governance good practice guide

models of governance

Governing boards operate in different ways - or adopt different models of governance.

This section of the Governance Good Practice Guide (GGPG) gives three examples of governance models which FE colleges may use and supplies brief details of a range of different models of governance used by a variety of organisation types.

The following three examples give a flavour of the many variations in use across FE.

1. The traditional board

This board may be characterised as follows:

• the board governs and oversees operations through committees - management functions are delegated to the principal
• the committees deal with the information process on behalf of the board and may be authorised to undertake work on its behalf (subject to the limitations identified in the Articles of Government)
• committees report the detail of their work to the board for information and approval
• the principal reports at each meeting of the board
• the governing board chair - on behalf of the board - maintains regular contact with the principal between meetings.

2. The John Carver active policy-making role

John Carver's Policy Governance Model enables governing boards to concentrate their attention on strategic leadership by:

• governing through policies that identify and establish the organisational 'ends', and college management determines the means that will be used to achieve these ends
• using ad hoc working groups to undertake specific tasks rather than committees (in the purest adaptation of this model)
• developing a vision (or mission) of what the college should be and do as its primary task - the board being the active partner in relation to the vision, with much of the detailed work that more 'traditional' boards usually undertake being passed to the executive
• the principal being required to report to the full board - which should meet frequently in order to ensure that it provides, maintains and monitors the direction which it gives to him or her.

3. Interactive guidance role

In this model, the board engages in a detailed and expert interaction with the executive over key aspects of the strategic plan that requires the board to:

• ensure that the plans are realistic and achievable, and derive from the vision
• provide a clear framework and guidance for departments and sections to write their subsidiary plans
• establish a pattern of carrying out strategic planning and undertaking financial forecasting processes in tandem
• agree a clear hierarchy of priorities
• assign responsibilities for monitoring and reviewing plans.

different models of governance

Some of the models of governance from which FE colleges may draw their preferred approach and style are set out in the following table. These include business and other models. Governors, with their diverse backgrounds, may be familiar with these and will be able to bring the benefits of their experience and knowledge to the board.

One of the implications of using a combination of different models is that roles and responsibilities may become blurred. It is vital, therefore, that governing boards and management establish, monitor and maintain a clear understanding of their respective roles and responsibilities and their arrangements for working together effectively. This clarity of understanding is essential to successful college leadership and effective self-regulation.

Click here for information on the distinction between governance and management.

Click here for information on self-regulation.

Click here for information on governance self-assessment.

Click here for sample case studies.