Governance Models for Latin American Universities in the 21st Century : Comparative Analysis, Global Perspectives, and Future Propositions

Foreword 6 Preface 9 Contents 21 List of Figures 23 List of Tables 25 1 Transformation of the University Governance Philosophy and Operational System: An Exigency of the New Education Industry Order 27 Introduction 27 The New World Order 28 New Organizational Structures 30 COVID-19 and the Higher Education Institutions (HEIs) 33 The Concept and Scope of Education: A Retrospective 34 Innovative University Needs Innovative University Governance 37 The Higher Education Institutions: Diversity of Stakeholders 38 A Comparative Analysis of the Corporate vs University Governance 39 The University Governance in the Future 40 Final Thoughts: Who Will Own the Education and Educational Institutions? 42 Reference 43 2 University Management, Leadership, and Governance 44 Introduction 44 University Board and Management: A Brief Retrospective 45 The University Board and Management in the Contemporary World 46 Key Questions Academic Leaders Need to Answer 47 Can Modern Corporate Management Theories Be Applied to Academia? 48 Modern Institutional Governance Theories 51 University Diversity Leadership and Governance 53 Sustainable, Ethical, and Socially Responsible (SESR) Governance 54 Challenges for an Effective University Governance 56 Conclusions 59 References 61 3 The Industrial Effects: The Emergence of Corporate Universities 63 Introduction 63 Justifications for the Emergence of the Corporate University System 64 What is a Corporate University? 65 The Growth of Corporate Universities 66 The Potential Benefits of the Corporate Universities for the Corporations 67 The Specific Roles and Functions of Corporate Universities 68 Types and Models of Corporate Universities 70 Driving Forces Behind the Growth of Corporate Universities 71 Differences Between Traditional and Corporate Universities 74 The Impact of Corporate Universities on the Education Industry 75 What Should Traditional Universities Do? 77 Conventional, Corporate University, Virtual Corporate University, and University Corporation 78 Final Thoughts 79 References 80 4 Contemporary Challenges to University Governance Models 83 Introduction 83 Students’ Admissions, Retention, and Experiences 85 Online Learning 87 Board Composition 88 The Social Load of Universities 89 Conclusion 92 References 92 5 University Governance Models Across Regions: Europe 96 Introduction 96 A Melting Pot for University Governance 98 The Long Process of European Integration in the World of Higher Education 98 University Governance Models in Europe 102 Exemplary Cases 105 Sorbonne Université 107 University of Oxford 109 The Arctic University of Norway 110 Technische Universität Múnchen 112 Final Thoughts 113 Acronyms 116 References 117 6 The Governance Models of Higher Education Institutions in the United Arab Emirates in the Twenty-First Century 119 Introduction 119 Regulators of Higher Education 120 Types of Higher Education Institutions in the UAE 122 Higher Education and the Fourth Industrial Revolution 123 UAE Visions and the National Agendas 127 Governance Models in the Twenty-First Century 129 Final Thoughts 131 References 132 7 University Governances Models Across Regions: Asia 133 Politics, Do They Affect Rankings? 133 How Are These Schools Ranked by Various Ranking Sites? 133 Political Power in Each Major Geographical Area 134 Commonalities and Differences 137 Schools in Asia with a World Ranking Have These Things in Common: 137 Schools with no World Rankings Have These Things in Common: 143 Does Funding from the Government Matter? 143 Governance Overview in Asia 144 Summary of Governance in Asia 145 Summary 153 The 5-R’s: 154 References 155 8 The United States, the Spirit of Democracy: Shared Governance Model 160 Shared Governance vs. Participatory Management Model—Corporate Models 160 How Can University Governance Affect Its Success? 161 How Are Universities Ranked in the USA and Does That Affect Enrollment? 164 Public Universities in the USA vs. Private: 170 What Has the 2020, COVID-19 Pandemic Done to Students’ Decision-Making Process? 170 Lessons Learned by Faculty and Staff in the Shared-Governance Model 172 Summary: Best Practices for Twenty-First-Century Higher Education in the USA 173 References 177 9 University Governance System in the Latin American Context 180 Introduction 180 The Latin American Context 181 Latin American University Governance Models 186 Conclusion 187 References 188 10 University Governance in Mexico 191 Introduction 191 Basic Governance Model for Mexico’s Universities 192 Governance, Committees, and the Organizational Structure 194 The Board Assembly (BA) 196 Executive Committee (EC) 196 Governance Committee (GC) 198 Committees 198 Consultation Committees 198 President/Rector (P/R) 199 Succession Planning for the President/Rector of the University 199 Sample Results of a Survey to President/Rectors from Mexican Universities Regarding the Role of Their Boards and Their Members 201 Final Thoughts, Conclusions, and Recommendations 205 Sample Stories by a President/Rector 209 Getting in into a New Institution “The Honeymoon and the Start” 209 Several Events and Situations Have Taken place—“From the Honeymoon to the Real World” 209 Changes and Development—“Start of a New Era” 210 Changes and Development. “Conflict of Interest” 212 Appendix 1: The Questionnaire Administered to Presidents/Rectors 213 Section 1. The University Board in General 213 Section 2. About the Board Members of the University 214 Section 3. Board’s Role and Functions 215 Appendix 2 Comments from Each Section of the Questionnaire 216 Section 1. The University Board in General 216 Section 2. About the Board Members of the University 217 Section 3. Board’s Role and Functions 219 Keywords 220 References 221 11 Corporate Governance in Peruvian Universities 222 Introduction 222 Classification and Structure of Peruvian Universities 224 Research Within Peruvian Universities 226 References 231 12 Fostering Good Governance in Higher Education Institutions: The Case of Colombia 232 Introduction 232 The Higher Education System in Colombia and Progress in Good Governance 235 The Soft Law Model and Components of Good Institutional Governance 239 Closing Comments 244 References 246 13 Looking into the Future: The Education Institution Leadership 250 Introduction 250 University Social Responsibility 251 Transparency, Accountability, and Democracy 253 Student Life 255 Cross-Sector Partnerships 257 References 259 14 The Future of Education and the Business School 263 Introduction 263 Technology: Remote Learning 264 Technology: Artificial Intelligence 265 Proposals for the Education Models of the Future 267 Workshop System 267 Critical Thinking 268 The Post-Pandemic Business School 270 References 272 15 Pedagogy, Technology, Pandemics, and the University Governance 274 Introduction 274 The Pandemic as a Catalyst for Change in Higher Education. 275 Information Democratization and Its Consequences 275 Role of the University Government 276 Technology as a Lever for the Evolution of Education. 277 Students and Teachers’ Skills for Online Education 277 Toward the Future of the Teaching–Learning Process 278 Implications for University Governance 280 Conclusions and Recommendations 281 Future Research Approaches 281 References 282 16 The University Governance Model in the Twenty-First Century: An Epilogue 284 Introduction 284 University Governance in the Future: Few Ideas 285 Setting up the Context 285 Establishing Congruent and Objective Rules 286 Standing by the Purpose of the University 286 Strengthening the Governing Bodies 286 Designing a Succession Plan for Governing Bodies 287 Inclusive Governance 287 Network Governance 287 Deliberative Partnership 287 Engagement, Innovation, and Impact 288 Implications Associated with These Proposals 289 Recommendations to Implement the Proposals 289 The Latin American Context 290 The Business School in Latin America 292 Conclusions 294 References 294 Index 297 This book explores new models and future possibilities of university governance in a Latin American context using management and leadership theories. The dramatic changes and uncertainty facing the world recently have forced us to reimagine the future of education. Changes such as digitalization, the increasing number of corporate universities, and the need for cost-effective educational programs and services require universities to keep evolving while ensuring that they maintain their essence as a critical social asset. This book offers a new approach to managing and leading the university, particularly by embracing the role and responsibility of delivering quality educational programs and services, by being innovative and flexible enough to make urgent decisions and act upon them in a timely and appropriate manner. With its contributions to management and the social sciences, this interdisciplinary book will serve as a valuable resource to researchers, administrators, and students alike. Mohammad Ayub Khan is Director of the Management Department and Professor at the Universidad de Monterrey (UDEM), Mexico. Antonio J. Dieck Assad is Consultant and Partner at Grupo Dieass Consulting and Former Rector at the Universidad de Monterrey (UDEM), Mexico. Rosalia G. Castillo-Villar is Postdoctoral researcher at the Universidad de Monterrey (UDEM), Mexico. Trina K. Henderson is Owner of Torres Henderson Education Resources, LLC, and Adjunct Professor of Business at the Universidad de Monterrey (UDEM), Mexico