A study to determine the perceived effectiveness of the faculty senate at a small, independent university

Colleges and universities have continually struggled to design governance systems that effectively incorporate the resources of their faculty. The current literature reveals that faculty senates have had difficulty in influencing the decisions made at their institutions. Keller (1983) and more recently Corak (1992) have suggested that Joint Big Decision Committees are replacing faculty senates in advising presidents on the changes needed at their institutions. As a result of these developments the question arises as to whether faculty senates are effective in creating change at their institutions. The purpose of this study was to determine the perceived effectiveness of the Faculty Senate at a small, independent university. Cameron (1987) states that effectiveness is an elusive concept and must be addressed in a multi-criteria approach. Effectiveness of the Faculty Senate under study was based on perceptions of interviewees and evidence found in official documents of the subject institution as well as unofficial documents involving issues under investigation. A case study research methodology was used in order to capture the real-life context of the Faculty Senate.; The finding of the study was that the Institution's Faculty Senate was not perceived to be effective. By analyzing the results of the senate for the last ten years, as well as the conclusions drawn from interviewees, it became evident that the Faculty Senate was not considered an agent for change of the faculty. The Selection and Development System (Schlesinger, Sathe, Schlesinger and Kotter (1992)) indicated that the procedures by which the faculty selected senators combined with the lack of developmental programs for them was a major factor in determining their perceived ineffectiveness.; The major conclusion drawn from the study was that this Faculty Senate had not used standard Organization Development techniques in order to enhance its effectiveness. Their failure to use these techniques led administrators to form Joint Big Decision Committees as predicted by Keller and Corak. The reluctance of the Senate to use recognized Organization Development techniques was associated with the fear of faculty of losing a sense of collegiality.