject Terms: | *Decision making, *Educational leadership, *Diversity in education, *Educational equalization, *Higher education, Trusts & trustees |
| Abstract: | Demographic shifts within the nation have elicited an explicit and implicit call to action to address issues of diversity, equity, and inclusion. Topics such as curriculum, access, and tuition and individuals such as students, faculty, staff, and even administrators are presently foci for equity-centered initiatives and research within higher education. Within the equity imperative, however, one vital stakeholder group continues to be ignored in both research and practice--governing boards of higher education. As the group situated at the highest level of leadership, governance, and decision-making in higher education institutions, it is of great concern that research has not explored the role of the board as related to issues of equity, inclusion, and diversity. The authors reflect on the development of culturally sustaining governance (CSG) and the ways it can be applied in higher education. The authors argue for an increase of scholarship at the intersection of governance and equity. The authors discuss their work with boards as an example of how culturally sustaining governance facilitates a recognition of decision-making that intentionally prioritizes matters of equity and justice. Specifically, using document analysis, extant literature, and exemplar board cases, the authors present and define CSG within higher education, then delineate its features specifically for boards. The authors encourage additional research in this space in order to advance equity goals in higher education. Ultimately, the authors suggest that to better recognize, comprehend, and challenge systemic educational and social injustices, postsecondary stakeholders must consider and center the decision-making practices of trustee boards. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Education Human Resources is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 143938073 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Higher Education Governance and Decision-Making: Toward Culturally Sustaining Governance in Higher Education: Best Practices of Theory, Research, and Practice. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rall%2C+Raquel+M%2E%22">Rall, Raquel M.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Morgan%2C+Demetri+L%2E%22">Morgan, Demetri L.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Commodore%2C+Felecia%22">Commodore, Felecia</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Education+Human+Resources%22">Journal of Education Human Resources</searchLink>. Winter2020, Vol. 38 Issue 1, p129-164. 26p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Diversity+in+education%22">Diversity in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Trusts+%26+trustees%22">Trusts & trustees</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Demographic shifts within the nation have elicited an explicit and implicit call to action to address issues of diversity, equity, and inclusion. Topics such as curriculum, access, and tuition and individuals such as students, faculty, staff, and even administrators are presently foci for equity-centered initiatives and research within higher education. Within the equity imperative, however, one vital stakeholder group continues to be ignored in both research and practice--governing boards of higher education. As the group situated at the highest level of leadership, governance, and decision-making in higher education institutions, it is of great concern that research has not explored the role of the board as related to issues of equity, inclusion, and diversity. The authors reflect on the development of culturally sustaining governance (CSG) and the ways it can be applied in higher education. The authors argue for an increase of scholarship at the intersection of governance and equity. The authors discuss their work with boards as an example of how culturally sustaining governance facilitates a recognition of decision-making that intentionally prioritizes matters of equity and justice. Specifically, using document analysis, extant literature, and exemplar board cases, the authors present and define CSG within higher education, then delineate its features specifically for boards. The authors encourage additional research in this space in order to advance equity goals in higher education. Ultimately, the authors suggest that to better recognize, comprehend, and challenge systemic educational and social injustices, postsecondary stakeholders must consider and center the decision-making practices of trustee boards. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Education Human Resources is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=143938073 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3138/jehr.2019-0006 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 129 Subjects: – SubjectFull: Decision making Type: general – SubjectFull: Educational leadership Type: general – SubjectFull: Diversity in education Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Higher education Type: general – SubjectFull: Trusts & trustees Type: general Titles: – TitleFull: Higher Education Governance and Decision-Making: Toward Culturally Sustaining Governance in Higher Education: Best Practices of Theory, Research, and Practice. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rall, Raquel M. – PersonEntity: Name: NameFull: Morgan, Demetri L. – PersonEntity: Name: NameFull: Commodore, Felecia IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Winter2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 2562783X Numbering: – Type: volume Value: 38 – Type: issue Value: 1 Titles: – TitleFull: Journal of Education Human Resources Type: main |
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