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Developing Effective Governing Bodies and Advisory Committees

Robert Whelan · October 13, 2020

Good Governance is at the Core of any Higher Education Institution. 

A governing Board provides the highest level of governance in all types of institutions: public and private, for-profit and non-for-profit. Accreditation bodies expect to see both a governance structure that is fit for purpose and evidence that governance processes are effective. This course identifies what’s needed to make the top governing body effective and examines how academic governance cascades down through an institution. 

Many universities also establish various types of Advisory Committees to help improve the operations and innovations of the institution. Evidence suggests that most are ineffective, even though they usually comprise senior, influential individuals who are keen to help. Attention to a few key features of committee structure and operation can ensure that the wisdom and networks of advisory committee members can be harnessed. 



This course will take you approximately 8 hours to complete. A learner who explores the material in more depth will take approximately 10 hours and a learner who skims the course content will take 4 hours.

About Instructor

Robert Whelan

Emeritus Professor Robert Whelan, BSc (Hons), PhDProfessor Whelan’s principal research interest is in fire ecology, and he continues to be active in that field. He is the author of a major research monograph, The Ecology of Fire, published by Cambridge University Press in 1995. He has published over 130 scientific papers in fire ecology, conservation biology and pollination ecology and has supervised over 40 Masters and PhD research students. He is currently a Steering Committee member of the Bushfire Risk Management Research Hub, based at the University of Wollongong and funded by the New South Wales Government. His roles in senior administration at several universities created an interest in strategic planning, management and leadership in higher education, leading to a number of projects in Australian and overseas institutions.Awards and Accolades: 2014: Emeritus Professor, University of Wollongong, Australia2007: Carrick Institute Award for Outstanding Contribution to Student Learning – Australian Government1993: Vice-Chancellor’s Award for Excellence in Teaching – University of Wollongong, Australia1989: Fulbright Senior Fellowship – for research into bushfire ecology in Florida and California

1 Course

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Course Includes

  • 4 Modules
  • 10 Topics
  • 11 Quizzes
  • Course Certificate

Qaspir Foundation Research Survey for Faculty Preparedness to Facilitate Soft Skills©

A 17 question survey.

Please move through questions 1-16 quickly and mark your initial feeling about how you would rate yourself. A final question allows for free form response.

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‘First Generation’ - A formal definition of a first-generation college student is a student whose parent(s) did not complete a four-year college or university degree and who therefore has no immediate family role model for being a college student.
If each of the following were added as an outcome you were supposed to help your students achieve in each of the classes you teach, how well prepared do you feel you are right now to help students reach the indicated outcome?
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