What are the most effective ways to involve governing boards in higher education change?

1 Understand the board's role and perspective

The first step to involve governing boards in higher education change is to understand their role and perspective. Governing boards have different responsibilities and expectations depending on the type and size of the institution, the legal and regulatory framework, and the historical and cultural context. Some boards may have more authority and autonomy than others, some may have more expertise and diversity than others, and some may have more trust and rapport than others. Therefore, it is important to clarify the board's role and scope, as well as its vision and values, before initiating any change process. This will help to align the board's interests and goals with the institution's mission and strategy, and to avoid potential conflicts or misunderstandings.

2 Communicate the need and value of change

The second step to involve governing boards in higher education change is to communicate the need and value of change. Governing boards need to be informed and convinced of the rationale and benefits of the proposed change, as well as the risks and costs of not changing. This requires providing clear and compelling evidence, data, and stories that illustrate the current situation, the desired outcomes, and the gap between them. It also requires addressing the board's concerns and questions, and acknowledging the challenges and uncertainties involved. Moreover, it requires framing the change as an opportunity and a responsibility, rather than a threat or a burden, and highlighting the positive impact and value of the change for the institution and its stakeholders.

3 Involve the board in the planning and implementation of change

The third step to involve governing boards in higher education change is to involve them in the planning and implementation of change. Governing boards need to be consulted and engaged throughout the change process, not just at the beginning or the end. This means inviting them to participate in the design and development of the change vision, goals, and strategies, as well as in the monitoring and evaluation of the change progress and outcomes. It also means soliciting their feedback and input, and incorporating their suggestions and recommendations. Furthermore, it means empowering them to act as champions and advocates of the change, and to mobilize their networks and resources to support the change.

4 Provide regular and transparent updates and reports

The fourth step to involve governing boards in higher education change is to provide regular and transparent updates and reports. Governing boards need to be kept informed and updated on the status and results of the change, as well as on any issues or challenges that arise. This means providing timely and accurate information, data, and evidence that show the achievements and challenges of the change, as well as the lessons learned and the next steps. It also means being honest and candid about the difficulties and setbacks, and the actions taken to address them. Moreover, it means celebrating and acknowledging the successes and milestones, and the contributions and efforts of the board and other stakeholders.

5 Build trust and relationships

The fifth step to involve governing boards in higher education change is to build trust and relationships. Governing boards need to feel valued and respected, as well as supported and appreciated. This means establishing and maintaining open and respectful communication, and creating a culture of dialogue and feedback. It also means recognizing and leveraging the board's strengths and expertise, and providing them with opportunities for learning and development. Furthermore, it means fostering a sense of ownership and commitment, and creating a shared vision and purpose. Additionally, it means creating and nurturing a positive and collaborative climate, and encouraging a sense of camaraderie and teamwork.

6 Seek feedback and improvement

The sixth and final step to involve governing boards in higher education change is to seek feedback and improvement. Governing boards need to be involved in the evaluation and reflection of the change, as well as in the identification and implementation of improvements. This means inviting them to share their opinions and experiences, and to provide constructive criticism and suggestions. It also means listening and responding to their feedback, and taking action to improve the change process and outcomes. Moreover, it means learning from the successes and failures, and applying the best practices and lessons learned to future changes. It also means thanking and recognizing the board for their involvement and support, and inviting them to continue the collaboration and partnership.

7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?