A Systematic Review of the Conceptualization, Interpretation, and Implementation of Shared Governance in Post-Secondary Contexts
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| Title: | A Systematic Review of the Conceptualization, Interpretation, and Implementation of Shared Governance in Post-Secondary Contexts |
|---|---|
| Language: | English |
| Authors: | Kashif Raza (ORCID |
| Source: | Studies in Higher Education. 2025 50(8):1591-1609. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Postsecondary Education |
| Descriptors: | Literature Reviews, Postsecondary Education, Governance, Meta Analysis, Values, Disproportionate Representation, Participative Decision Making, Organizational Change, Administrative Change, Administration, Stakeholders |
| DOI: | 10.1080/03075079.2024.2388274 |
| ISSN: | 0307-5079 1470-174X |
| Abstract: | Shared governance has emerged as an incrementally inclusive modification to common Western forms of governance, which are often top-down, bureaucratic, and individualistic in nature. Anti-oppressive movements call for structural changes which necessarily involve examining where and how decisions are made in post-secondary institutions. This systematic literature review synthesizes scholarship on shared governance in post-secondary settings. This research is guided by the Joanna Briggs Institute (JBI) guidelines for conducting systematic reviews, "a priori" protocol to steer the research process, and the PRISMA guidelines for reporting systematic reviews. A review of 48 empirical papers published in peer-reviewed journals resulted in five main themes for shared governance in higher education: potentially interested parties; characteristics of governing leaders; principles and values of shared governance; processes of shared governance; and models of shared governance. We also identified gaps in the shared governance literature: underrepresentation of community (Indigenous and non-Indigenous) as well as Indigenous and diverse ways of knowing, and lack of attention to the diverse identities within the interested parties. We proceed to propose inclusive governance as a more appropriate term than shared governance. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492514 |
| Database: | ERIC |
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| Abstract: | Shared governance has emerged as an incrementally inclusive modification to common Western forms of governance, which are often top-down, bureaucratic, and individualistic in nature. Anti-oppressive movements call for structural changes which necessarily involve examining where and how decisions are made in post-secondary institutions. This systematic literature review synthesizes scholarship on shared governance in post-secondary settings. This research is guided by the Joanna Briggs Institute (JBI) guidelines for conducting systematic reviews, "a priori" protocol to steer the research process, and the PRISMA guidelines for reporting systematic reviews. A review of 48 empirical papers published in peer-reviewed journals resulted in five main themes for shared governance in higher education: potentially interested parties; characteristics of governing leaders; principles and values of shared governance; processes of shared governance; and models of shared governance. We also identified gaps in the shared governance literature: underrepresentation of community (Indigenous and non-Indigenous) as well as Indigenous and diverse ways of knowing, and lack of attention to the diverse identities within the interested parties. We proceed to propose inclusive governance as a more appropriate term than shared governance. |
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| ISSN: | 0307-5079 1470-174X |
| DOI: | 10.1080/03075079.2024.2388274 |
