Summary of the Article
In his article "Campus Governance in U. S. Universities and Colleges", published in the Review
of European and Comparative Law in 2020, Laforge reviews the governance system of
America's colleges and universities. The article enhances the understanding of how governance
is defined and practised in different universities and colleges in the United States of America.
Laforge also notes that no unique way of governance is based on institutional missions, size, and
history (Laforge, 2020).
The article starts by offering a brief overview of governance in U. S. higher education history,
beginning with colonial colleges and continuing through the various educational reforms and
societies. According to Laforge, shared governance that sees faculty, administration, and, at
times, the student involved in decision-making is essential. This concept is central to academic
freedom, institutional independence, and the reconciliation of various interests (Laforge, 2020).
Considering top-down and bottom-up approaches to governance, Laforge elaborates on
governing boards, presidents, and faculty senates. Trustees, generally drawn from outside the
institutions, are charged with institutions' overall strategic management and financial well-being.
Presidents have the role of the executive officers, who enforce policies set by the board and run
the organisation'sorganization's affairs. On the other hand, faculty senates must address academic
issues and guarantee the quality of education and curricula (Laforge, 2020).
The article also discusses modern issues affecting governance structures in higher learning
institutions. Some of these challenges are financial pressures, pressure for higher accountability
and transparency and pressures arising from the development of new technology and
demographic change. Laforge has stated that successful governance involves flexibility,
cooperation, and knowledge of the institution's mission and objectives (Laforge, 2020).
Opinion on the Article's Viewpoint
Indeed, Laforge's perspective on the co-governance of universities and colleges in the United
States is particularly relevant to the current debate on higher education governance. The focus on
multi-stakeholder management includes faculty, administration, and governing boards to balance
efficient management and governance of complex institutions, such as schools. It is an essential
perspective to have in the current times as the higher education system is constantly changing,
and colleges have to face many issues to be efficient and relevant.
Another advantage of the article by Laforge is the author's historical approach, which creates a
solid ground for analysis of the current state of affairs. In tracing the journey of governance of
higher education, the article maps how past practices inform present ones. This history is
essential for understanding the nature and value of the ideals of academic freedom and faculty
governance.
Furthermore, Laforge explains the functions of various governance entities comprehensibly and
concisely. The division of authority between the governing boards, presidents and faculty senates
clarifies the power relations and decisions in universities. This clarity is crucial in
comprehending how institutions can work properly and maintain their academic relevancy.
Nevertheless, the article presents a clear picture of governance structures and could use more
real-life examples and actual success stories. Such experiences add credibility to the article and
give readers more information on how theoretical concepts are implemented in real-life
institutions.
Relation to Topic in EDF 1005
Laforge's article is most connected to major EDF 1005 subjects: history, finance, ethics, and
governance. Notably, the article discusses the historical aspect of governance in U. S. higher
education institutions, which relates to the course analysis of the historical development of
educational institutions. This way, the article under discussion offers a historical background
vital for understanding present educational systems and mechanisms of governance.
Elsewhere, the study also incorporates issues related to finances as a primary part of the course,
which concentrates on the financial side of education. In the study, the author also addresses the
challenges in the context of money and how the governing boards can respond to the stewardship
challenge. Hence, such discussion is relevant regarding how financial issues influence
governance and decision-making in higher learning institutions (Laforge, 2020). Likewise, a
significant part of the article discusses governance structures in the course's framework dealing
with governance in education. Therefore, the author, Laforge, emphasizes various forms of
governance and their functions, providing a more comprehensive understanding of how
governance functions within higher education institutions (Laforge, 2020).
Conclusion
In this analysis, the article by Laforge titled "Campus Governance in U. S. Universities and
Colleges" is filled with exciting and meaningful information regarding the governance system in
American universities and colleges. The emphasis on co-governance and the historical
perspective enabled students to understand better the contemporary questions and challenges in
the field of governance. Thus, since the article discusses some of the issues raised in EDF 100, it
qualifies as a critical source of information valuable to students or professionals who wish to
enhance their knowledge of higher education governance. Ultimately, analyzing the theoretical
concepts about the more pragmatic concerns, Laforge's work is a valuable addition to the current
literature on governance in higher education.
Reference
Laforge, W. N. (2020). Campus Governance in U.S. Universities and Colleges. Review of
European and Comparative Law, 42(3), 113–140. https://doi.org/10.31743/recl.8528
