| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 67.05 |
| Liaison | Manon Raby |
| Submission Date | May 26, 2017 |
| Executive Letter | Download |
Concordia University
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
2.50 / 3.00 |
Bram
Freedman Vice-President, Institutional Relations and Secretary-General Office of the Vice-President, Institutional Relations and Secretary-General |
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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:
Students representatives are part of Concordia's Board of Governors:
- The Board of Governors is the senior governing body of the University and is responsible for establishing the legal and administrative framework for the University. It has superintending and reforming power over all decisions affecting activities held at the University or connected with the University.
Students also have representatives on the Senate:
- The Senate is the senior academic body and establishes procedures for the governance of its own affairs. It derives its powers from the Board of Governors and, subject to the latter's over-arching authority, has the final authority in all matters pertaining to the academic regulations and programs of the University.
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?:
Yes
None
A brief description of student representation on the governing body, including how the representatives are selected:
The Board of Governors includes:
1 graduate students representative, selected by the Graduate Students' Association
2 undergraduate students representatives, selected by the Concordia Student Union
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 | Yes |
| Establishing new policies, programs, or initiatives | Yes |
| Strategic and long-term planning | Yes |
| Existing or prospective physical resources | Yes |
| Budgeting, staffing and financial planning | Yes |
| Communications processes and transparency practices | Yes |
| Prioritization of programs and projects | Yes |
None
A brief description of the formal student role in regard to each area indicated, including examples from the previous three years:
Information on the university's Board of Governors is available here:
https://www.concordia.ca/about/administration-governance/board-senate/governors.html
This link include information on the Board of Governors such as:
- Governor's Handbook
- Minutes of previous Board of Governors' meetings
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)?:
Yes
None
A brief description of the mechanisms through which all staff have an avenue to participate in one or more governance bodies:
Staff members have a representative on the Board of Governors.
(https://www.concordia.ca/about/administration-governance/board-senate/governors/list.html)
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 | --- |
| 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 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)?:
Yes
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 members have representatives on the Board of Governors
(https://www.concordia.ca/about/administration-governance/board-senate/governors.html)
They also have representatives on the university's Senate, the University’s highest academic governing body, which derives its authority from the Board of Governors.
(https://www.concordia.ca/about/administration-governance/board-senate/senate.html)
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?:
Yes
None
A brief description of faculty representation on the governing body, including how the representatives are selected:
Information on the university's Senate is available here:
https://www.concordia.ca/about/administration-governance/board-senate/senate.html
This link include information on the Senate such as:
- Current membership and standing committees, including faculty;
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 | Yes |
| Establishing new policies, programs, or initiatives | Yes |
| Strategic and long-term planning | Yes |
| Existing or prospective physical resources | Yes |
| Budgeting, staffing and financial planning | Yes |
| Communications processes and transparency practices | Yes |
| Prioritization of programs and projects | Yes |
None
A brief description of the formal faculty role in regard to each area indicated, including examples from the previous three years:
Information on the university's Senate is available here:
https://www.concordia.ca/about/administration-governance/board-senate/senate.html
This link include information on the Senate such as:
- Senator's Handbook;
- Minutes of previous Senate's meetings;
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.