Running head: NORTH CAROLINA GOVERNANCE ANALYSIS

Analysis of Higher Education Governance Structure in North Carolina

Sarah Schanck
EDLD 8433
Georgia Southern University

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Analysis of Higher Education Governance Structure in North Carolina
Introduction
North Carolina holds an esteemed rank in the realm of higher education. Our Time Our
Impact, the strategic plan written in 2013 outlining the next five years for the University of North
Carolina begins by summarizing the states storied past in higher education. The University of
North Caroline is the oldes public university in the nation, tracing its roots to the states
constitution in 1776 and chartered in 1789. Currently 220,000 students are enrolled at its 16
institutions (Our Time Our Impact, 2013). In addition to the University of North Carolina, the
North Carolina Community College System is the third largest in the nation, with a 58
institutions that are located strategically throughout the state.
This analysis will describe the governance structures of the two systems, including their
relationship with each other and accountability to the citizenry of the state of North Carolina.
Major pieces of legislation affecting the higher education landscape will be discussed as well as
recent news that is impacting the systems. Other defining characteristics as well as several
school profiles will be reviewed.
University of North Carolina System
Governance and System Overview
The University of North Carolina System consists of 16 public 4-year institutions. Five
of these schools are designated as Historically Black Colleges and Universities and one
institution is designated as North Carolinas Historically American Indian University. The
University of North Carolina system is governed by a consolidated governing board consisting of
32 Governors appointed in alternating two year intervals (116 N.C. 1-11). Each Governor
serves a four year term, and can serve no more than three full terms in succession (116 N.C.

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1-11). North Carolina Statutes also specify that the president of the University of North Carolina
Association of Student Governments will serve as a non-voting member of the Board (116-6.1).
The officers of the Board of Governors serve for two year terms and include Chairman, ViceChairman, and Secretary (116 N.C. 1-11). According to statutes, this current form of
governance was ratified on July 1, 1972 (116-3). Section 116-11 of North Carolina statutes
clearly outlines the power held by the University of North Carolina Board of Governors. A
summary of these duties include (but are not limited to):
a) Maintaining a close relationship with the North Carolina Community Colleges System
including reporting to each community college institution on the status of their
transferring students academic performance.
b) Responsibility for the general determination, control, supervision, management and
governance of all affairs of the constituent institutions (116-11(2)).
c) Determination of the functions and academic programs of all member institutions.
d) Setting all tuition and fees and enrollment levels for member institutions.
e) Creating a recommended budget to present to the Governor and General Assembly of the
state of North Carolina for approval. (116 N.C. 1-11)
The statutes also clearly state that the Board possesses all powers by default that are not
specifically designated to institutional boards of trustees (116 N.C. 1-11). Each individual
institution has a Chancellor responsible for everyday management of the institution but they are
directly accountable to the Board of Governors.
Strategic Direction for the University of North Carolina
In 2013, the University of North Carolina Board of Governors published a five year
strategic plan entitled Our Time Our Future: The UNC Compact with North Carolina. This

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document outlined the goals and objectives of the UNC system and created accountability
between the system and the citizens of North Carolina. In the document, UNC promised
academic excellence and the opportunity for success for all students (University of North
Carolina Board of Governors, 2013, p. 4). In addition, the Compact (2013) discussed the
commitment to create value for both students and the state, create solutions to state-wide
problems, and connect with communities. Five goals are outlined in the strategic plan: raise
percentage of college graduates in the state by 6% from 26% to 32%; strengthen reputation
through rigorous academic quality; serve the people of North Carolina; proper stewardship over
public investment in higher education by maximizing efficiencies; accessibility and financial
stability (University of North Carolina Board of Governors, 2013). This strategic plan initiative
is in progress through 2018.
Institutional Profiles
University of North Carolina at Pembroke In 2005, based on its historical narrative,
the University of North Carolina at Pembroke was designated as the states Historically
American Indian University (NC House Bill 371, 2005). The history of the institution is outlined
in House Bill 371 (2005), beginning with its establishment in 1887 as Croatan Normal School
and continuing through its transition from secondary and normal school (1940) into a regional
university (1969). UNC Pembroke is focused on a liberal arts curriculum. Due to the status as a
Historically American Indian University, UNC Pembroke and the five Historically Black
Colleges and Universities are categorized together as the state studies and monitors capital and
facility funding to minimize inequities (NC House Bill 371, 2005).
University of North Carolina-Chapel Hill When one hears the University of North
Carolina, this is likely the first institution that comes to mind. As the first public university in

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the country, UNC Chapel Hill commands a place in the record books. UNC Chapel Hill attracts
scholars from around the world, in addition to sending scholars around the world through study
abroad- 1400 students in 2007 alone (Frey, 2008). According to Frey (2008), the most popular
areas of study include biological and biomedical sciences, communications, and journalism.
UNC-Chapel Hill also boasts a strong town and gown relationship with the city of Chapel Hill
(Frey, 2008).
Current Events Impacting the System
In early 2015, the President of the University of North Carolina System, Thomas W.
Ross, was forced to resign from the office that he has held for five years. Although this ouster
will not take effect until January 2016, it has created a controversial political shift in the higher
education landscape of North Carolina. For the first time in over a century, Republicans gained
control of the General Assembly of North Carolina in 2010 (Stripling, 2015). Since that time 29
new voting members (of 32 total members) of the University of North Carolina Board of
Governors have been appointed by the legislature (Stripling, 2015). According to Stripling
(2015), the Board concluded that President Ross was not being condemned due to poor
performance. Although the leadership of the Board states that the decision was not politically
motivated, Stripling (2015) concluded that it is likely that such a large number of new members
with different goals would want a leadership change to mirror their vision and motivations. This
change is worrisome particularly to many advocates of liberal arts education as the Republican
Governor Pat McCrory famously stated in a radio interview in 2014, If you want to take gender
studies, thats fine, go to a private school and take it. But I dont want to subsidize that if thats
not going to get someone a job (cited in Stripling, 2015, para. 11). Stripling (2015) stated that
lawmakers tend to generally appoint designees who reflect their fundamental beliefs on

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education. As this is a new development in the higher education arena, there is no indication
how this leadership change will affect the five year strategic plan adopted in 2013.
North Carolina Community College System
Governance and System Overview
The North Carolina Community College System is governed by the State Board of
Community Colleges. The mission of the state system is to create accessibility to higher
education for all citizens of the state, maximize student success, and provide economic and
workforce development (State Board of Community Colleges, 2014). There are 58 two year and
technical institutions in the system providing an immense variety of degree and certificate
programs. The State Board designates a significant amount of governance power to individual
institutions Board of Trustees (State Board of Community Colleges, 2014). According to the
State Board of Community Colleges Code (2014), the three priorities of the State Board are:
fiscal accountability, satisfaction of state priorities, and accountability of programs. There are
currently 21 members of the State Board. The governor appoints 10 of those 21 members, but
does not have direct authority of their actions or decisions (Robertson, 2009).
Institutional Profile
Martin Community College Martin Community College is located in Williamston, NC
and was chartered as a technical institution in 1967 (www.martincc.edu). Although the academic
program offerings have expanded, there is still a heavy focus on technical education in response
to the local economy. In addition to vocational and technical programs, Martin offers college
transfer programs. Martin has a heavy emphasis on technology in the classroom. In 2010,
Martin was one of eight colleges nationwide to be selected as a Leader College for being an

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exemplary institution in the community college sector. A unique program offering at Martin is
their Equine Technology certificate and degree.
Events and Legislation Impacting the System
Workforce Development Act- House Bill 583 Enacted in 2005, House Bill 583
designated the State Board of Community Colleges in North Carolina to be the primary agency
for workforce development in the state, also including literacy and adult education initiatives.
Undocumented Immigrants Between 2000 and 2010, the community college system in
North Carolina changed its admission and enrollment policies regarding undocumented illegal
immigrants four times (Dalesio, 2010). According to Dalesio (2010), North Carolina has
approximately 350,000 illegal immigrants, one of the largest populations in the country. The
most recent (and currently standing) decision allows the admission of undocumented immigrants
with the provision that the student has graduated from a United States high school, pays out of
state tuition, and does not displace a citizen student (Dalesio, 2010). This decision mirrors the
current policies of the University of North Carolina system (Robertson, 2009). At the time of the
discussion of this decision in 2009, South Carolina was the only other state barring illegal
immigrants from the higher education classroom (Bradley, 2009). While this decision sparked
controversy at the time it only impacted 112 illegal immigrant students of the nearly 300,000
enrolled in North Carolinas community colleges (Pluviose, 2008).
Resignation of the Community College System President As announced on April 16,
2015, the current system president is leaving for a new post in Virginia (WNCN Staff, 2015).
According to WNCN (2015), Dr. Scott Ralls has served in his position since 2008. On April 21,
2015, the chairman of the State Board, Jan Lowder, announced her appointed committee for a
new presidential search (State Board of Community Colleges Chairman, 2015).

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Relationship Between the Two Higher Education Systems
The two state higher education systems are both connected to the state of North Carolina
through the General Assembly. The majority of both boards are appointed through the
legislature. Both the State Board of Community Colleges Code and the Statutes of North
Carolina description of the University of North Carolina Board of Governors require that the two
boards liaise with each other to achieve goals related to state priorities. There are several key
pieces of legislation that link these systems. The primary Act to highlight is the No Adult Left
Behind Act enacted in 2011 that created an initiative between the two systems and other state
agencies to expand economic development and workforce opportunities. The No Adult Left
Behind Act (2011) sets the goals to increase dramatically to forty percent the percentage of
North Carolinians who earn associate degrees, other two-year educational credentials, and
baccalaureate degrees (Section 3.(a)). The two systems also updated their credit transfer
agreements on almost an annual basis (Dalesio, 2014). The most recent credit transfer agreement
is the most encompassing thus far, better aligning core requirements for the 25% of University of
North Carolina undergraduates who transferred from a North Carolina community college
(Dalesio, 2014).
Conclusion
Both the University of North Carolina System and the State Board of Community
Colleges have large responsibilities for the governance of higher education as consolidated
governing boards. Additionally, both systems are embarking on new eras as the General
Assembly is Republican controlled and both are losing their Presidents in the upcoming year.
The state of North Carolina must continue to focus to providing an accessible and affordable,
rigorously academic program for its students.

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References
Bradley, P. (2009, July 13). NC college leaders look to reverse immigrant ban. Community
College Week. Retrieved from http://www.ccweek.com
Dalesio, E.P. (2010, April 5). NC colleges approve admission of illegal immigrants. Community
College Week. Retrieved from http://www.ccweek.com
Dalesio, E.P. (2014, March 17). NC college systems make transfers easier. Community College
Week. Retrieved from http://www.ccweek.com
Frey, C. (2008). Take a college road trip: North Carolina. U.S. News & World Report, (5).
No Adult Left Behind Act, NC S. 166 (2011).
Pluviose, D. (2008). Learning while undocumented. Diverse: Issues in Higher Education,
25(17), 26-29.
Robertson, G.D. (2009, October 5). NC community colleges agree to enroll illegal immigrants.
Community College Week. Retrieved from http://www.ccweek.com
State Board of Community Colleges. (2014). State Board of Community Colleges Code.
Retrieved from http://www.nccommunitycolleges.edu/sbcccode
State Board of Community Colleges chairman appoints presidential search committee. (2015,
April 21). Retrieved from http://www.thesnaponline.com/news
State of North Carolina Statutes. (n.d.). Chapter 116 161.1-161.11. Retrieved from:
http://www.ncga.state.nc.us/enactedlegislation/statutes/html/bychapter/chapter_116.html
Stripling, J. (2015). Ouster of U. of North Carolina system leader comes amid political shift.
Chronicle of Higher Education, 61(20), A6.
University of North Carolina at Pembroke Act, NC Assemb. 371 (2005).
University of North Carolina Board of Governors. (2013, February). Our time our future: The

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UNC compact with North Carolina. Retrieved from https://www.northcarolina.edu/sites/
default/files/strategic_directions_2013-2018_brochure.pdf
WNCN Staff. (2015, April 16). Head of NC community colleges leaving for Virginia. Retrieved
from http://www.wncn.com
Workforce Development Act, North Carolina Stat. 115D.1 (2005).

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