ORCID

https://orcid.org/0000-0001-6649-2931

Date of Award

2022

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Administrative and Instructional Leadership

First Advisor

Stephen Kotok

Second Advisor

Erin M. Fahle

Third Advisor

Rosalba C. DelVecchio

Abstract

Shared governance is important to accreditation because it informs assessment for Standard VII of the Middle States Commission on Higher Education (Governance, Leadership, and Administration), building trust, increasing effective communication, policy and procedures, and decision making on an institutional level. However, prior research has indicated that there is not one standard method of shared governance and there is no consensus as to whether shared governance benefits the institution. This study employed a cross-sectional survey to gather pertinent information on the constructs of shared governance. Collected data were analyzed using: (a) a t-test to determine whether there is a significant difference between faculty and administrators’ perceptions of shared governance; (b) a multiple regression to predict perceptions of shared governance for faculty and administrators controlling for the effects of gender, the number of years at the institution, and the participants’ level of participation in shared governance; and (c) a correlation to compare the perceptions of faculty and administrators on the different constructs of shared governance. The results of this study indicated that faculty and administrators have similar positive overall perceptions of shared governance. The findings are important to accreditation, since they inform implementation of assessment for Standards VI (Planning, Resources, Institutional Improvement) and VII (Governance, Leadership, and Administration) of the Middle States Commission on Higher Education, building trust, increasing effective communication, strengthening policy and procedures, and supporting decision making on an institutional level.

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