| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 58.64 |
| Liaison | Jessica Bilecki |
| Submission Date | March 3, 2017 |
| Executive Letter | Download |
University of the Pacific
PA-3: Governance
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 3.00 |
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 both direct participation in university committees and electing students representatives.
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:
Student body president serves as a participate observer on the University’s Board of Regents.
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:
Students serve on committees that make recommendations concerning each of the areas indicated.
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:
Staff Advisory Council Representatives are elected by their peers and serve constituent groups within their divisions, both exempt and non-exempt staff in grades 1-11, with each representative serving no more than 40 staff members. Representatives serve 2-year terms, and terms are staggered so that only half the council rotates off in a given year. The role of the representative is to communicate with the constituent group regarding staff issues and SAC activities carried out on their behalf, as well as to represent constituent concerns at SAC meetings.
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:
Two students from student government (ASUOP), two alumni, and two faculty members from Academic Council serve as liaisons with the Pacific Board of Regents, but are not 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:
The university’s Staff Advisory Council, comprised of staff members elected by their peers, has opportunities to make recommendations concerning each of the indicated areas. One example has been participation in discussions about flex policies.
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:
Adjunct faculty do not have voting opportunities on the majority of the faculty governance bodies - the primary vehicles being Academic Council, the Institutional Priorities Committee, the Strategic Planning Committee, and the Academic Facilities Improvement Committee.
The University of the Pacific Academic Council recommends policy concerning curricular, faculty and other academic issues. Faculty representatives are elected by the faculty in each school or college for three-year terms. All three campuses are represented on the Council. The number of faculty representatives from each unit is determined by the number of full-time faculty in the unit.
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 students from student government (ASUOP), two alumni, and two faculty members from Academic Council serve as liaisons with the Pacific Board of Regents, but are not 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 | No |
| 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:
Organizational Mission, Vision - Strategic Planning Committee guided development of Pacific's new strategic plan in AY12-13 and Academic Planning and Alignment Process in AY13-14.
Establishing new policies, programs, or initiatives - Institutional Priorities Committee guided allocation of new Strategic Investment Funds in support of new academic programs in AY14-15.
Strategic and long-term planning - Academic Affairs guided development of Pacific's new academic plan in AY14-15.
Existing or prospective physical resources - Facilities Improvement Committee guided decisions regarding new capital improvement plans for athletics, conservatory, housing, and business school facilities in AY13-14 and AY14-15.
Budgeting, staffing and financial planning - Institutional Priorities sets budget for every fiscal year.
AY14-15: Creation of a Shared Governance Committee, that include: Regents, Administration and Faculty, including non-tenured track.
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.