In the compelling book Locus of Authority: The Evolution of Faculty Roles in the Governance of Higher Education, published by Princeton University Press, the authors delve deep into the pressing issues surrounding the governance systems of colleges and universities. This insightful work argues for a significant transformation within these institutions, emphasizing the necessity to reevaluate their governance structures.

As we navigate through contemporary challenges in higher education, such as stagnant degree completion rates and escalating costs, it becomes increasingly clear that these problems are largely rooted in a century-old governance system. The authors, Bowen and Tobin, pose a critical question: do higher education institutions possess the ability to reform effectively from within? Their exploration reveals that the current governance practices are inadequate and require immediate attention and change.

Traditionally, discussions surrounding governance have centered on boards of trustees and university presidents. However, Locus of Authority shifts the focus to faculty roles, investigating whether academic departments truly serve as the best frameworks for decision-making. The authors challenge the conventional wisdom regarding academic freedom and shared governance, suggesting that these concepts need to be refined and redefined in light of current realities.

Through a series of case studies from four diverse institutions, Bowen and Tobin illustrate how governance in higher education has adapted to meet the demands of the times. They argue that governance norms and policies should be evaluated through the lens of historical context, highlighting the importance of understanding the past to inform future practices.

The authors make it clear that the implications of neglecting governance reform are dire. The consequences extend beyond individual institutions, affecting the entire nation. The call to action is urgent: colleges and universities must address their governance issues, or risk facing significant repercussions.

In conclusion, Locus of Authority is not just a scholarly text; it is a crucial examination of the future of higher education governance. It serves as a powerful reminder that without meaningful change, the challenges facing these institutions will only intensify. For faculty, administrators, and anyone invested in the future of higher education, this book is an essential read.