Governing System of the Family-Owned Higher Education Institutions’ Board of Trustees

Abstract

This study investigated the governing system of the family-owned higher education institutions’ Board of Trustees (BOTs). It established patterns of understanding of the roles and responsibilities, powers and duties, policies and practices as assessed by the BOTs. The findings divulged that some BOTs were not aware on some provisions of the Institution’s Articles of Incorporation and By-laws. Using t-test and One-way Analysis of Variance with Least Significant Difference as post hoc test, results showed that educational attainment differs in the extent of awareness of the BOTs on their roles and responsibilities, but not in the extent of participation. Conversely, the difference on age, sex and length of service is not significant in their extent of awareness and participation. Moreover, the trustees’ profile differ on the extent of awareness of the members of the Board of Trustees on their powers and duties which were clustered as curricular program, human resource, resource mobilization and administration, but not in the extent of participation. The Board of Trustees adhered to the policies and practices of the family-owned educational institutions but not in board membership and board-student relations. Furthermore, BOTs decide some matters in the operation of the school. It is recommended that further investigations be made on the governing system of the family-owned higher education institutions’ Board of Trustees in consonance with the Institutions’ Articles of Incorporation and By-laws, and the Corporation Code of the Country.

Key Words: Board of Trustees, governing system, family-owned institutions, higher education