In order to help trustees fulfill leadership responsibilities, presidents should help them explore three areas of knowledge (the college, trends in higher education, and trends in society), identify and explore their specific governance responsibilities and behaviors, and guide them in balancing cost effectiveness, quality, and humanism. (MSE)

If a college governing board is to intelligently satisfy its obligation for presidential evaluation, its method should not include systematic and public involvement of faculty, students, and staff. If it handles the process sensitively, the result will be a valuable assessment of the institution, its people and policies, and its president. (MSE)

Techniques learned and used by the University of Carolina's administration to aid the board in policy making, goal setting, and evaluation include: providing sound, timely, and sufficient information; two-way information flow; an annual meeting devoted to goal-setting; participation in university briefings; and personal contact. (MSE)

Several newly-appointed presidents were interviewed regarding these questions: Is the college or university presidency what he expected it to be? How does the new president feel about the job? What are the most difficult and disappointing aspects of the job?

The college president's role in institutional leadership is discussed, focusing on the president's relationship with the governing board and his/her empowerment in the face of responsibility. Examples of presidents who have been able to transform institutions are offered. It is concluded that professional distance is an essential quality. (MSE)

This article suggests that increasingly, college governing boards are using presidential evaluation techniques that compromise the incumbent president's ability to lead. If the board feels it has an objective evaluation method, it should not accept self-motivated faculty evaluations. Guidelines are offered for both formal and informal assessments.…

A survey conducted to assess the roles of university trustees and presidents and their conceptions of these roles is described. Differences of opinion on roles are apparent on moral and social questions, on academic policy, and on financial policy. The importance of teamwork and a cooperative relationship is emphasized. The survey instrument is…

Results of interviews with presidents and trustees of 10 private liberal arts colleges concerning the president-trustee relationship include observations about the presidency as a political office, the president's role as a bureaucrat, the committee system, presidential evaluation, and prospects for presidential leadership. (MSE)

While some suggest that tensions between college presidents and their boards are high, it is proposed that most are coping successfully with difficult issues, and that their relationships are fundamentally very sound. Sources of new tension are examined, particularly the affirmative action debate and "activism" among trustees. Trustee selection…

The role of college lay governing boards in the 1980s is addressed. Focus is on trustees' responsibilities with respect to litigation, government regulation, private gifts and tax reform, academic tenure, faculty unions, interinstitutional cooperation, deferred maintenance of college buildings, accreditation, and public image. (JMD)

Some underlying causes of interinstitutional rivalries are discussed concerning state support of graduate programs, often considered a measure of institutional quality, in state higher education systems. The roles played by state governing boards, administration, and faculty in these contests are also examined. (MSE)

An experienced college president offers sometimes tongue-in-cheek advice to new presidents, including insights into relationships with constituencies, interpersonal skills, the role of the spouse, accepting advice, sharing confidences, persistence, choosing priorities for change, audience awareness in public speaking, development, community…