Law, Policy, & Governance

This competency has four subcategories: Laws and Legal Systems, Governance, Ethical and Inclusive Application of Policy, and Civic Engagement. A majority of my intermediate understanding of the Law, Policy, and Governance competency stems from my education in this program, specifically Governance of Intercollegiate Athletics (EDLF 5425). 

 

LAWS AND LEGAL SYSTEMS 

Before this program, I was not aware of the differences between public, private, not-for-profit, and for-profit institutions and how they work within the legal systems. Part of this is the amount of influence internal and external stakeholders have on decisions made within the institution. Further, I learned that public, private, not-for-profit, and for-profit colleges differ in ownership, structure, and financial sponsors. Also, institutions within the different categories’ goals and objectives vary. These differences impact stakeholders, including faculty, staff, students, and the legal systems that govern them.

Public institutions are funded by state governments. The main goal of public institutions is to provide affordable education to residents within the state. Public institutions are often subject to more rigorous regulations and accountability standards than private institutions through financial transparency, adherence to state laws and regulations, and public disclosure. Private institutions are independently owned and funded through endowments, tuition, and donations. These schools are not accountable to the state. Not-for-profit colleges are owned by a board of trustees. Their primary goal is to offer education and reinvest any excess revenue into resources that benefit students. For-profit colleges are owned by individuals or corporations and are run with the intent of generating a profit. Many for-profit institutions are motivated to make money, often at the expense of students.

Each type of institution has its strengths and weaknesses, and understanding the differences between these systems and how it influences the governance of institutions will be beneficial when searching for a job and formulating ideas on how to contribute to my department. 

GOVERNANCE 

Most of my competency in this area stems from my Governance of Intercollegiate Athletics (EDLF 5425) course. In this class, we primarily discussed the National Collegiate Athletic Association (NCAA), the governing body over Division I, Division II, and Division III collegiate athletics. We also touched on the organization of institutions’ athletic departments and the variability in the governance structure among them. Through this, we discussed sensitive topics such as food insecurity among student-athletes, the migration of FBS football to the National College Football Association (NCFA), and transgender athletes. My final project in EDLF 5425 deliberated how the introduction of transgender athletes will influence the governance structure of the NCAA. (See artifact below). Further, within EDLF 5425, I learned about the current governance structure of the NCAA and its relationship with its member institutions. Through this, I saw the structure’s successes and failures and was able to make insightful recommendations. 

 

ETHICAL AND INCLUSIVE APPLICATION OF POLICY

In any industry, it is important to review the current policies and identify areas of bias or exclusion. Collaborating with students, faculty, and staff can provide beneficial insight into areas that require improvement. Providing education and training on policies, procedures, and sensitive topics can help reduce misunderstandings and ensure an equitable environment. To maintain this environment, policies must be reviewed and revised regularly to adapt to changing circumstances. It’s important to approach policy development with a nonbias outlook and continue to monitor the impact the changes have on different communities. Lastly, feedback and input from all stakeholders are important to creating opportunities that help ensure policies are inclusive, responsive to the needs of the campus community, and address diverse concerns. Remaining open to change is essential to ensuring equitable and fair use on campus.

CIVIC ENGAGEMENT

Civic engagement refers to an individual’s participation in the community on social, economic, and political issues. This kind of engagement is essential to growing a flourishing society. Within this program, Title IX and its impact on the education system is a recurring topic. Title IX is a federal law that prohibits sex discrimination in education programs and activities receiving federal financial assistance and has positively impacted civic engagement by advancing institutional access, affordability, accountability, and quality. The numerous education courses, projects, and discussions revolving around Title IX created my affinity for this topic. Title IX has helped eliminate sex discrimination in education programs and activities which has increased the number of women in higher education. In my Intercollegiate Athletic Administration course (EDLF 6040), my final presentation was centered around the lack of women in leadership positions within collegiate athletics and ways to remediate this gap. Although further action is required from individuals higher up to fix this problem, Title IX has contributed by promoting diversity and inclusion. This led to a more well-rounded and culturally competent education, encouraging civic engagement by exposing students to different perspectives, genders, and cultures.

In conclusion, Title IX has made a significant impact on civic engagement by advancing institutional access, affordability, accountability, and quality. This civil rights law has helped to create a more equitable, diverse, and inclusive higher education system, promoting an environment that encourages students, faculty, and staff to make positive contributions and remain engaged in their communities.

Resources: 

ACPA & NASPA (2015). Professional Competency Areas for Student Affairs Educators. Washington, DC: Author