Student as Governor 2012 Students engaging the governance agenda in HE Steve Denton Pro-Director, Strategy and Organisation, Institute of Education, University of London

 Largely male  Largely retired  Focused on Finance and property  No discussion of the academic business  Student voice/feedback?  Student reps-if there were any-young people who should be seen and not heard “Polite patronisation”  Students by and large (unless studying accounting or building surveying) confused by discussions on cashflow forecasting and net present values A stereotypical Board from the 80’s/90’s

 No board in the country without student representation  Encouraged to be active participants  Student experience high on the agenda  Greater focus on programmes, course and curriculum matters  Greater levels of public scrutiny/accountability for boards- particularly when things go wrong So that’s all right then!!!!! however; Making the most of the Formal/informal Understanding the style and culture Earned responsibility-briefing/professionalism Where we are

What are Boards responsible for? Unambiguously and collectively responsible for overseeing the institutions activities “Mission” “Strategic Direction”“Character” Statement of primary responsibilities Financial responsibilities including: ensuring the solvency of the institution and safeguarding its assets approving the financial strategy approving annual operating plans and budgets ensuring that funds provided by the Funding Council are used in accordance with the Financial Memorandum ensuring the existence and integrity of risk management, control and governance systems and monitoring these through the audit committee receiving and approving annual accounts (audited financial statements)

What are Boards responsible for? Also responsible for: oversight of the strategic management of the institution’s land and buildings; the institution’s human resource and employment policy; the health and safety of employees, students and visitors; compliance with all legal requirements under the 1994 Education act to ensure that the students’ union operates in a fair and democratic manner and is accountable for its finances appointing “senior postholders” and holding them to account Significant responsibility-individually and collectively The role of committees Student and staff governors are not usually members of finance, audit, and employment committees (although there are cases where they are), and never members of remuneration committees.

Where can I find this out? Regulations-Charters + Statutes; Articles and Instruments CUC guide Lay majorities/Students on GBs-2.57 Collective responsibility/Members as representatives 2.9/2.24 Not get involved in day to day management 2.13 Reserved matters -2.6 Charitable trusteeship Personal liability and indemnity Interests Induction/development 2.25-all members

Rights  To receive proper induction  To receive agenda and report for meetings in good time  To have sufficient information and advice on which to reach a reasonable decision  To seek advice from officers and receive adequate answers and explanations (and also decide to take external advice; this should normally be raised with the chair and secretary.)  To receive impartial advice from the Secretary  To have your objection to any particular decision recorded  To be indemnified

Responsibilities  To act in the collective interests of the HEI, rather than any individual interest of the interests of a particular group  To abide by the 7 Nolan principles  To complete an annual register of interests, and as circumstances dictate, declare any interests, and offers of gifts/hospitality, to the Secretary  To read agenda and papers  To maintain confidentiality  To seek advice where you think this is necessary  To challenge constructively

Challenges  Representing the views of those who elected you vs. collective responsibility  Getting to grips with the technicalities-Finances? Budgets and accounts, Estates and infrastructure?  Partners or polite patronisation  Remember your rights as individual governors  Preparation and confidence read the papers, ask if you don’t understand; pre- meeting advice  Boards are “set piece” occasions

Opportunities  You understand the business Course/programme reps Module/programme review The views of students-NSS/PTES/PRES  Increasingly boards will look to you for your views on these  Most good chairs will make a point of inviting SU reps to contribute e.g. standing agenda items  The national agenda-Charters, NSS, QAA  Pity the poor middle aged!

The power of the Informal  Establish a relationship of trust VC/senior team Secretary  Chair-initial meeting; regular meetings  Other lay governors- arrange tours, meet the team, shadowing  Induction  Technicalities-get briefed by the experts e.g. FD/ED  Pre-Board briefings  Constructive engagement Board ambush! Grandstanding. Doesn’t go down well with senior teams or lay members  Flag up problems early-big organisations, problems will arise, give opportunities to resolve

What happens when things go wrong? Shattocks warning signs; o A dominant head of institution, sometimes supported by the governing body or a subset of governors. o Ambiguity in governance and management structures. o An unwillingness of university administrators to speak up about poor decision making that can harm the interests of the institution. o Poor internal audit processes, and a lack of regard for the role of the audit committee in monitoring institutional assurance processes. o A lack of understanding by the governing body or the executive of the managerial capacity of the institution to deliver change, or unwillingness to invest appropriate resources to bring about change. o Disregard for academic matters, or the exclusion of an academic ‘voice’ in important decision-making by the governing body. o The failure of due process, such as the implementation of decisions or exceeding powers. You have individual and collective responsibility

What happens when things go wrong?  Can be personally challenging  Take advice-Secretary/GM/NUS  Advantages You know the institution Take the temperature/feel the pulse of the student body Advocate of student concerns

Steve Denton Pro-Director (Strategy and Organisation) and Institute Secretary Institute of Education, University of London