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Governing the governors: a case study of college governance in English further education

机译：治理州长：以英语继续教育中的大学治理为例

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This paper addresses the nature of governors in the governance of further education colleges in an English context. It explores the complex relationship between governors (people/agency), government (policy/structure) and governance (practice), in a college environment. While recent research has focused on the governance of schooling and higher education there has been little attention paid to the role of governors in the lifelong learning sector. The objective of the paper is to contribute to the debate about the purpose of college governance at a time when the Learning and Skills Council commissioning era ends and new government bodies responsible for further education and training, including local authorities, arrive. The paper analyses the nature of FE governance through the perspectives and experiences of governors, as colleges respond to calls from government for greater improvement and accountability in the sector. What constitutes creative governance is complex and controversial in the wider framework of regulation and public policy reform. As with other tricky concepts such as leadership, professionalism and learning, college governance is best defined in the contexts, cultures and situations in which it is located. College governance does not operate in a vacuum. It involves governors, chairs, principals, professionals, senior managers, clerks, community, business and wider agencies, including external audit and inspection regimes. Governance also acts as a prism through which national education and training reforms are mediated, at local level. While governing bodies are traditionally associated with the business of FE—steering, setting the tone and style, dealing with finance, funding, audit and procedural matters—they are increasingly being challenged to be more creative and responsive to the wider society. Drawing on a recent case study of six colleges, involving governors and key policy stakeholders, this paper explores FE governance in a fast changing policy environment.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/01411926.2010.495765
机译：本文探讨了英语环境下继续教育学院治理中的州长性质。它探讨了大学环境中州长（人/机构），政府（政策/结构）和治理（实践）之间的复杂关系。尽管最近的研究集中在学校和高等教育的治理上，但很少有人关注州长在终身学习领域中的作用。本文的目的是在学习和技能委员会的委任制时代结束并且新的负责进一步教育和培训的政府机构，包括地方当局到来之际，就大学治理的目的进行辩论。当大学响应政府要求在该领域进行更大改进和问责的要求时，本文将通过州长的观点和经验来分析有限元治理的本质。在更广泛的法规和公共政策改革框架中，构成创造性治理的内容是复杂且有争议的。与其他棘手的概念（例如领导力，专业精神和学习）一样，大学治理最好在其所处的环境，文化和情况下进行定义。大学治理并非一帆风顺。它涉及州长，主席，校长，专业人员，高级经理，文员，社区，企业和更广泛的机构，包括外部审计和检查制度。治理还可以作为一个棱镜，在地方一级通过该棱镜来调解国家的教育和培训改革。尽管理事机构在传统上与FE指导业务相关联，但要定下基调和风格，处理财务，资金，审计和程序问题，但它们却越来越受到挑战，要求更具创造力和对更广泛的社会做出响应。本文基于最近六所大学的案例研究，涉及州长和关键政策利益相关者，本文探讨了快速变化的政策环境中的有限元治理。查看全文下载全文相关的var addthis_config = {ui_cobrand：“ Taylor＆Francis Online”，services_compact：“ citeulike，netvibes，twitter，technorati，美味，linkedin，facebook，stumbleupon，digg，google，更多”，发布：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/01411926.2010.495765

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