| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 48.37 |
| Liaison | Michelle McCollum |
| Submission Date | Nov. 18, 2014 |
| Executive Letter | Download |
George Brown College
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 3.00 |
Adrienne
Galway Special Advisor to the President President's Office |
Do all enrolled students, regardless of type or status, have an avenue to participate in one or more governance bodies (through direct participation or the election of representatives)?:
A brief description of the mechanisms through which students have an avenue to participate in one or more governance bodies:
Students are represented on the College's Board of Governors.
Is there at least one student representative on the institution’s governing body who was elected by peers or appointed by a representative student body or organization?:
A brief description of student representation on the governing body, including how the representatives are selected:
The College's Board of Governors includes "Internal Governors" being: one student, one Academic Staff Employee, one Administrative Staff Employee and one Support Staff Employee, each of whom shall be elected by the students or the relevant staff group in accordance with the procedures establishing by the BoG in consultation with the students or the relevant staff group and set out in the by-law of the Board. (Excerpt: GBC B-Law Number 8.)
Do students have a formal role in decision-making in regard to the following?:
| Yes or No | |
| Establishing organizational mission, vision, and/or goals | Yes |
| Establishing new policies, programs, or initiatives | Yes |
| Strategic and long-term planning | Yes |
| Existing or prospective physical resources | Yes |
| Budgeting, staffing and financial planning | Yes |
| Communications processes and transparency practices | Yes |
| Prioritization of programs and projects | Yes |
A brief description of the formal student role in regard to each area indicated, including examples from the previous three years:
By participating on the Board of Governors student representatives had the opportunity to provide input on a number of strategic planning and governance issues, such as:
- Input into development of the College’s Strategy 2020 (strategic plan) a road map for the College’s future “Pathway to Leadership” which includes six strategic imperatives, each with specific objectives and metrics to guide the growth of the College;
- Quarterly review of the College’s Balanced Scorecard which monitors and tracks progress in achieving the objectives set out in the College’s Strategy 2020 in areas such as Budget, Financial Viability, Student and Staff Success, Partnerships, Innovation in Teaching and Learning and Field Education.
- Campus Master Planning: Participation in design charette to imagine and define the future space needs of the growing college; to establish a set of principles to guide space planning; to engage students, staff, faculty and other key stakeholders in an open and transparent project and ensure the college remains a key contributor within the Greater Toronto Area.
- Annual review of progress made in meeting the College’s Green Plan Phase 1 and 2 objectives.
- Planning for the College’s new state-of-the-art Health Sciences Campus on Toronto’s waterfront.
Do all staff, regardless of type or status, have an avenue to participate in one or more governance bodies (through direct participation or the election of representatives)?:
A brief description of the mechanisms through which all staff have an avenue to participate in one or more governance bodies:
Non-supervisory staff are represented on the College's Board of Governors.
Is there at least one non-supervisory staff representative on the institution’s governing body who was elected by peers or appointed by a representative staff body or organization?:
A brief description of non-supervisory staff representation on the governing body, including how the representatives are selected:
The College's Board of Governors includes "Internal Governors" being: one student, one Academic Staff Employee, one Administrative Staff Employee and one Support Staff Employee, each of whom shall be elected by the students or the relevant staff group in accordance with the procedures establishing by the BoG in consultation with the students or the relevant staff group and set out in the by-law of the Board. (Excerpt: GBC B-Law Number 8.)
Do non-supervisory staff have a formal role in decision-making in regard to the following? :
| Yes or No | |
| Establishing organizational mission, vision, and/or goals | Yes |
| Establishing new policies, programs, or initiatives | Yes |
| Strategic and long-term planning | Yes |
| Existing or prospective physical resources | Yes |
| Budgeting, staffing and financial planning | Yes |
| Communications processes and transparency practices | Yes |
| Prioritization of programs and projects | Yes |
A brief description of the formal staff role in regard to each area indicated, including examples from the previous three years:
By participating on the Board of Governors staff representatives had the opportunity to provide input on a number of strategic planning and governance issues, such as:
- Input into development of the College’s Strategy 2020 (strategic plan) a road map for the College’s future “Pathway to Leadership” which includes six strategic imperatives, each with specific objectives and metrics to guide the growth of the College;
- Quarterly review of the College’s Balanced Scorecard which monitors and tracks progress in achieving the objectives set out in the College’s Strategy 2020 in areas such as Budget, Financial Viability, Student and Staff Success, Partnerships, Innovation in Teaching and Learning and Field Education.
- Campus Master Planning: Participation in design charette to imagine and define the future space needs of the growing college; to establish a set of principles to guide space planning; to engage students, staff, faculty and other key stakeholders in an open and transparent project and ensure the college remains a key contributor within the Greater Toronto Area.
- Annual review of progress made in meeting the College’s Green Plan Phase 1 and 2 objectives.
- Planning for the College’s new state-of-the-art Health Sciences Campus on Toronto’s waterfront.
Do all faculty, regardless of type or status, have an avenue to participate in one or more governance bodies (through direct participation or the election of representatives)?:
A brief description of the mechanisms through which all faculty (including adjunct faculty) have an avenue to participate in one or more governance bodies:
Faculty sit on the College's Board of Governors.
Is there at least one teaching or research faculty representative on the institution’s governing body who was elected by peers or appointed by a representative faculty body or organization?:
A brief description of faculty representation on the governing body, including how the representatives are selected:
The College's Board of Governors includes "Internal Governors" being: one student, one Academic Staff Employee, one Administrative Staff Employee and one Support Staff Employee, each of whom shall be elected by the students or the relevant staff group in accordance with the procedures establishing by the BoG in consultation with the students or the relevant staff group and set out in the by-law of the Board. (Excerpt: GBC B-Law Number 8.)
Do faculty have a formal role in decision-making in regard to the following?:
| Yes or No | |
| Establishing organizational mission, vision, and/or goals | Yes |
| Establishing new policies, programs, or initiatives | Yes |
| Strategic and long-term planning | Yes |
| Existing or prospective physical resources | Yes |
| Budgeting, staffing and financial planning | Yes |
| Communications processes and transparency practices | Yes |
| Prioritization of programs and projects | Yes |
A brief description of the formal faculty role in regard to each area indicated, including examples from the previous three years:
By participating on the Board of Governors faculty representatives had the opportunity to provide input on a number of strategic planning and governance issues, such as:
- Input into development of the College’s Strategy 2020 (strategic plan) a road map for the College’s future “Pathway to Leadership” which includes six strategic imperatives, each with specific objectives and metrics to guide the growth of the College;
- Quarterly review of the College’s Balanced Scorecard which monitors and tracks progress in achieving the objectives set out in the College’s Strategy 2020 in areas such as Budget, Financial Viability, Student and Staff Success, Partnerships, Innovation in Teaching and Learning and Field Education.
- Campus Master Planning: Participation in design charette to imagine and define the future space needs of the growing college; to establish a set of principles to guide space planning; to engage students, staff, faculty and other key stakeholders in an open and transparent project and ensure the college remains a key contributor within the Greater Toronto Area.
- Annual review of progress made in meeting the College’s Green Plan Phase 1 and 2 objectives.
- Planning for the College’s new state-of-the-art Health Sciences Campus on Toronto’s waterfront.
The website URL where information about the institution’s governance structure is available:
Data source(s) and notes about the submission:
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.