| Overall Rating | Bronze - expired |
|---|---|
| Overall Score | 35.36 |
| Liaison | Cesar Nanni |
| Submission Date | Jan. 13, 2015 |
| Executive Letter | Download |
Universidad de Monterrey
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
2.70 / 3.00 |
César Alfredo
Nanni ME Center for 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:
Through the Student Goverment organization
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:
Every year students vote to elect the government body.
Do students have a formal role in decision-making in regard to the following?:
| Yes or No | |
| Establishing organizational mission, vision, and/or goals | No |
| Establishing new policies, programs, or initiatives | Yes |
| Strategic and long-term planning | No |
| Existing or prospective physical resources | No |
| Budgeting, staffing and financial planning | No |
| Communications processes and transparency practices | Yes |
| Prioritization of programs and projects | No |
A brief description of the formal student role in regard to each area indicated, including examples from the previous three years:
-
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:
Through the University Senate staff can participate in the study, reflection, and proposal of recommendations to formulate general rules which promote and regulate the academic and educational quality of the University and to encourage the professional development of teachers and collaborators
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:
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 | No |
| Establishing new policies, programs, or initiatives | Yes |
| Strategic and long-term planning | No |
| Existing or prospective physical resources | No |
| Budgeting, staffing and financial planning | No |
| Communications processes and transparency practices | Yes |
| Prioritization of programs and projects | No |
A brief description of the formal staff role in regard to each area indicated, including examples from the previous three years:
Propose rules, regulations and general educational policies that guide the actions of the various members of the academic and training areas.
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:
Through the University Senate staff can participate in the study, reflection, and proposal of recommendations to formulate general rules which promote and regulate the academic and educational quality of the University and to encourage the professional development of teachers and collaborators
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:
Selected by voting
Do faculty have a formal role in decision-making in regard to the following?:
| Yes or No | |
| Establishing organizational mission, vision, and/or goals | No |
| Establishing new policies, programs, or initiatives | Yes |
| Strategic and long-term planning | No |
| Existing or prospective physical resources | No |
| Budgeting, staffing and financial planning | No |
| Communications processes and transparency practices | Yes |
| Prioritization of programs and projects | No |
A brief description of the formal faculty role in regard to each area indicated, including examples from the previous three years:
Encourage professional development of teachers
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.