Based on a national study of 750 4-year institutions, this study assesses the current state of senates and identifies factors that contribute to senate effectiveness. Findings show that although cultural elements of campus governance are positive, faculty are dissatisfied with the quality of their involvement in decision making. Regression analyses show that high levels of faculty involvement in the senate and influence in particular areas of decision making are significant predictors of senate effectiveness. Based on the findings, the study raises questions aimed at advancing the study and practice of institutional governance with particular attention to the role of faculty senates.
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