Harbel College Board of Trustees was established on February 5, 2016. The purpose of this chapter is to detail the primary role of the Board of Trustees. As a preliminary step, however, there must be an understanding of the basic concepts underlying any governing board, as well as a consideration of what is reserved solely to the Board of Trustees.
Since any governing board acts as a steward for society, responsible for seeing that an institution’s resources are used wisely, it must make its fundamental decisions within a clear framework of long-range objectives and goals. If these do not exist, or if they exist only in a vague sense, the Board must either develop these objectives and goals or see that they are developed.
In the case of Harbel College, the Board of Trustees is the ultimate decision-making body on the specific goals and objectives of the College, but this in no way restrains the Administration from suggesting the specific goals and objectives it believes are desirable. In any event, neither the Board nor the Administration can function effectively until both are aiming for the same set of specific short- and long-range goals and objectives.
The Board should not spend major amounts of time on matters of minor importance. It should not act as a rubber stamp for the President, nor should it try to take over the work of the chief executive.
The Board will be fully effective and make essential contributions to the College by confining its efforts to policy direction and control. This does not mean the Board should spend its time developing and refining policy statements. Instead, it should demand that the Administration produce sufficient policies for the Board’s consideration so that it can exercise well-balanced control and manage risks through policy direction. The Board recognizes that a strong link exists between good governance and effective risk management. One major function the Board must not avoid is periodic and thorough examination of its policy structure to be certain its policies are correct and functioning properly.
The Board should be particularly conscientious in exercising educational policy control. Unless the Board sets the policies on education, it cannot properly steer the institution toward its long-range goals and objectives. The College exists for purposes that set it apart from other institutions: It exists to seek the truth, to train minds, to conduct research and to carry out its public service mission. It is a means for passing on the sum total of our knowledge, as well as for instilling the value of seeking and discovering new knowledge. The efforts of the Board of Trustees, therefore, must foster these purposes. The success of the institution does not lie in the brilliance of its financial management, the magnitude of its physical plant or the size of its enrollment; its success is gauged by the quality and inspiration of the College’s intellectual life and the quality of its service to the public.
Although the Board recognizes the vital importance of financial management, physical facilities and equipment in achieving its primary mission, there is no substitute for a first-rate faculty. The Board must be continually aware of this fact and must accept responsibility for educational as well as financial policy control.
The latest pronouncement by the Board in a particular area takes precedence over all previous pronouncements by the Board in that area. As a general rule, the Board intends to abide by its own policy pronouncements and procedures as published. However, there may be occasions when, in the opinion of the Board, it becomes necessary to deviate from published policies and procedures, and the Board reserves unto itself the right to do this when appropriate. The Board will exercise this right only after thoughtful deliberation.
The Board holds only one individual responsible for carrying out its policy directions — its chief executive. While the Board clearly delegates administrative responsibilities, the President is encouraged to consult the Board before making decisions on highly sensitive matters. If the Board loses faith in its administrator, the President should be replaced as quickly as possible.
The Board of Trustees acts only as a body; with the exception of the Chair, individual members should not presume to speak for the Board. Aggressive, hard-working and concerned Board members are occasionally asked to assist the Administration with difficult operating matters. Trustees must exercise self-restraint in such instances. To be effective, the Board must realize that self-discipline is as important as disciplining the Administration; therefore, Trustees should not make special requests of administrative officers except through the established chain of command, i.e. through the Secretary General, through the President or through vice presidential liaisons to Board committees
Members are elected to boards for many different reasons: demonstrated leadership skills, affluence, reward for interest, social standing, political connections, administrative achievements or fundraising potential. Regardless of the reasons for election, they must realize they cannot be good Board members unless they regularly participate in the work of the Board.
Participation means studying thoroughly all-important matters facing the institution so the Trustee’s vote will serve as a guiding light. Fundraising is also an important responsibility. Educational matters are the most important, since education is the reason for the institution’s existence. It is particularly important that Board members read and study all information provided to them in advance of meetings.
One of the most important roles of the Board is the evaluation of results. This means evaluation of progress in achieving objectives and goals, of policy control as it is administered by the chief executive, of the quality of the educational programs offered, of the management of risk within its risk tolerance, of the use of available resources, of the extent to which plans are carried out and of the adequacy of management. Such evaluations are difficult if there are no clear yardsticks against which to measure. The Board may use the vision, mission and College goals as initial yardsticks by which to judge and evaluate the progress of the College. The process of evaluation cannot be delegated — the Board must perform it. The Board may need help in the evaluation process, but this in no way mitigates the Board’s primary responsibility of seeing that evaluation is conducted regularly. Evaluation can be the Board’s most satisfying accomplishment, as well as its primary challenge.
The Board can exercise valid judgment on far-ranging issues only if it is regularly supplied with updated plans on educational, research and public service programs, enrollment, faculty, buildings, administration and financing. To obtain these required points of reference for decision-making, the Board requires that the Administration bring to it well-reasoned strategic plans linked to the College’s vision, mission and goals. Plans should be updated annually, and regular progress reports should be provided to the Board.
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