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Co-published with This series of essays written for trustees and administrative leaders of universities and colleges draws on the authors’ extensive consulting experience, research into the dynamics of boards, and service as trustees, to focus on practical insights that will help readers improve governance. The authors have contributed a series of essays on governing well to Inside Higher Education, which formed the inspiration for this volume.The primary aim of the book is to provide insight that boards can use to enhance their governing practices. The author’s take is not a “how to do” book but rather one on “how to think.” Their basic premise is that too many boards are underperforming because they adopt or continue ineffective practices. However, thinking in more intentional if not new ways about not only what they do as boards, but how they go about their efforts, will help boards add value to the institutions and state systems they govern. The authors use thought provoking-titles and a conversational tone to engage the readers, get them to reflect on their work, and broaden their horizons.

A college is only as strong as its board of trustees. While the media frequently report on threats facing colleges and universities, no sector of higher education is in more danger than private colleges with small endowments and low enrollments. Numerous small private liberal arts colleges could benefit from careful consideration of characteristics and practices of successful trusteeship. In How Boards Lead Small Colleges, Alice Lee Williams Brown and Elizabeth Richmond Hayford focus on small colleges—the kind that seldom attract the attention of researchers. Integrating case studies with theoretical analyses of college governance, they explain the basic responsibilities of boards while demonstrating how some develop practices that fulfill these responsibilities more effectively than others. The book emphasizes strategic planning and collaboration between the board and central administration—advice useful to those governing colleges and universities of all sizes and strengths. For decades, the authors led consortia of small colleges and served on boards of multiple nonprofit organizations. Here, they interview trustees and presidents at dozens of small colleges across multiple states to identify the role governing boards play in building strong private colleges. Encouraging presidents to consider new approaches for working with their boards based on mutual dedication to strengthening institutions, Brown and Hayford also urge trustees to challenge new thinking from their presidents without interfering in internal operations. How Boards Lead Small Colleges is designed to appeal to anyone with a special interest in the future of small private colleges, which play a critical role in the world of higher education.

This article reports the findings of a study into the boards of trustees of two small primary schools in New Zealand, the boards of which had been deemed by the Ministry of Education to be “at risk”. Both boards also fitted into a broad band of schools identified by the Ministry of Education as most likely to have difficulty gaining a competent board. The study found that, while there were some issues about the understanding of the board’s governance role by individual trustees, the key concern appeared to be a conflict in the perceptions about the board’s role between the localised views held by the parent trustees and the centralised views held by the government and its advisors. The study also found that the centralising policies of the government had placed increasing compliance and regulations on the boards which were too complex for non-professional educators to adequately fulfil. Therefore, the article suggests that the government’s centralising policy initiatives are a key factor behind the growing number of boards of small primary schools being declared ineffective. The article also suggests that those policy initiatives are having an especially negative impact on boards where there are few parents available for the board or there is a small pool of parental expertise.

The revised new edition of the must-read guide for executives—provides comprehensive coverage of topics in corporate governance by leading subject-matter expertsThe Handbook of Board Governance is the marketing-leading text on public, nonprofit, and private board governance. Providing comprehensive, in-depth coverage, this unique text represents a collaboration of internationally-recognized academics and prominent organization directors, executives, managers, and advisors. Contributors include Ariel Fromer Babcock, Robert Eccles, Alice Korngold, Ellie Mulholland, Michael Useem, Elizabeth Valentine and John Zinkin. Practical, expert guidance enables readers to understand value creation and the strategic role of the board, risk governance and oversight, audit and compensation committee effectiveness, CEO succession planning, and other diverse board duties and responsibilities.Now in its second edition, the Handbook offers substantial updates and revisions reflecting contemporary trends, practices, and developments in board governance. New content includes discussions of pressing issues related to climate change, examination of information technology and cybersecurity challenges, and recent tax legislation that will impact executive compensation. Editor Dr. Richard Leblanc—an award-winning teacher, professor, lawyer, management consultant, and specialist on boards of directors—integrates practical experience and academic rigor to assist readers:Build and strengthen engaged and collaborative leadership in the boardroomRecognize the role and responsibilities of a well-functioning governing boardRisk governance, assurance, and the duties of directorsKeep pace with new trends in board governance and shareholder responsibilityMeasure performance and align performance measurement to executive payUnderstand information technology governance, sustainability governance, and the different forms of governanceHighly relevant to board and committee members regardless of sector or industry, The Handbook of Board Governance, 2nd Edition is an invaluable source of knowledge on all aspects of corporate and organization governance.

PurposeThis study investigates whether there are relationships between the characteristics of the boards of trustees of universities in the Arab region, higher education quality assurance and the output of scientific research.Design/methodology/approachThe descriptive analytical approach was used in this study. The study was conducted on the universities of the Arab region that are included in the classification of the British Institution for the Arab Region: QS Arab Region University.FindingsThe findings show that there is an effect of the characteristics of the trustees combined in the universities of the Arab region on ensuring the quality of higher education, other than the output of scientific research. The findings also indicate when measuring the characteristics individually that the trustee system is not effective in the Arab region and it is only formal for nominal purposes.Research limitations/implicationsMost universities in the Arab region do not disclose the data of boards of trustees, their roles, committees, rules of procedure and the nature of their work. A large number of universities also do not operate under the trustee system because the regulations and instructions do not allow this in the country.Practical implicationsThis study seeks to improve practitioners knowledge, including boards of trustees, in ensuring the quality of higher education and the output of scientific research.Originality/valueThe research projected the governance model through the characteristics of the boards of directors of for-profit companies on the boards of trustees of universities in the Arab region. The study examines the nature of the characteristics of the boards of trustees that are compatible with its responsibilities, the most important of which is the supervision of the strategy to ensure the quality of higher education research.

Higher education is a key economic and social priority in the global arena. Many countries have sought to advance reforms aimed at increasing access, promoting greater educational quality, and ensuring financial responsibility and sustainability. Often, strategies for achieving these aims are informed by experiences elsewhere. However, transporting education policy reforms can be problematic. Kazakhstan, a signatory of the Bologna Process, offers an example of a country seeking to improve student access and success and promote greater fiscal efficiency to advance the overall quality of its higher education system (Merrill in Int High Educ 59:26-28, 2010). A key strategy for achieving these goals is through reforms in university governance. In Central Asia, policy makers advance education reforms in order to accomplish several goals, including meeting \"the new demands of ethnic nationalism, a globally competitive economy, and a labour market freed from administrative control\" (Anderson and Heyneman 2005, p. 361). In Kazakhstan, policy makers have concluded that a system predicated on decentralized control with greater institutional autonomy (and accountability), along the lines of the US system, offers a promising strategy for improving the overall quality of its higher education system. This research collected on-site data on Kazakhstani higher education and presents the most recent data since efforts from OECD and World Bank in 2006 [OECD in Higher education in Kazakhstan (reviews of National Policies for Education). OECD, Paris 2007]. This research utilized semi-structured interviews with senior higher education administrators (53), members of the Ministry of Education and Science (6), a representative from the government (1), and experts from the World Bank (2) for a total of 62 participants. The results of the study show that academic leaders in Kazakhstan want greater autonomy. However, there is no clear consensus about what level of fiscal and academic autonomy is desirable and whether all institutions are prepared to manage themselves without Ministerial oversight. The roles of key constituents in academic governance have also not yet been clearly defined. (HRK / Abstract übernommen).

A first phylogenetic hypothesis of Neotropical Eugenia, including associated genera and species from Africa and the Pacific was produced using DNA sequence data from the nuclear (ITS, ETS) and plastid (psbA-trnH) genomes. This analysis aimed to investigate the validity of the currently recognised infrageneric groups within Eugenia as well as suites of supporting morphological characters, to determine relationships between groups and produce a framework for future taxonomic research. A total of 70 samples were analysed and the resulting topology confirms the inclusion of Neotropical genera Calycorectes, Hexachlamys, Phyllocalyx and Stenocalyx in Eugenia to preserve the monophyly of Eugenia. Within Eugenia s.l., nine clades are identified as morphologically diagnosable groups and are assigned to two genera (Eugenia and Myrcianthes). Their morphological synapomorphies are discussed. Some lineages identified by previous classifications are also supported. Preliminary phylogenetic results presented here combined with morphology point towards the need for a new subgeneric classification for Eugenia.

Researchers are paying increasing attention to questions of community leadership and rural tourism development. Based on leadership theories and the literature on community leadership and tourism development, this study developed a framework for community leadership in rural tourism development and used it to examine two ancient Chinese villages. We used the longitudinal case study method to collect data, and we used textual analysis to analyze these data. The results show that the rebel leadership characteristic of confrontational actions played an important role in starting the tourism industry in both villages. However, this leadership was difficult to maintain because community leaders and residents had limited power compared to that of outsiders. Losing control of tourism development in the two villages led to banal management, which prevented the emergence of strong community leadership. In the future, we argue that resilient community leadership should be nurtured in the two villages to address more complex problems occurring in tourism development, such as those characterized by vision tensions and conflicts of interest among the stakeholders affected by tourism development. Finally, we suggest that, based on the longitudinal method, future research can focus on the relationship between resilient leadership and the resilience of tourism communities.

In 2014, the Nurses on Boards Coalition (NOBC) was launched to initiate a coordinated, formal effort to place nurses on boards throughout the United States. Its goal is to increase nurses' presence on corporate, health-related, and other boards, panels, and commissions and have 10,000 nurses serving on boards by 2020. Although much of the evidence to date has been anecdotal, a 2015 study found that 44% of high-performing boards (those making comparatively greater use of governance best practices) had at least one nurse among its members, compared with only 11% of low-performing boards.

Enhancing the role of private sector partners in education can lead to significant improvements in education service delivery. However, the realization of such benefits depends in great part on the design of the partnership between the public and private sectors, on the overall regulatory framework of the country, and on the governmental capacity to oversee and enforce its contracts with the private sector. Under the right terms, private sector participation in education can increase efficiency, choice, and access to education services, particularly for students who tend to fail in traditional education settings. Private-for-profit schools across the world are already serving a vast range of usersâ€\"from elite families to children in poor communities. Through balanced public-private partnerships (PPPs) in education, governments can leverage the specialized skills offered by private organizations as well as overcome operating restrictions such as salary scales and work rules that limit public sector responses. 'The Role and Impact of Public-Private Partnerships in Education' presents a conceptualization of the issues related to PPPs in education, a detailed review of rigorous evaluations, and guidleines on how to create successful PPPs. The book shows how this approach can facilitate service delivery, lead to additional financing, expand equitable access, and improve learning outcomes. The book also discusses the best way to set up these arrangements in practice. This information will be of particular interest to policymakers, teachers, researchers, and development practitioners.