"This book explores the gap in knowledge which exists around the social composition and informal social practices of Canadian university boards, despite them playing a significant role in the bicameral model of governance in Canadian higher education. Byexamining rich empirical data from a sociological perspective, it offers unique insight into the structures, practices, and norms which determine the work of Canadian university boards and their role in the strategic management and societal integration of universities. A structural-functionalist approach is taken to understanding how boards, institutions, and individual board members perceive the board's responsibilities in relation to university policy, accountability, and public interest. Comparison isalso drawn to emergent structures of governance in European higher education. The authors draw on and synthesis the work of Jones as others to provide an interpretative historical summary of governance over the last century, with the addition of a uniquesociological gaze. An important and original contribution to the field which paves the way for future and much needed research around understanding of how Canadian university boards work, it will appeal to scholars and researchers with interests across higher education, international and comparative education, and the sociology of education"--
This book explores the historical and social foundations of Canadian higher education and provides a detailed analysis of university boards within this broader context of university governance.
This book explores the historical and social foundations of Canadian higher education and provides a detailed analysis of university boards within this broader context of university governance. By examining rich empirical data from a sociological perspective, it offers unique insights into the role of boards, and the structures and practices that frame their work. It explores board composition, the professional backgrounds of board members, how members perceive their role, and the complex relationships between the board and the university president. The authors also compare and contrast the Canadian experience with governance reforms in Europe and other regions over recent decades.
Drawing on multiple theoretical perspectives, the authors provide a nuanced analysis of the role of boards in terms of oversight, protecting university autonomy, representing societal interests, and dealing with increasing complexity and expectations.
This innovative, original study makes an enormous contribution to our understanding of the role and work of Canadian university boards, and to international scholarship on higher education governance. It will appeal to scholars and researchers with interests across higher education, international and comparative education, and the sociology of education.
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