Academic Departments as Microfoundations of Institutional Governance

Abstract

Considerations of governance in US higher education do not typically include the academic department. This results in a knowledge gap about the role of these central organizing units of academic work in the governance of colleges and universities. Through the concept of microfoundations, we explore concrete ways in which departmental governance matters, how it may be challenging, and strategies for fostering effective governance within academic departments. Summary: Faculty members are encouraged to examine their departmental infrastructure, including materials related to and procedures for departmental processes such as admissions, teaching excellence, and student grievances. These materials should be co-constructed by members, aligned with policies and processes at higher organizational levels, and centrally maintained to ensure access, cross-training, consistency, and continuous improvement. Leaders of academic departments should establish 1–2 priorities per semester or year, such as enrollment management or admissions, and invest in opportunities to recognize those department members who contribute to such initiatives. Establishing monthly department meetings with clear agendas, and clear ways for faculty members to add items to that agenda, can help create and reinforce a collegial culture; promote the free and open exchange of ideas and perspectives; and maintain a record of collective decision-making, votes and outcomes, and priorities. Departmental leaders have opportunities to prepare and support faculty for effective engagement in shared governance within their academic departments and across career stages and appointment types, including development, socialization, mentorship, and leadership that helps members of the academy understand what shared governance is and why it matters, including within departmental contexts.