| Overall Rating | Bronze - expired |
|---|---|
| Overall Score | 31.41 |
| Liaison | Hannes Gerhardt |
| Submission Date | April 20, 2015 |
| Executive Letter | Download |
University of West Georgia
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
2.50 / 3.00 |
Hannes
Gerhardt Sustainability Director Department of Geosciences |
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)?:
A brief description of the mechanisms through which students have an avenue to participate in one or more governance bodies:
Undergraduates are appointed to faculty senate committees by the Student Government Association. A graduate student is elected to the Faculty Senate Graduate Programs Committee by that committee, from a slate of nominees submitted by each college.
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?:
A brief description of student representation on the governing body, including how the representatives are selected:
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 | Yes |
| Strategic and long-term planning | Yes |
| Existing or prospective physical resources | Yes |
| Budgeting, staffing and financial planning | Yes |
| Communications processes and transparency practices | No |
| Prioritization of programs and projects | Yes |
A brief description of the formal student role in regard to each area indicated, including examples from the previous three years:
There is a student rep on the Faculty Senate Strategic Planning committee.
There is a student rep on the Faculty Senate Facilities and Services committee.
There is a student rep on the Faculty Senate Budget committee.
There are student reps on the Undergrad Programs Committee, Graduate Programs Committee, and Academic Policies Committee.
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)?:
A brief description of the mechanisms through which all staff have an avenue to participate in one or more governance bodies:
There is a Staff Advisory Council that is offers input and provides feedback on governance issues on campus. Representatives are appointed by the VPs (and nominations for those interested in serving are solicited and sent to the VPs) and the 4 officer positions are elected by the staff as a whole.
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?:
A brief description of non-supervisory staff representation on the governing body, including how the representatives are selected:
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 |
A brief description of the formal staff role in regard to each area indicated, including examples from the previous three years:
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)?:
A brief description of the mechanisms through which all faculty (including adjunct faculty) have an avenue to participate in one or more governance bodies:
There is a faculty senate and numerous faculty senate committees that are in place to deal with decision making on important and mundane issues involved in running the University. Final say, however, rests with the President.
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?:
A brief description of faculty representation on the governing body, including how the representatives are selected:
The chair of the senate participates in the President's Advisory Committee, which in many ways can be seen as the University's executive branch. The faculty senate is also a governing body, but final approval of all senate decisions rests with the President.
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 | No |
| Prioritization of programs and projects | Yes |
A brief description of the formal faculty role in regard to each area indicated, including examples from the previous three years:
The faculty senate has decision making power in so far as they can pass their decisions to the President who has final approval power.
There was faculty representation on the President's mission/vision committee.
There are senate committees dealing with most of the issues noted above. There is the Strategic Planning committee, the Facilities and Services committee,the Budget committee,the Undergrad Programs and Graduate Programs Committee, and the Academic Policies Committee. All of these comprise of faculty and the relevant persons from upper administration.
The website URL where information about the institution’s governance structure is available:
Data source(s) and notes about the submission:
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.