Unlike traditional corporations, schools operate on a not-for-profit basis; its stakeholders have long term personal and emotional investments, relationships and friendships; participation in the school may cover many generations of family members; members of the Board participate on a voluntary basis; the school is engaged in the education, development and welfare of children; teachers are expected to be dedicated and provide a contribution well beyond the normal teaching day. Schools rely on family philanthropy, legacies and benefactors. It is not a simple matter for disaffected stakeholders to change allegiances. Changing schools can be a traumatic and expensive exercise.
It is pivotal to good governance that the Board recognises and manages the School’s main stakeholder groups. The management of stakeholders requires skill and tact and relationships must be delicately balanced at all times.
The main stakeholder groups are depicted in the following diagram:
Some experienced company directors have difficulty in adjusting to the non-commercial environment of the School Board. The members of the Board have a wide range of interests, specialities, skills and background. They may not have experience in the corporate boardroom. They may not be financially or commercially focussed. They may be educationalists or religious nominees or representatives of parent or affiliate groups. The goals of the school extend well beyond financial performance. The company director must understand that the School Board is a different environment.
Parents
It is often the case that parents of current students sit on the School Board. This brings both benefits and difficulties.
Parent Board Members are alive to the issues of the day and can provide important feedback to the Board. They are energetic and anxious to ensure that the school meets the current and future needs of the students.
By the same token, parent Board Members are usually more accessible to stakeholders than non-parent Board Members and consequently may be subjected to greater pressure or scrutiny. It can be the case that parent Board Members are sought out by parents focussed on securing the best outcome for their particular child or their particular issue rather than looking at the interests of the school as a whole. Parent Board Members often become targets for those with complaints, grievances or causes. This is a common issue for School Boards and requires clear guidelines to assist Board Members on how to deal with such situations.
There is no universal model of good governance for schools. There can’t be as every situation is different and what suits one school may not suit another. Rather, good governance requires a review of the particular school’s unique context and culture. A governance structure will only be effective if it acknowledges the environment and particular context within which the school operates.
Relevant factors for consideration include:
* The school’s core values, history and culture
* The objectives and strategic direction of the school
* Individual personalities
* Interests of key stakeholders
o Current students and parents
o Former students and parents
o Prospective students and parents
o Affiliates (eg religious association)
o Government funders
o Benefactors
o Staff
o Local community
o Other relevant groups
* The size of the school
* Availability of suitable Board members and other resources.
In addition, a school’s governance framework must be reviewed and adopted to reflect changing environmental factors. The framework that constitutes good corporate governance for a school will evolve in light of the changing circumstances of the school and must constantly be tailored to suit those particular circumstances.
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