19
Arrangements and frameworks for college
governing differ in important respects between
the four countries of the UK, but they also
have a great deal in common. Our review of
key declarations about governing and the
achievement of good governing showed a high
level of similarity with regard to expectations
around both strategy and accountability. This
chapter focuses mainly on the second of these.
Prescriptions for what college governing
should encompass, how it should proceed and
indeed the characteristics and qualities thought
necessary in governors themselves, come in three
main forms:
• General government or ministerial guidance
(e.g., Scottish Government, 2014; Northern
Ireland Department for the Economy, 2019).
• Diagnostic reviews, sometimes motivated by
specific failures (e.g., Greatbatch and Tate,
2018; Humphreys, 2011; Ney, 2019; Scottish
Government, 2016).
• Codes of practice, especially from bodies
representing colleges themselves (e.g.,
AoC, 2019).
A good example of the first can be seen in
Ministerial guidance on the process of governing
board appointments:
Although it pertains to Scotland, this statement
would be equally at home in Wales, Northern
Ireland or England. Importantly, two senses
of accountability for governors here are
(firstly) holding college managers to account;
and (secondly) being accountable for
stewardship. The two meanings are sometimes
implied in a single statement, such as that in
the Association of Colleges' Code of Good
Governance for English Colleges (AoC, 2019),
where it is one of nine 'core values and
expectations' of governing boards:
SECTION B: KEY TASKS FOR BOARDS
5. ACCOUNTABILITY: PRESCRIPTIONS, PRACTICES AND THE NEED FOR
NEW THINKING
" Strong governance of the sector
matters. We entrust those who govern
with ensuring that colleges are well
led�and�managed�so�that�they�meet�
their�objectives,�deliver�positive�
outcomes and provide good value
for�taxpayers�who�fund�the�services.�
Just�as�they�hold�college�managers�
to�account�for�their�actions,�they�
too must be accountable for their
stewardship of this important public
service."�(Mike�Russell�MSP,�former�
Cabinet�Secretary�for�Education�and�
Lifelong Learning, cited in Scottish
Government,�2014.�p.�4)
"�Demonstrating�accountability�to�
students,�parents,�staff,�partners,�
employers,�funders,�trustees�and�other�
stakeholders, including publishing
accurate�and�timely�information�on�
performance."�(AoC,�2019,�pp.�7-8)