I. Introduction
The purpose of collaboration between and among the key constituencies within the University--administration, faculty, staff and students--is to advance the mission of the University in ways appropriate to a Jesuit institution. That is, as a university dedicated to excellence in teaching, scholarship, and service, Loyola University Chicago strives to be a community that promotes justice and engages in continual discernment of the best and most appropriate policies and actions that foster these aims.
The formation and improvement of University committees and councils requires that we operate under the following governing principles and a shared set of goals or aims. The five major principles under which we strive to operate have been articulated in a document entitled A Shared Governance White Paper (August 20, 2002). These key principles are explicated in this document (see Addendum 1) but summarized briefly here:
- A foundation of trust: Trust entails a number of factors. Truth-telling. Candid communication. Genuine listening. Accountability. Consistency. Mutuality. Trust is earned gradually, over time. Trust is not to be confused with absolute loyalty or willful ignorance. In a climate of trust, we can depend on one another to work for the mission and goals of the university. In a climate of trust, we can strive to bring wisdom to bear on institutional problems. In a climate of trust, we have the right to expect the best from one another and to hold one another to the highest standards of performance.
- Joint effort: By "joint effort" we mean a sense of ownership, an acceptance of responsibility and a willingness to participate in matters affecting the direction of the institution. The ideal is to involve as much participation as is reasonable and appropriate, given the scope and significance of the matter at hand. This ideal is based on several assumptions:
- Contributions from everyone are needed to run the university.
- The contributions from many different individuals and groups to the governance of the institution are essential if the university is to run smoothly and well.
- Issues and decisions can be initiated at any level of the institution.
- The university cannot operate as a democracy; not all parties have equal voice in decision-making processes.
- Responsible, expertise-based participation: By "responsible expertise-based participation," we mean that individuals should be involved in governance based on their ability to contribute. The questions that are paramount in achieving responsible expertise-based participation will always be: "What institutional goals are we trying to achieve? Who is best equipped to contribute to their realization?" Participation in decision-making is not an end in itself or a reward, but a means of achieving the best results for the university.
- Subsidiarity: By "subsidiarity" we mean that, whenever possible and appropriate, decisions should be made at levels closest to the issues. Decisions are frequently best developed at levels proximate to the matter at hand. Solutions are often best generated by those closest to the problem. The most effective decisions and practices are often determined by those primarily responsible for implementing them and operating with the results. We can assume those close to the issue have greater depth of knowledge and deeper investment in the consequences. Subsidiarity, however, requires a clear demarcation of the spheres of accountability. It is, therefore, important for all participants in the decision-making process to be both cognizant and respectful of those to whom accountability falls.
- Transparency: By "transparency" we mean effective communication of the rationale, the content and the processes of decisions. If shared governance is valued in the university, then an informed and engaged community of discourse is necessary. The conduct of governance needs to be visible and clearly understood. Decision-making must entail genuine opportunities both to persuade and to be persuaded. Consultation and communication are each essential and are not to be confused. Consultation leads up to and affects the decision. For this purpose, there must be channels of reliable input from relevant constituencies. Communication, on the other hand, conveys decisions already reached and identifies the reasons for which these decisions have been made. Both decisions themselves and the processes involved should be open to assessment, review and judgment.
In addition, we affirm that the aims or goals of this collaborative process of shared governance must be:
- To advance the mission, vision, and strategic goals of the University;
- To promote a healthy sense of community;
- To recognize the domains of authority and responsibility of various entities and individuals;
- To foster innovation and change, when appropriate and necessary;
- To strive for continuous improvement and a culture of active participation;
- To be efficient, effective, productive and timely in responding to internal and external demands in order to improve the quality of the services we offer.