This series of essays written for trustees and administrative leaders of universities and colleges draws on the authors’ extensive consulting experience, research into the dynamics of boards, and service as trustees, to focus on practical insights that will help readers improve governance. The authors have contributed a series of essays on governing well to Inside Higher Education, which formed the inspiration for this volume. The primary aim of the book is to provide insight that boards can use to enhance their governing practices. Our take is not a “how to do” book but rather one on “how to think.” Our basic premise is that too many boards are underperforming because they adopt or continue ineffective practices. However, thinking in more intentional if not new ways about not only what they do as boards, but how they go about their efforts, will help boards add value to the institutions and state systems they govern. We use thought provoking-titles and a conversational tone to engage the readers, get them to reflect on their work, and broaden their horizons.

This series of essays written for trustees and administrative leaders of universities and colleges draws on the authors' extensive consulting experience, research into the dynamics of boards, and service as trustees, to focus on practical insights that will help readers improve governance. The authors have contributed a series of essays on governing well to Inside Higher Education, which formed the inspiration for this volume. The primary aim of the book is to provide insight that boards can use to enhance their governing practices. Our take is not a "how to do" book but rather one on "how to think." Our basic premise is that too many boards are underperforming because they adopt or continue ineffective practices. However, thinking in more intentional if not new ways about not only what they do as boards, but how they go about their efforts, will help boards add value to the institutions and state systems they govern. We use thought provoking-titles and a conversational tone to engage the readers, get them to reflect on their work, and broaden their horizons.

Presents the experiences of campuses without tenure and campuses where faculty may choose tenure or contracts. Issues covered include academic freedom, faculty recruitment, selectivity, turnover, and reward structures. Answers the question, "What lessons can be learned from campuses with contract systems?"

Tenure is the abortion issue of the academy, igniting arguments and inflaming near-religious passions. To some, tenure is essential to academic freedom and a magnet to recruit and retain top-flight faculty. To others, it is an impediment to professorial accountability and a constraint on institutional flexibility and finances. But beyond anecdote and opinion, what do we really know about how tenure works?

In this unique book, Richard Chait and his colleagues offer the results of their research on key empirical questions. Are there circumstances under which faculty might voluntarily relinquish tenure? When might new faculty actually prefer non-tenure track positions? Does the absence of tenure mean the absence of shared governance? Why have some colleges abandoned tenure while others have adopted it? Answers to these and other questions come from careful studies of institutions that mirror the American academy: research universities and liberal arts colleges, including both highly selective and less prestigious schools.

Lucid and straightforward, "The Questions of Tenure" offers vivid pictures of academic subcultures. Chait and his colleagues conclude that context counts so much that no single tenure system exists. Still, since no academic reward carries the cachet of tenure, few institutions will initiate significant changes without either powerful external pressures or persistent demands from new or disgruntled faculty.