List of Board Responsibilities from January Retreat
To: Board of Regents
From: Richard A. Crofts
Date: March 11, 2002
Subject: Agenda for March 20th Retreat
NOTICE the Board may make decisions on items during the Retreat
Here is the agenda for the Board of Regents Retreat on March 20, 2002 as approved by Regent Thompson. This will be an officially noticed meeting of the Board of Regents and, therefore, the Board can make decisions during the Retreat on items that are a part of the agenda.
Reports from students, campus, commissioner, etc. Should they be presented in written format only.
How will the Regents organize their meeting to provide meeting time with constituent groups? Faculty, staff, students, classified employees, campus CEOs, community leaders, legislators and other public officials, public input.
Frequency of meetings.
Recognition that decisions can be made and votes taken at properly noticed work sessions and retreats.
Clarify how Board members get items onto the agenda (and where? - - work session, new business, etc.).
Appropriate and legal uses of e-mail by Board of Regents.
Clarification of Board and Commissioner/Staff/Management roles and responsibilities:
During the January retreat we compiled a list of Board responsibilities. I have included it as an attachment with this memo. I have also enclosed our Code of Expectations, the Position Descriptions for Regents and the Chair, and the Position Description for the Commissioner.
Appropriate degree of delegation in light of Constitutional language that it is the responsibility of the Board of Regents to supervise, co-ordinate, manage, and control the university system.
Define relationship with Commissioner/Management.
Budget and Financial Issues
Presentation on cost of education allocation model (Crofts and Sundsted), including what policies are implicitly embedded in the model.
Presentation on alternative methods of state funding for university systems and system funding of campuses (Crofts and Sundsted).
All funds budgets.
- Establish mission, vision, strategic plan, strategic direction, goals, objectives, and policy.
- Monitor and evaluate achievement of plan and objectives set by the Board.
- Actively support efforts to link to constituents
- Work to enhance the image of the university system and the Board of Regents
- Advocacy for education at all levels and for all institutions (including tribal colleges, community colleges, and K-12).
- Support and build partnerships with all are working for the welfare and improvement of Montana.
- Hire, monitor, supervise, support, and fire the CEO.
- Exercise fiduciary responsibility.
- Deal with trend of less state support and help develop alternative sources of funding.
- Set standards.
- Model behavior that seeks input from all appropriate sources.
- Ensure a quality environment for student learning.
- Ensure legal requirements are met (e.g., safety and ADA).
- Co-ordinate with K-12.
- Be flexible.