| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 66.56 |
| Liaison | David Blodgett |
| Submission Date | March 13, 2015 |
| Executive Letter | Download |
Babson College
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
0.60 / 3.00 |
Mary
Rose Vice President, Campus & Community Affairs President's Office |
"---"
indicates that no data was submitted for this field
None
Do all enrolled students, regardless of type or status, have an avenue to participate in one or more governance bodies (through direct participation or the election of representatives)?:
Yes
None
A brief description of the mechanisms through which students have an avenue to participate in one or more governance bodies:
The Babson College Student Government Association is an officially recognized student organization that identifies and represents student interests, promotes undergraduate student participation in the overall policy and decision-making processes of the College, enhances the quality and scope of education and promotes the general welfare of the undergraduate student body.
The Graduate Student Council (GSC) is the eyes, ears, and voice of the graduate student body. The council is comprised of MBA students across all programs and acts as a liaison between students, faculty, and the administration.
None
Is there at least one student representative on the institution’s governing body who was elected by peers or appointed by a representative student body or organization?:
No
None
A brief description of student representation on the governing body, including how the representatives are selected:
---
None
Do students have a formal role in decision-making in regard to the following?:
| Yes or No | |
| Establishing organizational mission, vision, and/or goals | No |
| Establishing new policies, programs, or initiatives | No |
| Strategic and long-term planning | No |
| Existing or prospective physical resources | Yes |
| Budgeting, staffing and financial planning | No |
| Communications processes and transparency practices | No |
| Prioritization of programs and projects | No |
None
A brief description of the formal student role in regard to each area indicated, including examples from the previous three years:
Students are engaged in the design and renovation of campus buildings to ensure their needs are met. All major construction and renovation projects, including the new residence hall (Park Manor West) and the Pub project, hold engagement events to gather student input and share it with architects and Capital Projects staff.
None
Do all staff, regardless of type or status, have an avenue to participate in one or more governance bodies (through direct participation or the election of representatives)?:
No
None
A brief description of the mechanisms through which all staff have an avenue to participate in one or more governance bodies:
Babson has an Advisory Committee on College Priorities that is made up of 6 faculty members (including 2 department chairs), 1 graduate student and 1 undergraduate student appointed by their representative governments, 2 staff members who are not members of the President’s Cabinet, 2 alumni members (one undergraduate school and one graduate school), the Provost, Executive Vice President and Executive Dean, Vice President for Finance, and the Budget Director ex
officio.
Members are selected, not elected, so this credit was not claimed.
The ACCP advises the Babson administration on issues such as the campus master planning process, employee health care benefits, and other college-wide issues.
None
Is there at least one non-supervisory staff representative on the institution’s governing body who was elected by peers or appointed by a representative staff body or organization?:
No
None
A brief description of non-supervisory staff representation on the governing body, including how the representatives are selected:
---
None
Do non-supervisory staff have a formal role in decision-making in regard to the following? :
| Yes or No | |
| Establishing organizational mission, vision, and/or goals | No |
| Establishing new policies, programs, or initiatives | No |
| Strategic and long-term planning | No |
| Existing or prospective physical resources | No |
| Budgeting, staffing and financial planning | No |
| Communications processes and transparency practices | No |
| Prioritization of programs and projects | No |
None
A brief description of the formal staff role in regard to each area indicated, including examples from the previous three years:
---
None
Do all faculty, regardless of type or status, have an avenue to participate in one or more governance bodies (through direct participation or the election of representatives)?:
No
None
A brief description of the mechanisms through which all faculty (including adjunct faculty) have an avenue to participate in one or more governance bodies:
Faculty serve on several Board of Trustees sub-committees.
None
Is there at least one teaching or research faculty representative on the institution’s governing body who was elected by peers or appointed by a representative faculty body or organization?:
No
None
A brief description of faculty representation on the governing body, including how the representatives are selected:
There is currently one faculty member serving on the Board of Trustees.
None
Do faculty have a formal role in decision-making in regard to the following?:
| Yes or No | |
| Establishing organizational mission, vision, and/or goals | --- |
| Establishing new policies, programs, or initiatives | --- |
| Strategic and long-term planning | --- |
| Existing or prospective physical resources | --- |
| Budgeting, staffing and financial planning | --- |
| Communications processes and transparency practices | --- |
| Prioritization of programs and projects | --- |
None
A brief description of the formal faculty role in regard to each area indicated, including examples from the previous three years:
---
None
The website URL where information about the institution’s governance structure is available:
---
Data source(s) and notes about the submission:
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The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.