Lionel Stanley Lewis - When power corrupts: academic governing boards in the shadow of the Adelphi case
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When power corrupts: academic governing boards in the shadow of the Adelphi case
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Academic Governing Boards in the Shadow of the Adelphi Case
Lionel S. Lewis
Page iv
Copyright 2000 by Transaction Publishers, New Brunswick, New Jersey.
All rights reserved under International and Pan-American Copyright Conven tions. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without prior permission in writing from the publisher. All inquiries should be addressed to Transaction Publishers, RutgersThe State University, 35 Berrue Circle, Piscataway, New Jersey 08854-8042.
This book is printed on acid-free paper that meets the American National Standard for Permanence of Paper for Printed Library Materials.
Library of Congress Catalog Number: 00-037389 ISBN: 0-7658-0031-4 Printed in the United States of America
Library of Congress Cataloging-in-Publication Data Lewis, Lionel S. (Lionel Stanley) When power corrupts : academic governing boards in the shadow of the Adelphi case / by Lionel Lewis. p. cm. Includes bibliographical references (p.) and index. ISBN 0-7658-0031-4 1. Adelphi UniversityAdministrationCase studies. 2. Adelphi University FacultyCase studies. 3. Teacher-administrator relationships New York (State)Garden CityCase studies. 4. Diamandopoulos, Peter. I. Title. LD25.8 L49 2000. 378.747'245dc21 00-037389
Page v
Contents
Preface
ix
1. Introduction
1
2. The President and His Board I: The Selection Process
23
3. The President and His Board II: Mutual and Unqualified Faith
49
4. Lay Boards
73
5. The Work of the Academic Governing Board
95
6. The Diamandopoulos Years at Adelphi
119
7. The Counterattack: Defending the Board and President
149
8. Conclusions
169
Index
187
Page vii
Acknowledgments
Help to speed along completion of this projectfrom providing boxes of documents to giving valuable suggestions about the use to which these were being putcame from many quarters. Philip G. Altbach, Boston College; the Baldy Center for Law and Social Policy; Saul B. Cohen, Board of Regents of the University of the State of New York; Amy Gladstein and Beth M. Margolis, Gladstein, Reif & Meginniss, Attorneys at Law; Judge Barbara Howe, Supreme Court of the State of New York; Jonathan Knight, B. Robert Kreiser, and Michael Mauer, American Association of University Professors; Frederick P. La Forge and Allyn B. Skinner, my research assistants; Ann W. Lewis; Joel I. Nelson, University of Minnesota; and Sandra Walton, Ruben Salazar Library, Sonoma State University have been generous with material support, time and advice, and I am grateful. If I have forgotten others, I apologize; the obligations incurred in writing When Power Corrupts extend far beyond my power to remember and cite.
This book is dedicated to the others of the Lewis pride: June, Dorothy, Jack, Bernice, and Barbara.
Page ix
Preface
The findings of this case study, which focuses on the governing board/administrative-faculty relationships at Adelphi University, have implications for a significant number of the 3,600-plus institutions of higher learning across the United States. They run counter to a number of commonly held assumptions about the putative power of faculty and about governance in American colleges and universities wherein lay governing boards have unlimited power, and faculty have been accorded a good deal less power than is believed.
In spite of the fact that academic administrators are appointed by and are the agents of trustees (not representatives of faculty or student interests), the latter who have complete authority over institutional policies, are hardly positioned to govern effectively. They are usually dependent on those whom they have appointed. Administrators may not only influence who is asked to join a board, but can also largely determine the content of the information boards receiveand so significantly shape their decisions. Moreover, because most members of lay governing boards know little about academic life, when faced with a decision, they must often defer to academic administrators, or acquiesce to a president's suggestions, whether perspicacious or not. Their judgments may be neither well informed nor, in the end, sound if the information provided is seriously flawed. A number of instances of this were found in this research, suggesting that the institution of self-perpetuating lay boards in American higher education may not be the best way of governing colleges and universities.
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