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2016ReportonTheUniversityatAlbanyFacultyandProfessionalStaff

SURVEYONSHAREDGOVERNANCETableofContents2016REPORTONTHEUNIVERSITYATALBANYFACULTYANDPROFESSIONALSTAFFSURVEYONSHAREDGOVERNANCE.........................................................................................................................1

LISTOFTABLES.....................................................................................................................................2

INTRODUCTION....................................................................................................................................2

QUANTITATIVEANALYSISOFQUESTIONS1TO7..................................................................................3SUMMARYOFOVERALLFACULTYANDSTAFFDESCRIPTORS:.................................................................................3FAMILIARITYANDEXPERIENCEWITHTHESENATEANDSENATECOUNCILSANDCOMMITTEES....................................4WHICHSENATECOUNCILSORCOMMITTEESFUNCTIONEFFECTIVELY?..................................................................6HOWWELLDOESTHESENATEREPRESENTANDCONSULTWITHITSCONSTITUENCIES?............................................7HOWTRANSPARENTISTHESENATE?...............................................................................................................8HOWWELLDOESTHESENATECOMMUNICATE?...............................................................................................9HOWOFTENDOESTHEUNIVERSITYADMINISTRATIONCONSULTWITHTHESENATE?...............................................9

COMPARISONOFQUANTITATIVEDATAINTHE2014AND2016SURVEYS..........................................10

QUALITATIVEANALYSISOFQUESTIONS8B,9B,10,11,AND12..........................................................11RESULTS...................................................................................................................................................12MAJORTHEMES........................................................................................................................................13

Theme1:UniversityFacultyandStaffPerceivetheSenateasFlawed.............................................13Theme2:ResourcesareCrucialfortheUniversityandItsMission...................................................16Theme3:ConcernsaboutTeaching,Curriculum,andAcademicQuality..........................................18Theme4:Faculty&StaffDistrustoftheAdministration...................................................................20

SUMMARY.........................................................................................................................................23RECOMMENDATIONS..................................................................................................................................23

Recommendation1:ContinuetostrengthenformalconsultationasawayofstrengtheningtheSenateinrelationtoastrongerAdministration................................................................................23Recommendation2:IncreaseLobbyingforSUNY,ImproveFinancialLiteracyoftheSenate&PrioritizeAcademics..........................................................................................................................23Recommendation3:ContingentFaculty,Curriculum&AcademicClimate......................................24Recommendation4:ImproveSenatecommunicationandtransparency.........................................26

NEXTSTEPS..............................................................................................................................................26

APPENDIX:.........................................................................................................................................27

REFERENCES:......................................................................................................................................27

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ListofTablesTABLE1:FACULTYSTAFFRESPONSESBYCLASSIFICATION&STATUS...........................................................................................3TABLE2:HOWLONGHAVEYOUBEENATUALBANY?................................................................................................................3TABLE3:HOWFAMILIARAREYOUWITHTHEUNIVERSITYATALBANY'SSENATEANDITSCOUNCILS?..................................................4TABLE4:GENERALLYSPEAKING,HOWWELLDOYOUFEELTHESENATEADDRESSESYOURCONCERNS?.................................................4TABLE5:HAVEYOUBEENINVOLVEDINLEADERSHIPPOSITIONSINYOUROWNCOLLEGEORACADEMIC/ADMINISTRATIVEUNIT?...............4TABLE6:INWHATWAYS,IFANY,HAVEYOUBEENINVOLVEDINTHEUNIVERSITYSENATE?...............................................................5TABLE7:HOWMANYSENATECOUNCILSORCOMMITTEESHAVEYOUSERVEDON?.........................................................................5TABLE8:HOWMANYYEARSHAVEYOUSERVEDASSENATOR(TOTALNUMBEROFYEARS)?...............................................................5TABLE9:PLEASEINDICATEYOURHIGHESTLEVELOFFAMILIARITYORINTERACTIONWITHEACHOFTHEFOLLOWINGSENATECOUNCILSOR

COMMITTEES...........................................................................................................................................................6TABLE10:INYOUROPINION,WHICHOFTHEFOLLOWINGSENATECOUNCILSORCOMMITTEESAREFUNCTIONINGEFFECTIVELY?..............6TABLE11:HOWWELLARETHEFOLLOWINGCONSTITUENCIESREPRESENTEDINTHESENATE,ITSCOUNCILSANDCOMMITTEES?...............7TABLE12:HOWEFFECTIVEISTHESENATEINCONSULTINGEACHCONSTITUENCY?..........................................................................7TABLE13:HOWEFFECTIVEISTHEPARTICIPATIONINTHESENATE,ITSCOUNCILSANDCOMMITTEESOFTHEFOLLOWINGGROUPS?...........8TABLE14:HOWTRANSPARENTDOYOUFEELUALBANY'SSENATEIS?..........................................................................................8TABLE15:HOWWELLDOESTHESENATECOMMUNICATETHEISSUESITENGAGESTOITSCONSTITUENCIESANDCOMMUNITY?................9TABLE16:HOWOFTENTHEUNIVERSITYADMINISTRATION(A)TAKESINTOCONSIDERATIONINFACULTYORSENATERECOMMENDATIONSIN

AREASOFPRIMARYFACULTYRESPONSIBILITY(E.G.CURRICULUM,TENUREANDPROMOTION)AND(B)SEEKSINPUTFROMFACULTYFORISSUESINWHICHFACULTYHASANAPPROPRIATEBUTNOTPRIMARYRESPONSIBILITY(E.G.BUDGETING,LONG-TERMPLANNING)?.............................................................................................................................................................................9

TABLE17:NUMBEROFRESPONSESTOQUESTIONS8-12.........................................................................................................11TABLE18:THEMESINWRITTENRESPONSESTOQUESTIONS8-12..............................................................................................13

IntroductionAswritteninthecharteroftheUniversitySenate(sectionX.1.3.3),theCommitteeon

AssessmentofGovernanceandConsultation,astandingcommitteeoftheSenateGovernanceCouncil(GOV)ischargedto“developandregularlyadministerassessmentinstruments,conductdataanalysisandreportfindingstotheCouncil.”Tothisend,theCommitteedevelopedasurveytoevaluatetheeffectivenessofgovernanceinrepresentingitsconstituencies,transparencyofinstitutionalcommunication,andqualityofjointdecision-makinginthefallof2015.Thesurveywassenttotheuniversitycommunity–teachingandprofessionalfaculty,librarians,andinanamendedformtograduateandundergraduatestudentsinMarchof2016.Thesurveywassenttoallteachingfacultyandstaff,andasampleof5,000contingentfaculty,graduateandundergraduatestudents.

Thesurveyinstrumentsweredevelopedbasedonthe2014surveyconductedattheUniversityaswellastheguidelinesdevelopedbytheAmericanAssociationofUniversityProfessor’s(AAUP)EvaluationofSharedGovernanceSurvey.Inaddition,theCommitteesolicitedfeedbackfromtheGovernanceCouncilasawholeaswellasfromtheOfficeofthePresident.ThecurrentsurveyistheresultofacollaborativeefforttodeterminehowbesttostrengthensharedgovernanceattheUniversityatAlbany.

Thecommitteerevisedthe2016surveydesigninordertoaddresschallengesandweaknessesintheformatofthe2014survey,asdescribedinthefinalreportofthatearliersurvey.Thechangesweremadeinordertoimprovetheresponserateandquality.Tothisend,the2016surveyincludedfewerquestionsthanthe2014survey;withatotalof12questions,it

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isroughlyonthirdofthelengthoftheearliersurvey.Asecondchangewasthatthe2016surveyhasbranchingquestions,allowingformoreconciseandaccurateresponses(forinstance,ifasurveytakerresponded“no”toaquestionsabouthis/herinvolvementintheSenate,s/hethesurveywouldskipthosesub-questionsrelatedtoinvolvementinspecificcouncilsandcommittees).Thethirdchangeinthe2016surveywastheintroductionofcommentssectionsformostquestions,andtheadditionofaquestionelicitingthe“topthreeUniversityorHigherEducation-relatedissuesthat[thesurveytaker]wouldliketheSenateand/orAdministrationtoengage.”

QuantitativeAnalysisofQuestions1to7

Summaryofoverallfacultyandstaffdescriptors:A total of 559 faculty, professional staff and management confidential responded, representing a response rate of 22.36% for the 2016 survey (N = 2,500). Of those responding, 463 were full-time and 96 were part-time employees at the University. Table1:FacultyStaffResponsesbyClassification&Status

CLASSIFICATION

TEACHING PROFESSIONAL LIBRARIAN MGMT/CONFIDENTIAL

286(51.66%) 229(40.97%) 21(3.76%) 23(4.11%)

FT-PT

463(83.12%) 96(17.23%)

MembersoftheuniversitycommunitywhotookthesurveyhavebeenatUAlbanyfordifferingperiodsoftime:155(28%)havebeenattheuniversityfor1-4years;200(36%)for5-14years,204(38%)for15ormoreyears.Table2:HowlonghaveyoubeenatUAlbany?

Numberofyears

Percent

Lessthanoneyear 20 4%1-2years 62 11%3-4years 73 13%5-9years 118 21%10-14years 82 15%15-20years 81 14%20-29years 79 14%

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30ormoreyears 44 8%

FamiliarityandExperiencewiththeSenateandSenateCouncilsandCommittees366respondentsindicatedthattheyare‘somewhat’(49%)or‘veryfamiliar’(17%)withtheUniversityatAlbany’sSenateanditsCouncils,while192(34%)indicatedthattheyare“notatallfamiliar”withtheSenateanditsCouncils.Table3:HowfamiliarareyouwiththeUniversityatAlbany'sSenateanditsCouncils?

NotatallFamiliar 192(34%)SomewhatFamiliar 271(49%)VeryFamiliar 95(17%)

WhenaskedtodescribethedegreetowhichthesurveytakerfeelstheSenateaddresseshisorherconcerns,272responded“somewhatwell”(69%)and“verywell”(9%),while75(22%)responded“notatallwell”

Table4:Generallyspeaking,howwelldoyoufeeltheSenateaddressesyourconcerns?

Notatallwell 75(22%)Somewhatwell 234(69%)Verywell 29(9%)

272or50%ofthefacultyandstaffwhotookthesurveyhavebeeninvolvedinleadershippositionsintheircollegeoracademic/administrativeunit.

Table5:Haveyoubeeninvolvedinleadershippositionsinyourowncollegeoracademic/administrativeunit?

Yes 272(50%)No 270(50%)

WhenaskedarelatedquestionaboutexperiencewiththeSenateoritsCouncils,similarproportionswerereported:195(55%)hadservedonaSenatecommitteeorcouncil,orasaSenator,and66(44%)hadnot.

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Table6:Inwhatways,ifany,haveyoubeeninvolvedintheUniversitySenate?

IhavenotservedintheSenateoranyofitscommitteesorcouncils,andhavenotvotedinSenateelections

66(19%)

IhavenotservedintheSenateoranyofitscommitteesorcouncils,buthavevotedinSenateelections.

89(25%)

IhaveservedasSenator. 89(25%)

OfthosewhohadservedintheSenate,twothirds(68%)hadservedononeortwoSenateCouncilsorCommittees:

Table7:HowmanySenateCouncilsorCommitteeshaveyouservedon?

None 2(1%)1 73(37%)2 57(29%)3 25(13%)4 18(9%)5ormore 20(10%)

AmongthoserespondentswhohadservedasSenators,nearlytwothirds(58%)hadserved1-3years,withanuptickforthoselong-termmembers,eighteenwhomhadserved5-9years(20%).

Table8:HowmanyyearshaveyouservedasSenator(totalnumberofyears)?

1(orinfirstyear) 13(15%)2 32(36%)3 13(15%)4 8(9%)5-9 18(20%)10ormore 5(6%)

WhenaskedaboutthefamiliarityorinteractionwithSenatecouncilsorcommittees,bythelargestnumberoffacultyandstaff(outofatotalof463)mentionedthattheyhaveinteractedwithUPPC(191),followedbyCPCA(78).CERShasbeenidentifiedtobethecommitteeofthelowestdegreeofinteraction(14).

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Table9:PleaseindicateyourhighestleveloffamiliarityorinteractionwitheachofthefollowingSenatecouncilsorcommittees

Ihavenotheardof

thisCouncil

Ihaveheardof

thisCouncil

IhaveinteractedwiththisCouncil

Ihaveservedon

thisCouncil Total

CAA 69 187 41 31 328CAFFECor 64 223 21 20 328CERS 90 215 14 9 328COR 64 197 33 35 329CPCA 33 183 78 36 330GAC 46 181 67 35 329GOV 50 216 24 31 321LISC 89 178 21 40 328UAC 43 171 56 56 326ULC 91 181 28 27 327UPPC 66 191 191 34 482

WhichSenateCouncilsorCommitteesFunctionEffectively?AskedaboutwhichoftheSenatecouncilsorcommitteeswerefunctioningeffectively,facultyandstaffrankCPCA(71or63%ofresponsesamongpersonsthathadsomeknowledgeaboutthatcommittee),UAC(70or63%)andGAC(70or69%)thehighest.Thesecouncilsalsohavethehighestoverallresponseonthisquestion.Therewere,however,differencesofopinion:CPCAisalsoleadsthelistofcouncilsthatarenotfunctioningeffectively(19).

Table10:Inyouropinion,whichofthefollowingSenatecouncilsorcommitteesarefunctioningeffectively?

Thiscouncilisfunctioningeffectively

Thiscouncilisnotfunctioningeffectively Don'tKnow Total

CAA 41(58%) 7 23 71CAFFECor 18(45%) 7 15 40CERS 12(54%) 5 5 22COR 32(48%) 12 22 66CPCA 71(63%) 19 22 112GAC 70(69%) 3 28 101GOV 31(57%) 7 16 54LISC 30(50%) 7 23 60UAC 70(63%) 7 34 111ULC 22(41%) 5 26 53

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UPPC 34(47%) 14 25 73

HowWellDoestheSenateRepresentandConsultwithItsConstituencies?AskedabouthowwellthefullrangeofUniversitySenateconstituenciesarerepresentedintheSenate,thecouncilsandcommittees,facultyandstaffrespondedthatcontingentfacultyandcontingentparttimefacultyaretheleastadequatelyrepresented.56outof178indicatedthatfulltimecontingentfacultyare“notatallwell”represented,followedby48responsesoutof179sayingthesameaboutcontingentparttimefaculty.Undergraduatestudentsareseenasthenextleastwellrepresented.Theconstituenciesthatarejudgedtobethebestrepresentedarefaculty(101outof181)andprofessionalstaff(87outof180).

Table11:HowwellarethefollowingconstituenciesrepresentedintheSenate,itscouncilsandcommittees?

Notatallwell

SomewhatWell

VeryWell

Don'tKnow Total

UndergraduateStudents 30 43 28 79 180Graduate 22 51 40 67 180ContingentFT 56 36 12 74 178ContingentPT 48 43 17 71 179Faculty 3 51 101 26 181Professional,Staff 8 48 87 37 180Librarians 3 42 76 59 180EmeritusFaculty 30 18 2 103 153

AskedhoweffectivelytheSenateconsultedwithitsconstituencies,respondentsindicatedthatfaculty,professionalstaff,andlibrariansaremosteffectivelyconsulted,contingentfacultyleasteffectivelyconsulted,withundergraduateandgraduatestudentsinthemiddle.Outofatotalof180respondents,118judgedtheSenateas‘veryeffective’or‘somewhateffective’inconsultingfaculty,66viewedtheSenateassimilarlyeffectiveinconsultingwithgraduatestudents,andonly43sawtheSenateeffectiveinconsultingwithcontingentpart-timefaculty.

Table12:HoweffectiveistheSenateinconsultingeachconstituency?

NotEffective

SomewhatEffective

VeryEffective

Don'tKnow Total

Undergraduate 27 34 14 104 179Graduate 21 44 22 93 180ContingentFT 45 27 7 101 180ContingentPT 39 34 9 98 180

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Faculty 14 73 45 47 179Professional,Staff 14 56 43 66 179Librarians 6 46 37 91 180Emeritus 23 18 3 135 179AskedabouttheeffectivenessoftheparticipationintheSenate,itscouncilsandcommitteesoftheseconstituencies,respondentsreportedaroughequivalencebetweeneffectivenessandparticipation.Theresultsofthefacultyandstaffsurveyindicateundergraduatestudents’participationisseenastheleasteffectiveone(39outof177responses),followedbycontingentfaculty(37outof176)andcontingentparttimefaculty(31outof174).ThemosteffectiveparticipationintheSenate,itsconstituenciesandcommitteesisbyfaculty(61outof179),followedbyprofessionalstaff(63outof175)andlibrarians(57outof177).Table13:HoweffectiveistheparticipationintheSenate,itscouncilsandcommitteesofthefollowinggroups?

NotEffective

SomewhatEffective

VeryEffective

Don'tKnow

Total

Undergraduate 39 34 13 91 177Graduate 24 44 28 81 177ContingentFT 37 30 6 103 176ContingentPT 31 35 12 96 174Faculty 6 70 61 42 179Professional,Staff 8 49 63 55 175Librarians 2 45 57 73 177Emeritus 24 24 3 125 176

HowTransparentistheSenate?WhenaskedhowtransparenttheSenateis,two-thirds(266or66%)gaveaqualified‘somewhattransparent,’andanotheronefifth(61or20%)said‘verytransparent.’However,whencommentsprovidedonthisquestionareconsidered,amorecomplexpictureemerges,asisdiscussedinthequalitativeanalysissectionofthisreport.

Table14:HowtransparentdoyoufeelUAlbany'sSenateis?

Notatalltransparent 44(14%)

Somewhattransparent 205(66%)

Verytransparent 61(20%)

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HowWellDoestheSenateCommunicate?Afollow-upquestionontransparencyaskedhowwelltheSenatecommunicateswithitsconstituencies,halfoffacultyandprofessionalstaffrespondentsindicatedthatitwasdifficulttofindinformation(155or50%),andonly10%indicatedthatitwasalwayseasytofindoutaboutSenateissuesandactivities.

Table15:HowwelldoestheSenatecommunicatetheissuesitengagestoitsconstituenciesandcommunity?

ItisnoteasytofindinformationabouttheissuestheSenateiscurrentlyconsidering

155(50%)

ItiseasytofindinformationaboutsomeissuestheSenateiscurrentlyconsideringbutnotall.

121(39%)

ItiseasytofindinformationaboutallissuestheSenateiscurrentlyconsidering.

31(10%)

HowOftenDoestheUniversityAdministrationConsultwiththeSenate?Whenaskedwhethertheuniversityadministration(thePresident,VicePresidents,andDeans)tookconsiderationoffacultyandsenaterecommendationsregardingthecorefacultyissuesofcurriculumandtenureandpromotion,76or23%ofthoserespondingchose‘often’or‘always’.Whenaskedwhethertheadministrationsoughtmeaningfulinputonotherareas,suchasbudget,long-termplanning,andfacilities,adifferentpatternofresponsesoccurred.Oflong-termplanning,forexample,85or27%chose‘rarely’or‘never’,andonthequestionofbudget,117or37%chose‘rarely’or‘never’.

Table16:Howoftentheuniversityadministration(a)takesintoconsiderationinfacultyorSenaterecommendationsinareasofprimaryfacultyresponsibility(e.g.curriculum,tenureandpromotion)and(b)seeksinputfromfacultyforissuesinwhichfacultyhasanappropriatebutnotprimaryresponsibility(e.g.budgeting,long-termplanning)?

AdminconsiderationofSenate Rarely Never Sometimes Often Always DK Total

Facultyprimaryresponsibility 6(2%) 42(13%) 80(25%) 56(18%) 18(6%) 116(36%) 318Long-termPlanning 21(7%) 64(20%) 78(25%) 34(11%) 16(5%) 104(33%) 317PhysicalResources 32(10%) 71(23%) 63(20%) 23(7%) 11(4%) 113(36%) 313Budget 37(12%) 80(26%) 57(18%) 25(8%) 9(3%) 105(34%) 313

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SelectionsManagementConf 29(9%) 58(19%) 68(22%) 30(10%) 10(3%) 118(38%) 313

ComparisonofQuantitativeDatainthe2014and2016Surveys

Therearesignificantdifferencesandsimilaritiesbetweenthe2016andearliersurvey.Onenotabledifferenceisinresponserates.In2014,311faculty,professionalstaff,andmanagementconfidentialresponded,representing12.4%oftheestimatedconstituency(N=2,500).In2016,bycontrast,559faculty,professionalstaffandmanagementconfidentialresponded,representingaresponserateof22.36%forthe2016survey.Amongundergraduateandgraduatestudentresponses,theincreaseswereasdramatic,nearlydoublingfrom323studentsin2014to625in2016(N=5,000).

Whilethefinalreportofthesurveyfrom2014statesthatthe“universitycommunityisgenerallyuninformedaboutgovernance”(3),amorecarefulexaminationofthenumbersrevealsamorepositivepicture.In2014,about76%ofthesurveytakersrespondedtothequestionabouttheirfamiliaritywiththeUniversityatAlbany’sSenateanditscouncilswith“somewhatfamiliar”and“veryfamiliar”,with60%neverhavingservedonaSenatecommitteeorcouncil.In2016,withalmostdoublenumberofrespondents,66%reportednothavingservedintheSenateoroneoftheSenate’scouncilsorcommittees.Butanequivalentcombinedpercentage(66%)ofrespondentsstatedthattheywere“somewhat”or“veryfamiliar“,with49%respondentsindicatingtheywere“somewhatfamiliar”and17%indicatingtheywere“veryfamiliar”.

Comparingthe2016withthe2014survey,somecharacteristicsofrespondentsandissuesofconcernforfaculty,staffandstudentsremainunchanged,whileothersarenewornewlyprominent.

Inboth2014and2016,respondentsreportskepticismaboutsharedgovernance.In2014,respondingtothestatementthat“Administration/Senatecommunications“reflected…transparencyandunderstanding”,54%ofrespondentsindicated“never”,“rarely”or(only)“sometimes”,with22%choosing“don’tknow”.TherelationshipbetweentheadministrationandtheSenateseemstohavedeteriorated.In2016,respondingtothestatementthatthe“UniversityAdministration“takesintoconsiderationfacultyorsenaterecommendations”regardingbudgeting,long-termplanning,physicalresourcesorselectionofadministrativepersonnel,50+%responded“never”,“rarely”,or(only)“sometimes”,with35+%choosing“don’tknow”.In2014,theresponserateforsimilarquestionsinthecategories“never”,“rarely”,or(only)“sometimes”,wasaround36%.

TherearesimilardataregardingfamiliaritywithSenatebodies,judgmentsoftheefficacyofcouncils,andperceptionsofhowwellSenateconstituenciesareservedbythelargerbody:In2014,forexample,CPCAwasknownby80%ofrespondents,whileLISCwasknownbyonly60%;in2016,CPCAremainedthebestrecognizedCouncil,whileLISCremainedleastwell

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known.Whenaskedin2014“WhichSenateCouncilsorCommitteesFunctionEffectively”,CAFFECoR(9%),CPCA(9%),andUPPC(7%)werethosechosenas“notfunctioningeffectively”,butwithawhopping79-85%reporting“don’tknow”.Whenaskedthesamequestionin2016,CAFFECoRjoinedCPCA,andUPPCinthelistofthose“notfunctioningeffectively”,buteachalsohadhigherproportionsoffavorabletounfavorableratings.Becauseofthenewsurveydesignthatincorporatedbranchingquestions,therewasanotabledeclineinthe“don’tknow”responses(from79-85%toarangeof20-37%).

Theperceptionoftransparencyseemstohaveslightlyimproved.In2014,22%ofresponderschecked“never”or“rarely”tothequestionofnegotiationandcommunicationreflectinganongoingprocessoftransparencyandunderstanding,57%“sometimes”,22%“often”,butin2016,responsestothequestionofhowtransparentistheSenatewere14%“notvery”transparent,66%“somewhat”transparentand20%“very”transparent.

TheSenateisnotcommunicatingwellaboutitsbusiness.50%reportedthat“itisnoteasytofindinformation”abouttheSenate’sbusiness,withonly10%sayingthatisiteasytofindinformationabout“allissuestheSenateisconsidering”.Thisquestionwasnotaskedin2014.

Lastly,whenaskedin2014howeffectivetheUniversitySenateisinrepresentinggraduatestudentissues,62%ofthefacultyandprofessionalstaffresponded“don’tknow”,astheydidwhenaskedhoweffectivetheSenateisinrepresentingundergraduatestudentissues,withabout20%“notatallwell”.Whenaskedthesamequestionin2016,alesser44%responded“don’tknow”andabout18%“notwell”.In2014therewasnoconsiderationofrepresentationandconsultationforcontingentfaculty.In2016contingentfacultywerejudgedtheleastwellrepresentedbytheSenate(30%),followedbygraduate(12%)andundergraduate(16%)students.About44%responded“don’tknow”.SimilarratingswereobtainedforeffectivenessofconsultationwiththeseconstituenciesandtheirparticipationintheSenate.

QualitativeAnalysisofQuestions8b,9b,10,11,and12Thelastfivequestionsonthesurveyprovidedopportunitiesforadditionalcommentsonfixed-formatquestionsandelicitedfurtherwrittencommentsaboutUniversityissuesandGovernance.Table17listsresponseratesandpromptsforeachquestion:Table17:Numberofresponsestoquestions8-12

Question NumberofRespondents(%oftotal)

Prompt

8b 16(3%oftotal) “Pleaseusethespacebelowforcomments”9B 75(13%oftotal) “Pleaseusethespacebelowforcomments”10 60(11%oftotal) “Pleaseusethespacebelowtoprovideadditional

thoughtsontheitemsabove”11 277(50%oftotal) “WhatarethetopthreeUniversityorHigher

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Education-relatedissuesthatyouwouldliketheSenateand/orAdministrationtoengage?

12 73(13%oftotal) “PleaseusethespacebelowtoshareanyadditionalthoughtsyoumighthaveaboutgovernanceatUAlbany.”

Responseswereanalyzedusingamodifiedversionofconventionalconsensualqualitativeresearch(CQR)methodology(Hilletal.2005).Theanalysisdrewinformationfromthegathereddataandsoughttoidentifymajorthemestofinallyextractleadingsentiments.Thestepsinvolvedintheintheanalysiswereasfollows::(1)developcentralthemesortopicareas,(2)codingresponsesforeachoftheseareas,(3)extractingmainthemesandsubthemesacrossresponseswhileexaminingthedataforpositiveornegativecontributions,(4)displayingsampleresponsesthatbestillustrateeachofthemainideasandsubthemes,(5)summarizetheanalysisbyidentifyinganddisplayingtheemergentleadingsentiments/areaswhicharemostappropriateforthefocusofthestudy.Responseswereinitiallyreadoncefordevelopmentofcentraltopicareas.Thentheywerereadtwiceforcodingandclassificationintotheappropriatetopicareas(Dawson,2006)andforfrequencycalculations.Atthispoint,mainthemesandsubthemeswereidentifiedandresponseswerereadforafourthtimetoidentifytheresponsesthatbestillustrateaparticularthemeorsubtheme.Oncethefullclassificationwasdone,areviewofthemainthemesandsubthemesandtheirillustrativecommentsrevealedtheemergentsentimentsandareasoffocusfortheSenate.Atthisfinalstage,illustrativeresponseswereselectedtosummarizeandillustratesentimentsandmainareasoffocus.

ResultsAnalysisofallresponsesyieldedawealthofinformationaboutrespondentviewsoftheissuesraisedbythefiveprobes/questions.Question9b,inparticular,providedcommentaryontheissuesofSenatetransparencyandcommunication.Question12providedthemostextendedresponses,whichoftendevelopedissuesraisedinearlierquestions,suchas9b.Question11generatedthegreatestnumberofcomments,702intotal,asmostbutnotallofthe277respondentsnamedthreeissuestheyfeltwereimportantfortheUniversity.Initialanalysisofquestions8-12revealedanumberofthemes,someoverlapping,andmostinvolvingtwoormoresubthemes.Question11,forexample,generatedeightthemeswithatotalof46subthemes.Thefivequestionsandtheirthemes,butnotthesubthemes,arepresentedintable18:

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Table18:Themesinwrittenresponsestoquestions8-12

Question ThemesEight(8) Representation,theWorkoftheSenateNine(9) Transparency,SenateCommunication,CriticismofAdministration,

CriticismofSenate

Ten(10) CriticismofAdministrativeConsultation,SatisfactionwithAdministrativeConsultation,Don’tknow

Eleven(11) GovernanceandPlanning,ResourceAllocation,ProfessionalIssues,StudentIssues,ContingentIssues,AcademicClimate&Morale,TeachingandCurriculum,LifeonCampus

Twelve(12) Governance,ContingentIssues,AcademicExcellence,ReviewofAdministrativePerformance,SenateCommunication,CriticismofAdministration

Inadditiontothenumberofresponsesbyquestion,thelengthofwrittenresponsesalsovaried.Question8,thefirstsurveyitemtoinvitewrittencomments,receivedatotalofsixteenresponses,tenconsistedofoneortwosentencesonly.Question12,thelastsurveyitem,received73responses.Mostofthesewerefullparagraphs,andsomeintegratedmaterialfrompreviouswrittenresponses,orexplicitlyreferredtopreviousresponses,insummarizingstatementsaboutgovernanceandotheraspectsoftheUniversity.

MajorThemesInordertopresentamanageable,coherentaccountofsurveyresults,wehavedecidedtofocusonthemajorthemesidentifiedinquestions9,11,and12,discussingeachthemewithdataillustrationsdrawnfromquestion11,whichareoftennomorethanaphraseorsentence,andquestions9or12,whichtendtobelongerandmoredevelopedresponses.Forthosereadersdesiringamoreindepthdiscussionofqualitativedata,twoappendicesareprovidedasseparatedraftreports:ReportonQuestion9b,whichexamineswrittencommentsontransparencyandcommunicationintheSenate,andReportonQuestion11,whichdiscussesthemesandsubthemesandprovidesnumerousresponsesaboutUniversityandHigher-educationconcernsofrespondents.AppendicesareavailableontheUniversitySenatewebpage.

Theme1:UniversityFacultyandStaffPerceivetheSenateasFlawedAmajorityofrespondentsseetheSenateasinneedofreformandimprovement,especiallyintransparencyandcommunicationanditsabilitytoengagetheadministrationineffectiveconsultation.

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Subtheme:TheSenateisweakfacultygovernance/greaterfacultygoverningofourU-facultymusthavemoresayaboutwhattheirUdoes,howitdoesthis,whichdirectionit'sgoing,whatresourcesshouldbeused,whatareaspromoted,etc.[Q11]

Facultygovernance.Thefacultysenateappearstobeapapertiger.Itmustpressforagreaterroleinthelifeoftheuniversity.[Q11]

IhaveneverbeeninvolvedbeyondtheCouncilonResearchbecausefacultygovernanceisawasteoftimehere.Theyaresimplyineffective.Whydidn'tthefacultysenateissueastatementaboutthewayPresidentJonesmishandledtheCDTAbusincident??Theybasicallybowdowntothesenioradministratorsandhavenoindependentvoice[Q12]

Idonotseehowthesenatehaseverhadmuchinfluenceoveradministrativedecisionsthataffectallofus,liketheadditionofthecollegeofengineeringwithoutadditionalresourcesandthefactthatwehaveamajorworkloadproblemwithashrinkingstaffandgrowingsenioradministration.Iwouldlovethesenatetohavesayinthat.[Q12]

IhavebeenpleasedtoseeSenateincreasinglytakingupimportantissuesinthepastfewyears.IsupporttheirinitiativesonAdministrationreview.Iampleasedtohearthattheycontinuetopressforamoresubstantiveroleforfacultyconsultation.ItisalsogoodtoseesomeUUP/Senatejointforumsthisyear;thatcollaborationisimportant.Senate,however,seemstomoveveryslowly.Itseemslikeitmayneedsomemajorbylawsoverhaulstoitsstructure(including,importantly,morerepresentationforcontingentfaculty)thatwouldallowformorefacultyparticipation.IwouldliketoseeadirectelectionofSenateChairs,andpossiblyalongertenureinthatrole.Iwouldalsoliketoseemoreopenforumsandregularcommunicationwithfacultyaboutimportantissues.IhaveconcernsaboutsomeoftheUniversity'sexpansionprojectsandreorganizationswithCEAS,andwouldliketoseeSenateplayingamoreactivepolicingrolewiththesechanges.Mostimportantisclawingbackacentralroleforfacultygovernanceandtheacademicmissiononcampus..[Q9]

Subtheme:MoretransparencyisneededfromtheAdministrationandtheSenateMoretransparencyontheCompactPlanprocessandwhichproposalsareselected,rationale,etc.[Q11]

Transparencywithrespecttoadministrativeprioritiesandinvestments.[Q11]

Thelackoftransparencyaboutcollegewide,university-wide,andSUNYwidedecisionsonfundingprogramsanddepartments.[Q11]

Transparencybyadministrationonhiringpractices/decisions,especiallywhenhiringfacultyandadministrators[Q11]

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“Seemslikeifthesenatewantedtoincreasetransparency,itwouldsendouttheagendaandminutestothewholeUniversitypriortothemeeting.Maybepeoplewouldshowupforpubliccomment,orvoicetheirconcerns,iftheyhadreadyaccesstoinformation.Attheveryleast,itmightservetoremindpeoplethateveryonehasavoiceingovernance;it'snotjustthedomainoftheterminallydisgruntled.”[Q9b]

“Senatorsindepartmentsreportoutandthisisveryeffective.UnderstandinghowtoreallyparticipateasfacultyintheSenatewhoguideandhavemorevoiceisquestionable.ItsometimesseemsasiftheSenaterubberstampsdirectivesfromonhigh.Notalwaysclearhowtoraiseconcerns.TheSenatebodyarrangementissomewhatforeboding,hierarchical,comingbeforecourtnotasstructurallyopenasitcouldbe....”[Q9b]

“It'sweirdI'mgettingthissurveyascontingentfaculty.IfIampermittedtohaveanysayinanythinginvolvingthesenateoracademicgovernance,noonetoldmeaboutit.Someoneonceaskedmetosignanominationforasenateappointmentanddidn'tevenknow,uponfindingIwascontingent,ifIwasallowedtosignthenomination,soIdidn't.Sothereisconfusionandlackoftransparencyaboutwhatthesenatehastodowithmeatallasacontingentfacultymember.”[Q9b]

Subtheme:Senateneedstocommunicatemoreeffectivelywithconstituents“IhearinformationfromindividualsthatparticipateincommitteesorattendcouncilmeetingsbutnotfromtheSenatedirectly.”[Q9b,throughout]

“InformationisnotpushedoutfromtheSenate,otherthanthroughitsmembers”

“Ourdepartment'sSenaterepresentativecommunicateswelltoourdepartment,butinyearsinwhichthishasn'tbeenthecase(beforethisperson'sterm),conveyanceofissueshasbeenobscure.

“Ingeneral,thewebsitehasinformationorarepresentativefrommybuildingsharescurrentSenatenews.But,thedocumentsarenotalwaysclearabouttherealissueathand.”

“ReportsmadefromCouncilstoSenatearefrequentlyminimalornon-existent.ItisoftenhardforanyonenotonaCouncilorCommitteetoknowwhatitisdoing.”

“Youhavetocareaboutwhattheyaredoingtogoandlookfortheinformation.Idon'tthinkpeopleareawareenoughaboutwhattheSenateisdealingwith,tocareenoughtogolookingfortheinformation.”

“Bettercommunicationisnecessary.Iwouldlovetoseesomesortofregularpublication(newsletter?)fromSenateaboutthingsSenateisdealingwith.Likewise,Iamalwaysconcernedaboutclosed-doormeetingswithadministration.Iamparticularlyconcernedaboutthe

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representationofcontingentfaculty.Thereseemslittletransparencyregardingacademicissuesrelatingtocontingentfacultywhicharenotcommunicatedtomanyofthosefacultysincetheyarenotvotingmembers.”

“Workingswithinthesenatearetransparent,totheextentthatsenatorsunderstandtheroleofeachofthecouncils.It'sachallengetocommunicatethisworktothecampusasawhole.Thismaybeduetoagenerallackofunderstandingofthesenate'sstructureandignoranceofitsby-laws.”

Theme2:ResourcesareCrucialfortheUniversityandItsMissionAmajorityofrespondentsseetheprocuringandallocatingofresourcesasvitaltotheviabilityoftheUniversity.

Subtheme:AdvocateforIncreasedStateSupportoftheUniversityPublic/legislativesupportforStateschool.CUNYdidwellwiththisrecentlyprotestingNYStatebudgetcuts.[Q11]

Restorationofcutfundingsince2008:toomuchofthespendinginthepast7hasbeendevotedtonewcollegesorprojects,whilethebasicelementsofresearchtravelsupport,etc.remainsindiminishedamountssincethebudgetcuts.[Q11]

AdvocacyonthepartofUAlbanyandSUNYtoSUNYandstatelegislature.Inmyview,speakingwithonevoicetostategovernmentwouldstrengthenourfundingsituation.

Publicfundingtocontrolstudents'costs;responsibleuseoffunds.[Q11]

IbelievethatsharedgovernanceshouldbetransparentandaccountableforboththeSenateandtheAdministration,andthatthiswillimprovethelong-termhealthoftheuniversitybyprovidingrational,reflexive,andparticipatoryplanning.TheissueofContingentFacultyneedstobedrasticallyimproved,andthe#ofteachingfacultyworkingwithoutthepossibilityofsecureemploymentneedstobereduced,forthelong-termhealthofcurriculumandinstructionattheuniversity.Weneedamodeloffundingfortheuniversitythatdemandsadequatestatesupportforitspublichighereducationsystem,notonebuiltonraisingstudenttuitionandshort-termcorporatesupport.[Q12]

Subtheme:Prioritizeresourcesforcentraluniversityactivitiesinteaching,researchandlibrariesPrioritizingadministrationhiresoverfacultylines-thisisageneralmoveinhighereducationthatisnotbeneficialtofacultyorstudents.Whydowehiredeansandconsultantsondiversityissuesbutdonothavelinesforfacultyofcolor?[Q11]

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UseofAdjunctsinplaceoffull-timefaculty-Inmanycases,adjunctsarefine,butwhenutilizedasafinancialstrategyinplaceoffull-timefacultytheyweakentheoveralleducationsystem.[Q11]

Increasingthefractionoftenure-trackvscontingentfaculty.[Q11]

Mostofall,I'dliketoseeagenuinecommitmenttogenuineeducationalvalues.Supporting&fundingfacultyandstudents'educational(classroomandcourse)needs,nottinselandsports.Expanddonotshrinkcurriculumandacademicdepartments.Supportcurriculumandlearningbyreducingclasssize.Donotfarmoutandsubcontractteachingtocheaplaborbuthiretenure-trackfaculty.[Q12]

Needformoredependablesourceoftravel/conferencefundingforfaculty.[Q11]

Enhancingtheresearchcharacteroftheuniversitybyincreasingsupportresources(e.g.dedicatedresearch/travelaccounts,on-campusconferencesupport,juniorfacultyleaves).[Q11]

Extremelylowresearchfundingratesandcompletelackofsignificantinternal/bridgefunding.[Q11]

ThefirstthingthatIthoughtabout,infact,was"Howcanwebethinkingaboutgovernancewhenwecan'tevenfixtheheatingandthewifi?"Thatbeingsaid,Ithinkthisuniversityneedstodecidewhetheritwantstobeaworld-classresearchinstitution,oradeluxecommunitycollege.Whilefacultyisextremelytalented,thereissomuchemphasisputonteaching,sofewresourcestorelievefacultyfrombasicserviceduties(advising,etc.),suchanemphasisonathletics,...Iamnotsurewhereresearchfitsintheadministration'sconcerns.[Q12]

Librarybudgetallocations.Thesehavenotbeensignificantlyupdatedperunitforyears,ifnotdecades.Thingschangeovertime;thebudgetshouldreflectthat. [Q11]

Librarybudget.Duetohighinflationinlibraryjournalprices,thelibrarymaterialsbudgetshrinkseveryyear.Ifitdoesn't,itisbecauselibraryjobsremainunfilled.Thisinanuntenablelong-termsolution.[Q11]

Improvingthelibraryfundingandcontents. [Q11]

Subtheme:PrioritizeresourcesforstudentsMoresupportforESOLstudents(tutoringisnotsufficient;theyneedinterventionandsupportthatismorecurriculum-based).[Q11]

Bettercross-departmentresourcesforstudents.[Q11]

Supportforundergraduateresearch.[Q11]

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Raisingstipendlevelsforgraduatestudentsandextendingtheirtimeavailability.[Q11]

Compensationforgraduatestudentassistants(wearepaidverypoorlyandoftenstruggletomakeendsmeetdespiteputtinginlonghoursanddoingexcellentwork).[Q11]

Fundingforgraduatestudents(tosupportcurrentstudents,butalsoattractcompetitivestudents).[Q11]

Graduatestudentstipends:inthenon-scienceareas,Albanytrailsotherinstitutionsbyasmuchas25to30percentinthestipendsitoffers.[Q11]

Subtheme:PrioritizeresourcesforcontingentfacultyAdjunctPay-Ifthey'regoingtobepartoftheoveralleducationstrategy,theyshouldatleastbepaidasthoughtheyweredoingsomethingimportant.[Q11]

Addressthestaterequirementsforpayconsideringexperienceofadjuncts.[Q11]

Meaningfulwageforadjunctsthatencouragesgoingtheextramile.[Q11]

Theuniversityisoperatingonthebacksofpoorlycompensatedcontingentfaculty.Thisismytoppriority.[Q12]

Theme3:ConcernsaboutTeaching,Curriculum,andAcademicQuality(Relatedtotheacademicclimatetherewere13%ofresponsesthattalkedaboutthequalityoftheacademicprogram).Thereweremanycommentsexpressingproposalsandconcernsaboutteachingandcurricularquality.Amainrequestamongcommentswastheneedtosupportourprogramsatalllevels,supportforresearch&travelandsupportforteaching.

Subtheme:AcademicexcellenceisindangerAcademicexcellence,whichisthemostimportantissueforfuturegrowth.[Q11]

Budgetaryproblemshamperingacademicexcellence.[Q11]

Lossoftenure-trackpositions/Increasingrelianceonadjuncts.[Q11]

Strengtheningprogramstohelpdevelopcriticalthinkingskillsforallstudents(notclearifnewcourseishelping).[Q11]

Overthepastdecadeortwo,Ihaveheardadministratorsdiscussmanytopicsbutveryseldomdidthewords"academicexcellence"crosstheirlips.WhatIhaveheardareallsortsoftrendytopics(mostrecentlymoney,retention,diversity,distancelearning....),butnotacademic

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excellence.Achievingexcellenceisnotamystery,butitrequiresasteadylong-termcommitmenttofosterexcellencewhereveritisfound.[Q12]

Focusonimprovingacademicprogramsandrecruitingbetterstudentsratherthanincreasingcourseofferingsthroughhiringmoreadjunctfacultyandlooseningapplicationstandardstomeetenrollmenttargets.[Q12]

Subtheme:Teachingneedsresources,support,andprofessionalautonomyAcademicfreedomandqualityofeducation,whichislinkedtotheraisingrelianceofcontingentfaculty.[Q11]

Inhigheredingeneral,lessparanoiaaboutoffendingstudents/triggers/micro-aggressions.[Q11]

Reallocationofhuman,financial,timeresourcestofocusonmuchbetterqualityofteaching,scholarshipandessentialservices(likegovernance).[Q11]

Considerquality,proveninnovationsforsupportingteaching,scholarshipandserviceactivities.[Q11]

EithergetridofSIRForitreplacewithabettersystemsuchasawrittenoneandmandatestudentparticipationsothatresultsarestatisticallyrobust.[Q11]

Toomuchemphasisontechnologyasasubstituteforteachingandlearning.[Q11]

Professionaldevelopmentforeffectiveteaching. [Q11]

Ingeneralitfeelsliketheadministrationsetstheagenda--wehavetofillouttheirvariousstrategicplanningformswhosedesigntendsto,apriori,limittheirabilitytoaddresstheneedsofnon-revenuegeneratingunits.Atthesametime,theuniversityhasbeenrushingaheadwithvariousexpansionsthatdonotseemtotakeaccountofthecoreteachingmissionoftheuniversity.Thusitseemstomethatfacultyfeel--oratleastthoseIspeaktofeel--thattheyarelosingtheirrightfulsayoverthegeneralacademiccurriculaoftheuniversity.[Q12]

Mostofall,I'dliketoseeagenuinecommitmenttogenuineeducationalvalues.Supporting&fundingfacultyandstudents'educational(classroomandcourse)needs,nottinselandsports.Expanddonotshrinkcurriculumandacademicdepartments.Supportcurriculumandlearningbyreducingclasssize.Donotfarmoutandsubcontractteachingtocheaplaborbuthiretenure-trackfaculty.[Q12]

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Subtheme:CurriculumanduniversitymissionneeddiscussionImportanceofthearts&humanitiestoaliberalartseducation.[Q11]

Erosionofthehumanitiesandtheliberalartsmission;findingwaystovaluethemintheirownright.[Q11]

Reevaluatingcurrentprogramstomakethemmorecurrent,morecompetitive,andmoredesirable,ratherthanjustaddingonnew,narrowlyfocusedprogramsthatonlyappealtoasmallnumberofstudents.[Q11]

Importanceofbecomingaglobalized,well-rounded,well-informedengagedcitizenforbothinstructors,administratorsandstudents.[Q11]

Creatingstrongcurriculumandstudentleaderswhowillgooutpreparedwithtransformativevisiontoproblemsolvehowtodeconstructembeddedinstitutional"isms"andIMAGINE,transformfordiversityandSustainability-[Q11]

Inputfromcontingentsoncurriculum.[Q11]

Afewyearsago,theuniversityshutdownordown-gradedseveraldepartmentsthat,theysaid,hadlowenrollment,buthadhighachievement.Wearesupposedtobeauniversity,thereforeofferingawidevarietyofopportunitiesforgrowth.Thecriterionforcontinuationshouldbequalityoftheprogram.Theadministrationseemstohavenoproblemsfindingmoneyfortheirpetprojectsevenwhiletheypleadausterity.[Q12]

Issue#1:Theadministration'sinsistenceonaddingadditionalprogramswithsuchanarrowfocusiscounterproductivetothePresident'sgoalsofincreasingenrollment.Theseprogramswillonlyaddahandfulofstudents,placeunduestressonthestaff,andtheadditionalfacultyneededareseeminglynotworththecostitwouldtakefortheamountofstudentswhowouldbedrawninbytheseofferings.Instead,thegoalshouldbetoreevaluateourcurrentofferingsandrenovatethemtomakethecurriculummorerelevant.TheUniversityneedstoperformwellatitsfoundationsbeforeaddingthese"boutique"degreesthatonlyservealimitedpopulation.[Q12]

Theme4:Faculty&StaffDistrustoftheAdministrationCommentsexpressingFacultyandStaffdistrustoftheAdministrationwefoundinquestions9b,10,11and12.Issuesraisedincludedtheunequalpowerofactorsinsharedgovernance,problemswithconsultation,andtheneedtoevaluateadministrators:

Subtheme1:TheAdministrationispowerfulandtheSenateisweak“IthinkthatadministratorsaretoopowerfulintheUniversityandthattheFacultySenateshouldhavegreaterpowerandindependencetobeinvolvedinactualdecision-makingatthe

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entireUniversitylevel.TheSenateandfacultyforthatmatteraretoldthingsafterthefact,likethisbusinessofaCollegeofHomelandSecurity,whichisadisgrace.”[Q9b]

“FacultygovernanceatUAlbanyisscandalouslyweak.ThiswasrevealedtotherestoftheworldwhentheCASDeanafewyearsagoeliminatedFrench,Theater,andotherdepartments.Theschoolhasbeenadriftforyearsandiscurrentlygraspingatstraws,tryingtoturnitselfintoatechschool--akindoffour-yearBOCES--tomakeupforKaloyeroswalkingawaywith$17billioninUniversityinfrastructure.Theproblemisstructural,withthefacultytreatedas"employees,"ratherthanactiveparticipantsinrunningtheinstitution.Theadministratorsbecomeincreasinglyarrogantandremovedfromacademicmatters.The"employees"becomeincreasinglybeleagueredandcowed.”[Q9b]

“Thereislittlesenseamongfacultythatwhatfacultyknowaboutissuesunderconsiderationclearlyrepresentswhatreallyunfoldsbehindthescenes.”[Q9b]

“TheSenatehasmadegreatstridesintransparencyinrecentyears.TheproblemIseeisthatinformationfromtheadministrationisplanningdoesn'toftengetthroughtotheSenatorsuntilit'salreadybeendecided.”[Q9b]

Subtheme2:TheAdministrationdoesnotsufficientlyconsulttheSenateCreatingamechanismforFacultytobeabletoraisetheirconcernswiththeProvostandthePresident,withtheexpectationofeffectiveresponses/actions.[Q11]

FacultyinputintoM/Chiring.[Q11]

Properconsultationbeforemajorbudgetaryplans/decisions.[Q11]

MoreconsultationbetweentheadministrationandSenateonchangestoacademicprograms.[Q11]

BetterandmoreopendialoguebetweenadministrationandfacultyonthefutureoftheUniversity-withouthavingpredeterminedagendascomingin[Q11]

Subtheme3:TheAdministrationneedstoconsultondecisionsaffectingfacultyworkloadandcurriculum.Realignmentofadministratorsandfaculty,sothatthefacultyareaidedbyadministratorsratherthanimpededbythem.[Q11]

Moreinformationonhownewandrestructuredprogramsimpacttheworkloadofexistingfacultyandstaff.[Q11]

Facultygovernance--ensuringthatfacultyhaveoversightandinputinimportantlong-rangeplanningandbudgetarydecisions.[Q11]

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SolicitingANDHEEDINGfacultyinputintocurricularandorganizationaldecision(forex:changingacollegename&whatdepts&programsareinit).[Q11]

Whatsharedgovernancemightactuallymean;towhatdegreeisfacultyexpertiserespectedwhenitcomestoeducationalpolicyandthelargermissionoftheUniversity.[Q11]

GovernanceatUAlbanyhasaverytop-downstructure.ThefacultySenateandthevariousCollegeCouncilsareonlyadvisory,andtheadministrationmakestherealdecisions.Buttheworkingsoftheadministrationarequiteopaquetofacultyatalllevels,soitisquitehardforthosefacultymemberswhodohavesomeauthority(suchasdepartmentchairsandprogramdirectors)tomakeinformeddecisions.Theincreaseinadministratorsovertheyearshasalsoaddedtotheworkloadoffaculty(whohavetoimplementtheirprograms)withoutaddingtoournumbers.Furthermore,ourvariousschoolsandcollegeshaveverydifferentgoalsandlittleunderstandingofoneanother'sactivities,whichleadstorealmisunderstandingsacrosscampus.[Q12]

Subtheme4:TheadministrationneedstobeevaluatedManyresponses(about6%)requestedafacultyroleinsystematicreviewofadministrativeoffices.

Yearlyperformancereviewsoftheupperadministration,includingdeans.ReviewswithTEETH![Q11]

FailureonthepartoftheUniversityadministrationtoassessinanongoing,meaningfulwaytheperformanceofdeansandchairs,andtoactontheinformation.[Q11]

Lackofleadershipabilitiesoreffective/functionaladministrativeinstinctsamongdeansofatleasttwo,andpossiblymore,colleges/schools.[Q11]

Haveindependentreviewtoevaluatewhetherallcurrentadministrativepositionsareindispensable.[Q11]

TheSUNY-wideSenatepromotesfacultyassessmentofadministratorsoneachcampus.ApastchancellorapprovedofitandtwootherUniv.centershavehaditinplaceforyears,anditworkswell.ThelastMiddleStatesreviewcommentedthatweneedtoinstituteithere.Whyisadministrationstilldraggingitsfeetonimplementingithere?[Q12]

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Summary

Recommendations

Recommendation1:ContinuetostrengthenformalconsultationasawayofstrengtheningtheSenateinrelationtoastrongerAdministration.Thisrecommendationrespondstotwo‘themes’:ThattheSenateisweak,andthattheAdministrationoftendoesnotconsultwiththeSenateuntillateinunfoldingofnewacademicandotherinitiatives.Formalconsultationneedstooccurinatimelyfashion,acrossarangeofinitiatives.Forexample,theSenateleadershiphasworkedhardthispastyeartoinsistthatitbeconsultedearlyinprojectssuchasStrategicPlanning,CompactPlanning,theProvost’sImplementationprocessforContingents,andnewacademicprograms.Inordertobuildabetterprocessof‘sharedgovernance,’theSenateneedstoinsistthatitbeinvolvedinallinitiativesthatmatchthetermsofSection2.2.2ofthefacultyby-laws,whichdefinethescopeofformalconsultation.Thispastyearithasre-establishedkeycommitteesofUPPC,withresponsibilityforbudgetaryandfacilities.TheGovernanceCouncilworkedoverthesummertoinsurethattherightsoftheUndergraduateandGraduateCouncilswouldbeconsultedonallrelevantphrasesoftheCollegeofEngineeringandAppliedSciences,andthatarosterofSenatenomineeswasputfortheStrategicPlanningSteeringCommittee.ThisistheworkweneedtodotostrengthentheSenateandSharedGovernance:EducatingtherelevantadministrativeofficesaboutSenateCouncilsandformalconsultation;makingsurethatSenateCouncilsandCommitteearefunctioningandawareoftheirrightsandresponsibilities;insistingthattheconsultationprocessbeginsearly.And,last,wemustrecognizethatGovernanceisaprocess,fulloftrialanderror,whichwecanindividuallyandcollectivelyimprove.

Recommendation2:IncreaseLobbyingforSUNY,ImproveFinancialLiteracyoftheSenate&PrioritizeAcademics.Recommendation2a:WorkwiththeadministrationandUUPtoincreaselobbyingeffortsforstatesupportoftheSUNYsystemanditsmissioninresearchandeducation.Atthesametime,workwiththeadministrationtoincreasetheproportionofstateandtuitiondollarsthatareportiontoUAlbany.Thisrecommendationrespondstotwothemes.1)Keepingeducationaffordable,whichisoneofthecorevaluesofthisuniversityandoneofthemainconcernsforourstudents.2)Theperceptionamongfacultythatiftheirworkweresufficientlyacknowledgedandvalued,UAlbanywouldbeabletostrengthenitspositionamongotherSUNYcentersandthiswouldbemoresuccessfulrequestingtheappropriateleveloffundingfromSUNY.UUPhasalongtraditionoflobbyingthelegislatureforsupportforSUNYanditsmissioninresearchandeducation.TheyhavedonewonderfulworkonbehalfthewholeSUNYsystemdefendingSUNY’sbudget.Lobbyingformorestatesupportissomethingthatweneedto

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engageasacommunity.WerecommendthattheSenate,UniversityleadershipandUUPleadersfocuseffortstoimprovestatesupportofhighereducation.Buteveryeffortcounts.WeencouragemembersoftheuniversitytoalsocontributetothiseffortbycontactingtherepresentativesintheNYgovernmentforincreasesupportforhighereducationbyincreasingthestatecontributiontoSUNY.Forguidelinessee:https://www.suny.edu/govtrelations/state/lobbying-tips/Recommendation2b:FinancialLiteracyoftheSenate,andUPPC’sResourceAnalysis&PlanningCommittee.Thisis“auniversityonthemove”,wearegrowingandgrowthnecessitatesincreasedfunding.Partofthefundingcomesfromtuitionrevenue,butanimportantportionisprovidedbystatefunds.TheUAlbanyFoundationisachievingimportantgainstowardsabetterendowment.Theyhaveraisedacumulativetotalof$55millionontheircurrentcampaignthatwillendinJan2019,withatargetof150million.Butadditionalfundingisneededsothatthegrowthofnewunitsdoesnothappenattheexpenseofotherunits.Inthistransitionalperiodmorethanever,thereistheneedtounderstandthefinancialpictureofUAlbanyandhowresourcesareutilized.WerecommendworkingwiththeadministrationtounderstandhowUAlbanyfaresfinanciallywithintheSUNYsystemandhowthedifferentprogramswithintheuniversityaresupported.WerecommendthattheResourceAnalysis&PlanningCommitteeworkstogetherwiththeFinancialOfficetohaveinformationabouttheUAlbanyBudget,withallsourcesandexpensesaccountedfor.Wewillallbenefitfromunderstandingthefinancialpictureoftheuniversity.ThuswealsorecommendthatthiscommitteemakestheinformationavailabletoalltheSenateandthattheinformationbeyearlyupdatedanddisplayedontheSenate’swebpage.Recommendation2c:PrioritizeAcademics.DevelopingaclearfinancialpictureforUAlbanywillallowustostrengthentheacademicenvironment.Astrategicallocationofresourcesthatsupportsthevisionoftheuniversitywewanthasacumulativestrengtheningeffect.WerecommendedthatUPPCanditsResourceAnalysis&PlanningCommitteebevigilantthatresourceallocationsandfundingrequestsarealignedwiththegoalssetupbytheCompactPlanningCommittee.Someareasarecriticalforastrongeracademicenvironmentandhavehistoricallybeenunderfunded.Forexample,attentionshouldbegiventotherecommendationsoftheBlueRibbonPanelonGraduateStudents,whichincludedbringinggraduatestudentsstipendstolevelsthatarecomparablewithourpeerinstitutionssothatwecanbetterattractstrongdoctoralstudents.

Recommendation3:ContingentFaculty,Curriculum&AcademicClimate

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Recommendation3a:Toimprovecurriculumandacademicquality,improvetheconditionofContingentFaculty,andmovethosemeritingittocontinuingappointment.ConcernwiththeconditionsofContingentFacultywasfrequentlyvoiceinsurveycomments.Somecalledforbettersalaryandbenefitsandanendtodemeaningtreatment;othersarguedthatthegrowthofcontingentemploymenterodedtheUniversity’sabilitytoprovidehigh-qualityundergraduateandgraduateeducation.TheSenateshoulddirectitsappropriatecouncilstoreview,discussandreportonthechangesproposedbytheUniversitybytheImplementationTeamsoftheProvost’sPanelonContingentConcerns.Animplementationteamoncompensationandbenefitshasalreadyproposedandenactedachangetotheminimalpercoursesalary.AnimplementationteamisworkingonthePanel’srecommendationofpathwaystopermanenceforcontingentfacultymeetingappropriatecriteria.TheSenateCouncilonAcademicAssessmentshouldregularlycommunicatewiththisteam,sinceevaluationofteachingisasignificantissueofProfessionaldevelopmentforContingentFaculty.Lastyear,theSenatesponsoredaforumonissuesfacedbyContingentFaculty,followingthereleaseofthePanelReport.TheSenateshouldfollowuponthisbyholdingadditionalforumstopublicizeandencouragebroaddiscussionoftheissuesconcerningContingentFacultyandProfessionConcernsraisedbytheproposalforactionofallthreeimplementationteams.Recommendation3bDefininganddefendingastrongacademicculture.Strengtheningtheacademicmoraleoftheuniversityisamajorconcernforsurveyrespondentsinseveralcategories.Historically,UAlbanyusedtobeidentifiedwithastrongacademicculture.Yearsofchangingleadership,combinedwithyearsofgrowth,hasweakenedthevisionofwhoweare.Thisyear,theuniversityisworkingwithfourteendifferentgroupsthatareengagedinfuturingexercisestodevelopavisionoftheuniversitywewant.Developingastrongidentityamongstudentsandfacultyaboutwhowearewouldsupporttheseexercisesbyimprovingasenseofidentityandincreasingmoraleandperformance.Belongingtoacommunitythatisproudofitselfmovespeopletohigherlevelsofachievement.CurrentlywelosestrongstudentswhotransfertootheruniversitiesbecauseoftheperceptionthatUAlbanydoesnothaveastrongenoughacademicenvironment,whileenrollmentpressureshadledtolesseningadmissionstandards.Animprovedidentitywouldhelpretentionaswellasimprovingrequirementsforenrollment.Wehaveastrongfacultyandprogramsthatareamongthetopinthenation.Wehavebeendescribedasa“hiddengem”.ButforsomereasonthecurrentperceptionofUAlbanydoesnotcapitalizeonourstrengths.WerecommendthattheSenatetogetherwiththeUniversityleadershipsponsoraseriesofdialogsonhowtoimprovetheacademiccultureatUAlbanywhiledevelopingaclearvisionofwhoweare.Werecommendstartingtheconversationswiththerecommendation3c.Recommendation3cSocialSciencesandHumanitiesinaLiberalArtsEducation.

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Therewasastrongsentimentinthesurveythesocialsciencesandhumanitiesarenotadequatelysupported.Thereisadangerthat,inarushtosupportnewareasoftheuniversitythatcanimmediatelyincreaseenrollments,traditionalareasthatarethebackboneofaliberalartseducationareneglected.WerecommendthattheSenateandadministrationjointlysponsoradialogontheroleofsocialsciencesandhumanitiesinaliberalartseducation.

Recommendation4:ImproveSenatecommunicationandtransparency.ManyrespondentstothesurveydecriedSenatecommunicationpracticesorattestedtotheirownlackofinformationabouttheSenateanditsactivities.Manyalsomadepracticalsuggestionsforimprovement.Theseinclude:

• re-instatingthepracticeofdistributingnoticeofSenatemeetings,theagendasforthosemeeting,andtheminutesofpriorSenatemeetingstoallSenateconstituents;

• remindingSenatorsoftheirresponsibilitytoreportSenateissuesactivitiestotheirconstituents,andconstituentconcernstotheSenate;

• askingallSenateCouncilstoprovidebrief,informativewrittenreportsoftheiractivities,whicharethenpartofthemeetingminutes,andthustherecordofactualsharedgovernance.

SomeimprovementsrequireadditionaleffortsbytheSenatetocommunicatewithconstituents.WerecommendthattheSenatesponsoraForuminFall2016toexplainanddiscussthe2016SurveyofSharedGovernance,providingtimefordiscussionoftheissuesraised.Otherimprovementswillrequirelong-termefforts.Itisclearfromrespondents’commentsthatmanypeople,especiallythosenotinvolvedinSenateCouncilsorCommittees,haveadifficulttimeunderstandinghowtheSenateworks.EveryopportunitytoaddressconstituentsonSenateactivitiesshouldbetaken,sothatsharedgovernancecanbecomeawidelysharedgoalratherthanamystifyingprocessthatoccursbehindcloseddoors.

NextStepsThereweremanyissuesandconcernsraisedbythissurvey.Thisreportreflectedonthemostsalientfeaturesinrelationshipwithsharedgovernance.Weinvitethewholecommunitytoviewtheappendixforamoreexpandedviewofresponses.WerecommendthattheGovernanceCouncilanditsCommitteeonAssessmentofGovernanceandConsultationreviewthisreportandoverseetheimplementationofrecommendationssuggestedwithinduringtheacademicyear2016-17.Improvementstothe2016SurveyonSharedGovernanceshouldspecificallybenotedtopreparethe2018iterationofthesurvey.Werecommendthattoimprovetheresponserate,theCommitteeonAssessmentofGovernanceandConsultationadministerthenextsurveyasearlyasthefirstweekofMarch2018.

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Appendix:2016UAlbanyFacultyandProfessionalStaffSurveyonSharedGovernance:responsestoquestions8-12:[TBA]2016UAlbanyStudentsSurveyonSharedGovernance:responsestoquestions8-12:[TBA]

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