| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 71.58 |
| Liaison | James Gordon |
| Submission Date | March 3, 2015 |
| Executive Letter | Download |
Thompson Rivers University
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 3.00 |
James
Gordon Environmental Programs and Research Coordinator TRU Office of Environment and Sustainability |
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 can sit on the three main governance bodies of TRU. Governance at TRU is divided into three bodies responsible for corporate and academic decision-making. The Board of Governors makes decisions on such matters as property development, labour and finance. The Senate and the Planning Council for Open Learning make decisions on such matters as curriculum, credentials, admissions and educational policies. The composition, powers and duties of each governing body are legislated by the Province of British Columbia in the Thompson Rivers University Act.
Also, all students on get one vote and can participate in a democratic election of student representatives on the TRU Student Union governing body, the Board of Directors (http://trusu.ca/governance/elections/).
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:
Two TRU students are elected to Board of Governors by other students. Student members hold office for one year, and, after that, until a successor is elected.
Four TRU students sit on the Senate, and they are elected by other TRU students for one year terms. One TRU Open Learning student sits on the Planning Council for Open Learning for a one year term. The student is elected by other Open Learning students.
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:
In regards to the students’ decision-making role on the TRU Board of Governors, they have the same role as any other member, whether faculty, staff, or community member. They help in the decision-making process of all seven areas indicated above.
Examples of their involvement from the previous three years include helping with the development of three vital institution plans which will help guide TRU through many years of decision-making: the TRU Academic Plan (completed December 2011), the TRU Campus Master Plan (completed 2013), and the TRU Strategic Priorities Plan (completed 2014).
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:
TRU staff representatives can sit on the three main governance bodies of TRU. All staff members on these bodies are elected or appointed by other staff members. Governance at TRU is divided into three bodies responsible for corporate and academic decision-making. The Board of Governors makes decisions on such matters as property development, labour and finance. The Senate and the Planning Council for Open Learning make decisions on such matters as curriculum, credentials, admissions and educational policies. The composition, powers and duties of each governing body are legislated by the Province of British Columbia in the Thompson Rivers University Act.
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:
A TRU non-supervisory staff member sits on the Board of Governors for a three year term. They are elected by and from the employees of the university. Two TRU non-supervisory staff members sit on the Senate, and they are elected by the support staff for three year terms. Two TRU Open Learning staff members sit on the Planning Council for Open Learning for three year terms. All members are elected by other Open Learning staff members.
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:
In regards to the staff member's decision-making role on the TRU Board of Governors, they have the same role as any other member, whether faculty, student, or community member. They help in the decision-making process of all seven areas indicated above.
Examples of their involvement from the previous three years include helping with the development of three vital institution plans which will help guide TRU through many years of decision-making: the TRU Academic Plan (completed December 2011), the TRU Campus Master Plan (completed 2013), and the TRU Strategic Priorities Plan (completed 2014).
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:
After being elected by other faculty members, TRU faculty representatives can sit on the three main governance bodies of TRU. Governance at TRU is divided into three bodies responsible for corporate and academic decision-making. The Board of Governors makes decisions on such matters as property development, labour and finance. The Senate and the Planning Council for Open Learning make decisions on such matters as curriculum, credentials, admissions and educational policies. The composition, powers and duties of each governing body are legislated by the Province of British Columbia in the Thompson Rivers University Act.
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:
Two TRU faculty members sit on the Board of Governors for three year terms. They are elected by other faculty members of the university. Two TRU faculty members from each faculty (8 faculties total) sit on the Senate for three year terms. All members are elected by faculty members of the faculty. Two TRU faculty members sit on the Planning Council for Open Learning for three year terms. All members are elected by other faculty members.
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:
In regards to the faculty members' decision-making role on the TRU Board of Governors, they have the same role as any other member, whether student, staff, or community member. They help in the decision-making process of all seven areas indicated above.
Examples of their involvement from the previous three years include helping with the development of three vital institution plans which will help guide TRU through many years of decision-making: the TRU Academic Plan (completed December 2011), the TRU Campus Master Plan (completed 2013), and the TRU Strategic Priorities Plan (completed 2014).
The website URL where information about the institution’s governance structure is available:
Data source(s) and notes about the submission:
Information source (besides website mentioned above): TRU faculty member, who has sat on the Board of Governors committee for many years, Peter Tsigaris.
Information source (besides website mentioned above): TRU faculty member, who has sat on the Board of Governors committee for many years, Peter Tsigaris.
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.