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MIDDLE STATES ACCREDITATION SELF-STUDY
REPORT OF SUBCOMMITTEE ON GOVERNANCE
DESCRIPTION
Statement of Charge
To examine the overall control and support of the College Board of Trustees and the fiduciary
responsibilities of the Board and to assess the efficacy of governing structures and procedures in
carrying out the mission and goals of the College.
BOARD OF TRUSTEES
Robert Morris University is a private non-profit, non-sectarian educational institution
incorporated in the Commonwealth of Pennsylvania. The University is governed by an independent,
self-perpetuating Board of Trustees as established by its Articles of Incorporation and as set forth in
its bylaws.
The organization of Robert Morris University is clearly delineated in the bylaws of the Board
of Trustees and the organizational charts of the University. The Board is responsible for the
appointment and evaluation of the Officers of the University (the President and the Vice Presidents).
The President serves as the chief executive officer of the institution. All other Officers and the staff
are responsible to the President.
The Board of Trustees approves the Officers of the University (President, Senior Vice
Presidents, and Vice President), and the President approves the administrative and professional staff
positions.
Board-Level Committees
The Board of Trustees of the University uses a formal committee structure to carry out
effectively its governance function. In general, committee composition is determined at the annual
meeting of the Board of Trustees, and each standing committee comprises a minimum of three Board
members. Article V of the Robert Morris University charter establishes numerous standing
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committees as well as the option for the creation of “ad hoc” or “special” committees, such as the
Marketing Committee, to address specific issues. Standing committees of the Board of Trustees
consist of the Executive Committee, Finance Committee, Education Committee, Facilities
Committee, Trustees Membership Committee, Development/Alumni/Community Affairs Committee,
Student & Athletic Affairs Committee, and Human Resources Committee. The by-laws of the Board
of Trustees require that each standing committee present a report at each regular Board of Trustees
meeting.
Executive Committee
The Executive Committee membership includes the Chairman and Vice Chairman of the
Board of Trustees, the President, and the Chairman of each of the standing committees. The
Chairman of the Board acts as the Chairman of the Executive Committee, and meetings are called as
often as required. A quorum consisting of the majority of members of the Executive Committee is
required to transact business. With several specific exceptions, which require the action of the full
Board of Trustees, the Executive Committee has all of the powers of the Board of Trustees when it is
not in session. The Executive Committee is further required to submit reports of its actions to the full
Board of Trustees.
Finance Committee
The Finance Committee is charged with the oversight, review, and approval of all financial
matters related to the operation of the University. This includes annual financial audits, investment
reviews, annual budget preparation, and other financial recommendations to the Board of Trustees.
Education Committee
The Education Committee has general supervision for the educational functions of the
University. This committee reviews and makes recommendations on issues of degree requirements,
major educational policy changes, and policy matters pertaining to academic administration. The
Education Committee requires the President of the University to submit annual reports and
recommendations from each of the educational division/schools of the University.
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Facilities Committee
Review and recommendations pertaining to the physical plant of the University are the
responsibility of the Facilities Committee. In addition to review of existing buildings, grounds,
equipment, and furnishings, the Facilities Committee is also responsible for the recommendation of
new construction. A needs assessment, cost analysis, and structure compatibility report must be
prepared and submitted to the Board of Trustees before any further action on new construction project
can advance. The Facilities Committee has the power to authorize and remedy any emergency
situations that arise which impact University properties.
Development, Alumni, and Community Affairs Committee (formerly: Development Committee)
General guidance and supervision of the fund raising and public relations programs of the
University are under the purview of this committee. Members of this committee advise and assist
with the development and implementation of University initiatives and programs designed to increase
financial support of the University from individuals, foundations, government, corporations, and
alumni.
Student And Athletics Affairs Committee
The Student and Athletics Affairs Committee reviews and makes recommendations on all
aspects of student life/experience at the University, with the exception of issues related to academic
programs. The Student and Athletic Affairs Committee members consider admissions, counseling,
athletic, and residential policies and proposals. The Presidents of the Student Government
Association at each campus (Moon and Pittsburgh Center) are voting members of this committee.
Human Resources Committee (duties absorbed by Finance Committee)
This committee has assisted in the development of policies to guide the planning and
development of the University’s Human Resources function. The Human Resources Committee has
had the charge of oversight of employee recruitment/retention, assessment, and advancement as well
as compensation and benefits administration issues. The Finance Committee assumed the functions of
this committee in 1995.
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Trustees Membership Committee (function assumed by: Executive Committee)
The Trustees Membership Committee was responsible for the recommendation and
presentation of nominees for membership to the Board of Trustees. This committee was charged with
gathering and providing background and qualification information of nominees to the full Board of
Trustees before scheduled election/appointment meetings. The functions of this committee have been
assumed by the Executive Committee.
Marketing Committee
This recently formed committee is responsible for the oversight of marketing and advertising
Robert Morris University to the general public.
Administration
Robert Morris University is currently organized into three main administrative units, each
under the direction of a Vice President. The Senior Vice President for Academic Affairs and Student
Services is responsible for the divisions of Student Affairs, Enrollment Services, Pittsburgh Center
Operations, Public Relations and Enrollment Marketing (effective January 24, 2002, this office
reports to the President), and Academic Affairs. Academic Affairs is divided into three separate
schools each led by a dean: the School of Business; the School of Communications and Information
Systems; and the School of Engineering, Mathematics, and Science.
The Senior Vice President for Business Affairs has responsibility for the following offices:
the Controller and Financial Services; Purchasing and Business Operations; Fiscal Planning and
Budgeting; Administration and Human Resources; Information Services; and Facilities and Public
Safety.
The Vice President for Institutional Advancement is responsible for Alumni Affairs;
Corporate and Foundation Relations; and Development. The subdivisions of these divisions or
offices are reflected in the organizational charts. (See exhibits.)
In an effort to insure that employees are informed of University policies and procedures and
are aware of their job duties and responsibilities, the University requires all staff members to attend
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“New Hire Orientation” and receive a copy of the University's Human Resources Policy Manual.
The manual includes policies covering employee responsibilities, University obligations to its
employees, disciplinary procedures, performance appraisal procedures, and a schedule of employee
benefits. All employees receive or have access to the Administrative Policies issued by the president.
The full-time faculty has been represented by the Robert Morris University Federation of
Teachers AFT, AFL-CIO, Local 3412, as its collective bargaining representative since 1974, and
more recently has negotiated labor agreements in 1990, 1993, 1996, and 1999. The current contract
runs from 1999 through 2003 and includes establishing a permanent Undergraduate Curriculum
Committee and a Graduate Curriculum Committee. Robert Morris University Educational Support
Personnel Association (ESPA-PSEA-NEA) has represented full and part-time maintenance and
custodial staff as their collective bargaining representative since 1990. The current contract runs from
October 1, 1998 through September 30, 2001.
University Standing Committees
University standing committees use both faculty and staff. Many of these committees are
named in the Collective Bargaining Agreement between Robert Morris University and the Local
American Federation of Teachers (see exhibits).
The current standing committees of the University are as follows:
School of Business Curriculum Committee
Administrative Forum
School of Communications and Information
Systems Curriculum Committee
Outcomes Assessment Committee
School of Engineering, Mathematics and
Science Curriculum Committee
Academic Administrators
Faculty Promotions Committee
RMU University-wide Curriculum Committee
Athletics Advisory Committee
Graduate Curriculum Committee
Communications Skills Evaluation and
Implementation Committee
Planning Council
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Safety Committee
President’s Staff Committee
Deans’ Council
Technology Committee
Faculty Forum
New Initiatives Committee
Student Success (Retention) Committee
Across the Robert Morris University community, committees, forums, and councils play an
important role in the overall governance of the institution. With 19 recognized standing University
committees, charged with a wide array of functions, the vital role of these groups is readily apparent.
The broad representation in the membership of these University committees assures that meaningful
input, feedback, and open avenues of communication occur to improve the overall student experience
at Robert Morris University. By examining in greater detail the structure, role, and composition of a
sample of four diverse University standing committees, a synergy of purpose, dedication, and
commitment begins to emerge.
Deans’ Council
The Deans’ Council, which meets weekly, is an active standing committee of the University
whose primary charge is to make recommendations concerning academic policy to the Senior Vice
President for Academic Affairs. The educational focus of the Deans’ Council is directly reflected in
its membership: Senior Vice President for Academic Affairs and Student Services; Associate Vice
Presidents for Academic Affairs; Dean of Enrollment Services; Director of Libraries; Dean, School of
Business; Dean, School of Engineering, Mathematics, and Science; and Dean, School of
Communications and Information Systems.
Athletic Advisory Committee
While it is not a policy making body, the primary role of the Athletic Advisory Committee is
to make recommendations to the President of the University regarding intercollegiate athletics issues.
Voting members of this committee include faculty, academic administrators, staff, alumni, the
president of the student-athlete board, and a member of the Board of Trustees. The faculty athletics
representative serves as the committee chair. In addition, there are several ex-officio, non-voting
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members of the Athletic Advisory Committee, including the Athletic Director, Director of
Compliance & Student Services, the Vice President for Institutional Advancement, and the President
of the University.
School of Business Undergraduate Curriculum Committee
The School of Business Undergraduate Curriculum Committee has developed a highly codified
approach to its role within the School of Business by formulating detailed policies and procedures
that became effective in January 2000. In addition, this committee has used the Sentry Secured
Services of the University Web site to post not only its policies and procedures, but also meeting
minutes and schedules.
The stated purpose of the committee is “to consider and advise the Dean of the School of
Business on undergraduate course and program proposals that directly affect the school.” Committee
membership is comprised of two members from each academic department within the School of
Business who are elected to three-year terms by department faculty. Other ex-officio, non-voting
members may be appointed to the committee. A chair and vice-chair are elected each January, and
are responsible for scheduling meetings, setting agendas, and coordinating communications. Monthly
meetings are open to the University community, and minutes are posted on the RMU Web site. To
facilitate deliberations on course/program proposals, the committee has developed detailed
guidelines, time frames, and procedures for submissions.
Student Success Committee (Formerly Student Retention Committee)
The Committee for Student Success is a recently established University-wide committee that
has the charge of identifying, addressing, and proposing solutions to areas of potential weakness in
the array of services provided to students. The work of this committee focuses on areas such as
Enrollment Services, Financial Services, and Student Services. Areas of concern are identified
through various input mechanisms including analysis of student surveys and feedback received during
Freshman Seminars. The 17 current members of the Committee for Student Success represent a
broad spectrum of University personnel who are directly involved in student interactions. In addition
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to administrative staff, several faculty members also serve on the committee. The composition of the
Committee for Student Success includes Senior Vice President for Academic Affairs and Student
Services; Executive Director of Information Services; Dean of Enrollment Services, Student Affairs,
and Marketing; Assistant Dean of Enrollment Services, Pittsburgh Center; Associate Professor of
Computer & Information Systems (faculty); Associate Professor of Communications (2 faculty);
Dean of Students and Career Services; Dean, Pittsburgh Center; Dean of Enrollment
Services/Graduate & Undergraduate Admissions/ Corporate Education; Executive Director of Public
Safety & Campus Police; Assistant Dean of Enrollment Services; Director of Hospitality and Tourism
(faculty); Director of Residence Life and Judicial Affairs; Director of Student Financial Services;
Academic Department Head of Management and Marketing (faculty); and the Director of Center for
Student Success.
To help ensure that issues are addressed in a timely manner, meetings are held at six-week
intervals.
Long-Range Planning
The University has broadened its academic scope in the past decade by creating a School of
Engineering, increasing the number of graduate degree programs offered, and enhancing the
Communications Skills Program. These initiatives have made Robert Morris University graduates
immediately and substantially more competitive in the employment market. The University is
exploring more than a dozen new avenues for program expansion, many of which are contemporary
off-shoots of traditional, existing business programs.
The Board of Trustees has been actively involved in the creation of new programs.
As an example, an analysis of the origin, development, and implementation of the School of
Engineering is included as a case study in this document. The process of creating new schools,
majors, and educational tracks has been a collaborative effort of the President and his officers, the
Board of Trustees, and the University faculty.
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Several goals of the comprehensive five-year plan developed at the beginning of the 19971998 academic year have already been achieved (See Strategic Goals in Appendix A of the SelfStudy). Included among the accomplishments are

More than 70 percent of the teaching faculty now holds doctorate (terminal) degrees.

Greater than 15 percent of the student body come from beyond the surrounding five county
area.

RMU compares favorably in the business community with
other institutions such as the University of Pittsburgh and Duquesne University.

Well over 15 percent of enrolled students are seeking degrees in recently established
RMU fields such as applied mathematics, engineering, social sciences, English,
communications, and education.
As the last year of this five-year plan approaches, additional progress has been made in
addressing many of the 12 goals.
Early in current administration, a master campus and facilities plan was commissioned to
identify and remedy problems associated with the physical and topographical layout of the Moon
Township campus. This plan was presented to the University in 1993, with an anticipated completion
date of 2003. While economic realities have subsequently dictated that all of the planned projects
will not be completed by 2003, the University continues to adhere closely to the original plan.
The centerpiece of the master plan was a new Student Center opened in January 1999. The
first of several new buildings offering apartment-style living was completed in Summer 2001. One of
the older classroom buildings has been retrofitted. In addition, most existing classrooms have been
renovated to incorporate state-of-the-art presentation equipment including computer network
connections, LCD projectors, and document cameras to supplement traditional teaching tools.
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ASSESSMENTS
To carry out its charge, the Governance Subcommittee has collected and examined
organizational charts and numerous documents appropriate to the governance structure, functions, and
procedures of the University. In addition, several others sources and instruments were used by the
Governance Subcommittee to perform its assessment and recommendation functions.

Interviews were conducted with the officers of the University and members of the Executive
Committee of the Board of Trustees.

Student leaders, all staff, and full-time as well as part-time faculty were given the
opportunity to participate in a subcommittee-administered survey on issues related to
governance. For purposes of comparison, the subcommittee used a similar survey instrument
that was administered in 1991 for the Governance Subcommittee Self-Evaluation report for
the Middle States Association.

Documents related to governance that are part of the “Outcomes Assessment Inventory” were
also examined, including Campos Market Research reports on the Communications Skills
program in 1994 as well as a 1996 report on the University’s advertising campaign.

The Subcommittee also conducted two case studies. The decision to add the new School of
Engineering was investigated, as was the process leading to the decision to construct the new
Student Center building. These case studies have allowed the subcommittee to analyze in
depth the responsibilities, procedures, and regulation of the University’s governance
structure.
Appendix 1 provides a detailed account of the various sources and instruments of information
used by the Governance Subcommittee in its deliberations.
ANALYSIS
The Governance Subcommittee analyzed its data in terms of seven questions concerning the
governance and administration of the institution included in Characteristics of Excellence in Higher
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Education Standards for Accreditation (MSA 1994). Each component of the sources used (personal
interviews, case studies, surveys, and written documentation) was synthesized into a comprehensive
analysis of the structure, function, and effectiveness of the Board of Trustees and Administration of
Robert Morris University.
Administration
(1.) Does the chief executive officer provide effective leadership for administrative operations, the
faculty and other professional staff, and the governing board in fulfilling the institution’s
mission, goals, and objectives?

The Board of Trustees and the Vice Presidents of the University have expressed that they
are highly satisfied with the leadership of the President. The Board has indicated that the
President’s leadership especially reflects the direction and progress of the University. Each
of the Vice Presidents gave a similar evaluation of the President’s leadership. They believe
the President understands the strategic and operational aspects of the University, and
demonstrates a good balance of corporate and academic decision-making. They also state
that the President permits the Vice Presidents to pursue their own initiatives within the
overall objectives of the University without continually looking over their shoulders, and
that his leadership has allowed many of the goals of the University to be accomplished.
 The Governance Subcommittee’s investigation revealed that the President was instrumental
in several important steps in pursuing the goals of the University. Among the examples
over the past decade, the President provided the initiative for the diversification of
academic programs at the University, which resulted in the addition of the new Engineering
Program, as well as the exploration of several new academic proposals. The President has
actively pursued the implementation of the current Master Plan for campus development,
highlighted by the construction of the new Student Center. A new long-range planning
process has also been created at the University. Additionally, the President provided
leadership in the development and implementation for the Communications Skills Program.
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Also, the President has been actively involved in several important decisions that have
affected the University’s athletic programs.

Several items from the survey conducted by the Governance Subcommittee reflect on
issues related to the fulfillment of the University’s mission, goals, and objectives. A high
percentage of University employees believe that they have a good understanding of the
University’s goals and objectives (84 percent of staff and 91 percent of faculty). Most
employees also believe that the Board of Trustees and the administration strive to
implement the University’s goals and objectives (87 percent of staff and 86 percent of
faculty). However, other items point to some areas for concern. Eighty-six percent of staff
believes that University decision makers support good teaching as the primary objective of
the University. However, only 60 percent of the faculty agreed with this statement. Also,
75 percent of staff and 56 percent of faculty consider that the administration and faculty
work together in a cooperative manner to enhance teaching and learning. Finally, 84
percent of staff and 93 percent of faculty agree that the governance structure of the
University should be made more conducive to University-wide collaboration for the
attainment of goals and objectives.
(2.) Do members of the administrative staff have the necessary skills, time, and assistance that will
enable them to discharge their duties effectively?

Each of the officers of the University agrees that the University has a “lean” administrative
staff. This is not viewed as a weakness, but rather as strength of the University. The
President and Vice Presidents each believe that the administrative staff has learned to be
efficient in the performance of their daily operations and support functions. The staff is
highly motivated and does an effective job. Each Vice President indicated that they were
satisfied with the level of available resources. They also indicated that the staff under their
supervision has sufficient opportunities for professional development and renewal in order to
keep up-to-date with their assigned responsibilities.
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
One area for attention is in the area of Institutional Advancement. With recent resignations,
the University is recruiting new personnel. The outgoing Vice President for Institutional
Advancement suggested that additional staffing may be necessary in the future if the
University expects to continue to increase its efforts and levels of annual fund raising
activities.

The review team that evaluated the University’s Application for University Status suggested
in its evaluation report that the administrative staff may, in fact, be too lean in some areas
such as admissions staffing. However, they did commend the staff for its dedication,
capability, and enthusiasm.
(3.) Are the lines of communication among administrators and with various constituencies if the
institution open and sufficient?

Within the administration, there appears to be extensive and open levels of communication.
The University has a significant number of committees on which members represent all areas
of the University community. The senior administrators rely heavily on the committee
structure to learn information from, and to impart information that they deem relevant to the
various units of the University. The President’s weekly staff meetings are an important
means for coordination of policy within the administration. Administrators believe that the
increased use of e-mail and the Internet have enhanced the level of communication at the
University. In addition to the formal procedures for communication, there is a heavy
emphasis on informal lines of communication.

Survey results indicate that most administrative staff view the chain-of-command as an
effective means for communicating (80 percent believe that they have a good understanding
of the various decision-making bodies on campus (81 percent), and know whom to contact
with important issues/information (85 percent). At the same time, however, an appreciable
number of members of the administrative staff believe that often it seems that the only way to
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get results is to circumvent the existing chain-of-command (33 percent), and that they are not
likely to receive a timely hearing and meaningful response to their suggestions and concerns
(30 percent).

Communication between faculty and administration is carried on through a number of
processes and procedures. The committee structure is emphasized as the most significant
means of communication. The President holds monthly meetings with selected faculty at the
Faculty Forum. Faculty Convocations are held at the beginning of each semester. Regular
communications are organized through meetings by academic schools and departments.
Issues related directly to working conditions are covered by the full-time faculty collective
bargaining agreement. The contract stipulates regular meetings between the union president
and the University administration. In addition, the union president meets periodically with
the Assistant Vice President for Administration and Human Resources. A formal grievance
procedure is provided in the contract for the resolution of disputes. In spite of these avenues
of communication, faculty members, as compared to the administrative staff, generally have a
greater level of concern regarding the adequacy of the communications process. Only 60
percent of faculty agree that the official chain-of-command is an effective means for
communicating information both up and down the University organization. Fifty-four
percent (54 percent) of faculty believe that circumventing the existing chain-of-command is
often the only way to get results. Thirty-eight percent (38 percent) respond that they do not
believe that they are likely to get a timely hearing and meaningful response to their
suggestions and concerns. In addition, 53 percent of faculty are not satisfied with the quality
and timeliness of the official notification that they receive concerning important decision and
pending matters that affect their activities.

On almost every item in the survey conducted by the Governance Subcommittee in January
2001, for both faculty and staff, there is an improvement in the percentages as compared to a
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similar survey taken in 1991. However, as the analysis indicates, the area of adequate
communication remains an issue for the College community.

Communication with the student population is handled through a variety of formal and
informal methods. Students are represented on several of the University-wide committees.
Student concerns are often identified as agenda items for administrative and faculty
committees. The University’s Officers attempt to meet with as many students as possible on
an informal basis, receive results of student concerns through periodic student surveys, and
meet with Student Government officers on both campuses. Additionally, student government
officers also meet with the Student and Athletic Affairs Committee of the Board of Trustees.

In a survey administered to twenty (20) student leaders attending a luncheon with the Board
of Trustees in January 2001, a majority had positive responses concerning the governance of
the University. Ninety percent (90 percent) of the respondents indicated that they would
know whom to contact in the University administration with an issue that might be important
to the University community. In addition, seventy-five percent (75 percent) felt that they
would receive a timely hearing and meaningful response from the administration to their
concerns and suggestions. Ninety-five percent (95 percent) claimed to have a fairly good
understanding of the goals and objectives of the University, indicating that the administration
has been successful in communicating its goals and objectives.
Seventy-five percent (75 percent) either agreed or strongly agreed that the official
chain-of-command was an effective means of communicating information both up and down
the University organization. Paradoxically, ninety-five percent (95 percent) of the students
surveyed agreed or strongly agreed that the governance structure of the University should be
made more conducive to University-wide collaboration for the attainment of goals and
objectives. Similarly, seventy percent (70 percent) of the students agreed or strongly agreed
that the only way to get results is to circumvent the existing chain-of-command.
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Governing Board
(4.) Do the bylaws of the governing board provide adequate direction for the membership,
characteristics, duties, responsibilities, and privileges of board membership? If not, what areas
deserve closer attention?

The organization of the Board of Trustees is set forth in the Robert Morris University
Bylaws. These bylaws describe the requirements and procedures for Board membership.
The bylaws provide a detailed committee structure, and include the responsibilities of each
committee. Each committee reports on its activities at each full Board of Trustees meeting.

To ensure that the Board of Trustees meets its obligations under the bylaws, an attorney is
present at all meetings of the full Board and the Executive Committee. The bylaws contain
an extensive section dealing with matters of conflict of interest and delineating the
responsibilities of Board membership.

The Board of Trustees has stated that they are satisfied with the current bylaws, and that the
bylaws are reviewed on a regular basis to ensure that they meet the needs of the University.
(5.) Do the individual members of the governing board understand, accept, and faithfully observe
the appropriate functions of the board?

The Board of Trustees has responsibility for matters concerning the organization and
structure of the University. It is also responsible for the selection of officers of the
University. However, the Board of Trustees does not manage the University’s day-to-day
affairs. The Board primarily depends on its committee structure to oversee management
without direct involvement. The various committees and the full Board establish parameters
and the University administration determines the methodology for achieving goals and
objectives.

The President and Vice Presidents have emphasized their view that the Board of Trustees has
consistently observed its appropriate role. They point out the high level of expertise on the
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Board, their knowledge about University affairs, and their willingness to allow the
administration to perform their functions. The President indicated that during his entire
tenure, he could only recall one instance of a Board member clearly interfering in
management responsibilities. Other Board members quickly alerted him that he was
overstepping his role.

The recent University Status Review team also singled out the Board for successfully
fulfilling its role. They pointed to the Board’s knowledge of the University’s affairs, their
involvement in the Strategic Planning process, and their understanding of the process of an
academic institution. The review team viewed the Board of Trustees as being one of the
major strengths of the institution.
(6.) By what process does the Board obtain the information it needs to make informed decisions?
What is the quality of the information the Board receives, in terms of its breadth, depth, validity,
and reliability?

Overall, the Board of Trustees claims to be extremely satisfied with the quality and quantity
of the information that its receives. The Board relies heavily on its committee structure for
the acquisition of the information that its requires. Committees oversee operational areas of
the University. As provided for in the bylaws, committees may require annual reports of
activities from within their areas of responsibilities, provide for annual audits of the financial
affairs of the University, and make regular inspections of University facilities.

The Board of Trustees regularly monitors and measures the progress and achievement of
University goals. They also depend upon the expertise of individual Board members for the
assessment and evaluation of programs. The Board also will conduct its own market research
when considering new program and facilities.

The Board of Trustees receives input from the student population by having representatives
of the Board meet annually with student leaders. The Presidents of the two Student
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Government Associations are voting members of the Student and Athletics Affairs
Committee of the Board of Trustees. The President of the Robert Morris University Alumni
Association is also a member of the Board. The Board also reports that they receive input
from faculty when new programs or initiatives are under consideration, and faculty members
make presentations to the Board of Trustees. The Board does not communicate with the
faculty concerning collective bargaining issues.
(7.) Has the Board fulfilled its responsibilities for ensuring quality in the planning and administration
of programs and services?

Most of those persons familiar with Robert Morris University agree that the Board of
Trustees has done very well in fulfilling its responsibilities. As previously noted, faculty and
staff surveys indicate that most employees believe that the Board of Trustees strives to
implement the goals and objectives of the University. Members of the Board are active and
informed, with a clear commitment to the continued well-being of the University. The
Board’s size and organization ensure that members are actively involved. In addition, there is
an ongoing program, the Leadership Awareness Program, in place to actively seek out
community leaders for recruitment as Board members.

The Board of Trustees has recently initiated a self-evaluation process. All Board members
will annually complete a written questionnaire. Through this process, the Board will
undertake to more formally evaluate its own organization and effectiveness in the fulfillment
of its responsibilities to the University.

The Board conducts an annual review of the goals of the University, and has periodically
revised them to reflect the direction of the University. It also has devised a well-developed
process for the evaluation of the officers of the University. The Board develops for the
President and each Vice President an annual goals document, which reflects the overall goals
and objectives of the institution.
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
Examination and analysis by the Governance Subcommittee revealed an active leadership
role by the Board of Trustees in the creation of the Master Plan for campus development.
Their leadership was instrumental in the construction of the new Student Center. The Board
further demonstrated active involvement in the research and evaluation of the President’s
proposal for an Engineering Program.
RECOMMENDATIONS
After a comprehensively assessing and evaluating the structure, function, and effectiveness
of the RMU Board of Trustees and Administration, the Middle States Association Self-Study
Subcommittee on Governance has formulated several recommendations for further consideration and
discussion. Each recommendation is presented in the spirit of providing a point of reference for the
further enhancement of the overall goals and objectives of the University.

As vacancies on the Board of Trustees occur, the Board should consider recruiting and
subsequently installing more women and persons of color. Additional diversity at the Board
of Trustees level will serve to provide additional perspectives as well as help to ensure a
dynamic future for the University.

Including members from the academic community on the Board of Trustees will provide
additional perspectives and input to the Board. The presence and participation of educators
on the Board will assist in the deliberations required by the entire Board and its various
committees.

Effective communications, collaboration, and interfacing activities among the various and
diverse areas of the University require continual adjustment, enhancement, and evaluation.
Recent technological advances-- in particular, electronic mail, Internet applications, and voice
mail options--have radically altered communication styles, techniques, and levels in recent
years. The University has rapidly embraced and implemented these new technologies to
provide a state-of-the-art communications infrastructure, which should continue to be
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aggressively developed and used to its fullest potential by all segments of the University
community.

Innovative communication strategies and initiatives will serve the University well not only by
enhancing the dissemination of information across a spectrum of diverse populations –
students, faculty, staff, administration, Board of Trustees members, potential students, and the
general public – but also by promoting collaborative, and perhaps more participatory and
deliberative efforts, campus-wide. Specific recommendations in this areas include
(1) The active involvement and promotion of the newly re-configured Office of
Information Technology & Services (OITS) in the creation and dissemination of
information across the campus in a coordinated and organized fashion.
The creation of the HelpDesk in August 2001 and its emerging role as a single
point of contact for a wide variety of technology related issues provides an
important step for the enhancement of communication and information transfer.
Further development of the HelpDesk services and roles will serve to improve
communication at the University.
(2) Encouragement by the University administration to have various Committee reports,
minutes, and other activities posted in a timely fashion on the University’s Web site.
(3) The continued promotion of the Robert Morris University Web site as the preferred,
if not required, communication medium for a wide variety of functions for faculty,
students, and staff.
94
Exhibits: Sources/Instruments Consulted

Robert Morris College Governance Subcommittee Self-Study Report – (1992).

Middle States Association Evaluation Team Report for Robert Morris College –
(1992).

Robert Morris College Master Plan – (1994)

Robert Morris College Strategic Plan – 1997/1998 – 2001/2002 (1997)

Robert Morris College Progress Towards Strategic Plan Goals – (August 25, 2000).

Robert Morris College Application for University Status to Pennsylvania Department of
Education (November 16, 2000)

Evaluation of the Application of Robert Morris College for University Status –
January 11, 2001).

Robert Morris College Athletic Department Self-Study Report – (1997).

Robert Morris College Administrative Policy Manual (1989-present).

Robert Morris College Human Resources Policy Manual (2000 revision).

Robert Morris College Federation of Teachers Contract (1999-2003).

Robert Morris College Educational Support Personnel Association Contract (1998-2001).

Outcomes Assessment Inventory-Campos Market Research for Communications Skills
Program – (1994).

Outcomes Assessment Inventory-Campos Market Research for Advertising Campaign –
(1996).

Proposal for Specialty Engineering Programs – (May, 1998)

Middle States Governance Subcommittee Survey (full-time faculty, part-time faculty, staff,
student leaders) – (January, 2001)

Robert Morris College Board of Trustees Overall Self-Evaluation Questionnaire – (2001)
95

Robert Morris College Board of Trustees Bylaws.

Robert Morris College Board of Trustees Meeting Minutes (selected).

Middle States Association Periodic Review Report to Robert Morris College – (June, 1997).

Middle States Association Response to 1997 Periodic Review Report.

Robert Morris College President’s Annual Report.

Robert Morris College Procedures for New Course and Program Approvals – (2001).

Robert Morris College Academic Program Review-Executive Summary and Plan
(Fall, 2000)

Interview: Robert Morris College Board of Trustees Executive Committee – (conducted by
Russ Grunebach and Charles Sewall, April 26, 2001).

Interview: Edward Nicholson, President, Robert Morris College (conducted by Mark Cohen,
February 21, 2001).

Interview: Frank Burdine, Vice President, Office of Institutional Advancement, Robert
Morris College (conducted by Charles Sewall, February 22, 2001).

Interview: Richard Ritchie, Vice President, Office of Business Affairs, Robert
Morris College (conducted by Russ Grunebach, March 14, 2001).

Interview: William Katip, Vice President, Academic Affairs and Student Services, Robert
Morris College (conducted by Keith Paylo, March 2, 2001).

Interview: Jon Shank, Professor, Education and Social Sciences, Robert Morris College
(conducted by Keith Paylo, n. d.).