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The start of the new academic year has all eyes looking ahead. As we all know, prediction is very difficult, particularly about the future, as physicist Niels Bohr cheekily put it. At the same time, the future is already here—it is just unevenly distributed, as writer William Gibson said. In other words, while predictions are difficult, we have evidence of what we might expect. This essay applies those logics to higher education governance.

If predictions about the future are difficult, predictions about the future of governance might be outright foolish. Nevertheless, it is worth speculating and preparing.

On the Board’s Radar

Since higher education is in the headlines—if not the headline in the news—boards are likely to be more aware and informed of the issues and trends in higher education than they were in the past. This is particularly true because of federal action (I once would have said “policy,” but we are not seeing policy being made or even discussed) making news in The Wall Street Journal, The New York Times and other outlets read by trustees. Boards read about the Trump executive orders, drastic and devastating reductions in federal research funding, and attacks on institutional autonomy, as well as on specific universities: Harvard, Penn, Columbia, George Mason. The attacks on inclusion and student support for underrepresented groups (even the phrase “underrepresented groups”), DEI or its dismantling, and antisemitism are all subjects of conversations among trustees. Many are having parallel conversations in their corporate and law offices.

The demographic cliff—the long-foretold decline in the numbers of traditional-age students—has only gotten closer. Boards are worried about enrollment. There is concern over international students who are expected to seek alternatives other than the U.S.

For those universities with Division I athletics, there are complexities associated with name, image and likeness rights; the coaching hiring carousel; the transfer portal; and direct student athlete compensation. Boards like to be associated with winning.

Inflation over the past few years has made costs higher and budgets tighter. This means not only that there are fewer operational resources, but fewer dollars have gone into infrastructure. Therefore, deferred maintenance is growing and worrying many.

Then there is AI. As a Princeton University professor wrote in a recent article in The New Yorker, “The White House’s chain-jerk mugging feels, frankly, like a sideshow. The juggernaut actually barreling down the quad is A.I., coming at us with shocking speed.”

Underlining all of this is finances. For boards, particularly those at tuition-dependent institutions as well as those at research funding–dependent institutions, financial well-being is still king. It can and will continue to dominate board conversations. And in extreme cases, it risks becoming the only thing these boards care about.

Governance Crystal Ball

What does the above mean regarding the near-term future for governance? Before answering that question, I need to acknowledge the tremendous variation in boards and their composition as well as in the mission and geographic contexts in which they are operating. Governance generally is not governance locally. At the risk of overgeneralizing:

• Expect more anxiety and energy in the board room. Board members feel the pressure on higher education and their institutions. Some boards will amplify that pressure and others will help dissipate it. Nevertheless, expect boards to be 1) well-read on higher education because it’s in the national headlines and 2) animated about what they are reading and how they are translating that into the institutional context.

• Anticipate activist trustees and activist boards. In some instances, activism will be instigated by individual board members. Activist trustees as well as donors will likely continue to borrow approaches from their corporate brethren, driving agendas, trying to influence board composition, leveraging philanthropy and working behind the scenes. Ten years ago, the Harvard Business Review published an article about corporate activism. While there are clearly lessons to be learned and translated, the most striking part was that one named example of a corporate activist is now a familiar name to many in higher education after playing a key role in forcing the leadership change at Harvard University.

In other instances, the boards themselves (or at least a majority of members) may be activist. We have seen such examples in Florida, Idaho, Texas and Virginia. This is a different conversation altogether, when it is the full board as compared to individuals.

• Increased questioning of the role if not value of faculty governance. Many more boards are likely to openly question the value of faculty governance and how it can be improved. They may have done this privately in the past, but don’t expect quiet conversations about faculty decision-making. Given the enrollment and other external pressures and the “entrenched problems” with higher education (real and perceived, thus the quotation marks), boards may increasingly ask what faculty governance has contributed and in extreme instances why it exists. Most do not have it, or anything substantially similar, in their professional lives.
• A desire to consolidate power in the presidency. When the chips are down, corporate leaders may see their roles as being about making hard decisions, leading change and making unpopular choices to right their organizations. Captains of industry steer the ships under their charge. In higher education boardrooms, they then wonder why the college president—the institutional CEO—seems to have such comparatively little power in relation to their corporate peers. Often without realizing the differences in organizational contexts, they think that their approach to leadership, which typically works for them because they are successful (otherwise they most likely would not be trustees) should apply to colleges and universities. Presidents will be presented with corporate playbooks.
• Increased focus on what is taught. The idea of viewpoint diversity will likely gain increased weight this year in board rooms. Boards may see it as part of their oversight role to ensure a range of ideas is being taught. This means that boards may be focusing on the curriculum and in some instances on the content of individual courses. This also means that boards may want to create new structures and centers, particularly those focused on conservative thought. This too requires much unpacking. Some boards will likely approach this issue with a genuine sense of inquiry and interest, with student learning at heart. Other boards—not so much.
• Increased focus on how the curriculum is taught. Boards may be asking new and more pointed questions about how teaching and learning is conducted. The AI conversation may be driving some of this focus, but not all. Instructional costs, program enrollments, challenges of postgraduation employment and strained resources may also be behind their interest in curriculum.
• More time on campus issues and on campus. I sense that all of these will mean that board members will be increasing their engagement with higher education trends and issues and also spending more time on or in close contact with the campus. I anticipate calls and texts to presidents and possibly others on campus will increase—first in response to the day’s headlines. And second because they will simply have more questions or solutions.

Near-Term Action Agenda for Campus Leaders

While the above are predictions, solid and careful preparation may suit presidents well. It’s best to take that umbrella rather than get caught out in the rain.

1. Make more time for governance. We all know the complexities and demands of presidential schedules. Yet, be prepared to increase the time dedicated to the board. Board engagement is something that for the most part only presidents can do. That will mean delegating other tasks and responsibilities to the team. One might consider extending the time of board meetings and creating ways to meet with the board between meetings (briefings and updates are good strategies). There will likely be more governance work to do; don’t let old meeting structures impede good governance.
2. Increase communication with board leaders and with the board as a whole. It’s better to shape the narrative of information rather than constantly respond. Increase regular communications; send out special messages. Be sure to spend more time helping the board understand what they need to know and appreciate.
3. Prepare the board for crises. We don’t know what will happen this year, but one can safely assume there will be crises of some magnitude across a range of institutions. Have a clear communications plan—know who speaks for the campus and who speaks for the board. Clarify the process for the board of how messages get crafted and vetted. Be clear on who will communicate to the individual trustees. Set expectations for which trustees will know what and when. Remind trustees of the importance of confidentiality. Finally, consider conducting tabletop activities in which the board can work through a crisis before one occurs.
4. Lay the foundation for discussions about faculty governance. Be prepared to explain and possibly defend the idea, its structures and the culture of shared decision-making. A simple point to remind the board is that making decisions and actually implementing them are two different things. While shared governance may result in slower decision-making processes, it expedites implementation and ensures a greater likelihood of success because faculty were involved and have a sense of ownership. Bring faculty into board conversations as experts and contributors. Demonstrate their value, which is more powerful than explaining their value.
5. Invest in board education. Board members will want to engage. So it’s best to prepare them to do so from the point of knowledge and information. If boards are going to question academic freedom, for example, get ahead of the inquiries.
6. Bolster the board chair. Chairs play exceedingly important roles in effective governance. These are volunteer roles in which they manage the board and its personalities; set governance expectations and run interference, when need be; facilitate meetings (again running interference when need be); and support the president and serve as a strategic thought partner.
7. Ensure you have a top-notch board professional. Just as chairs play pivotal roles, so do board professionals. Good ones are worth their weight in gold, as they work mostly behind the scenes on governance, but they also engage directly with trustees. And speaking of gold, do your best to ensure they have the resources needed to do their jobs.
8. Spend more time on the development of committee and board meeting agendas. Boards do much of their work through meetings. Make sure the president and the senior team are intentional about the content of the agendas, the anticipated outcomes of each meeting and the materials boards need to have informed discussions. This point should go without saying, but too many board agendas are rote, poorly framed and lack focus.
9. Finally, intentionally address issues of finances—again particularly for those tuition-dependent and research funding–dependent institutions. Boards will be concerned and want action: By addressing financial well-being intentionally, you can then get the board to focus on other strategic priorities without being distracted. Attending to trustee priorities is important, but ensuring a balanced board agenda will better play the long game needed right now.

Conclusion

This calendar year has been one like no other. A safe bet is to predict that this academic year will be no different. The ideas above may be alarmist. Many boards will continue to govern effectively and do so in ways consistent with past practices. For that be thankful. Other boards may take it upon themselves to look in the mirror and move forward in new, positive and more constructive ways. Be even more thankful for that. As one experienced general counsel said to me, “If trustees truly want to guide their institutions and make sure that their problem-solving and future planning decisions are the best they can be, they need to keep their governance blades sharp.”