Abstract
Purpose. The purpose of this study was to assess the perceptions of Associated Student Organization (ASO) advisors and presidents relative to the type and degree of administrative support provided for their student association's role in shared governance. Methodology. The study utilized a combination of descriptive, correlational, and ex post facto research. The population consisted of all ASO advisors and presidents. A questionnaire based on a proposal entitled "Encouraging Greater Student Participation In Governance" presented by members of the Chancellor's staff to the Board of Governors at their September, 1990 was used to collect data. The response rate for ASO advisors was 82 percent; for ASO presidents, 67 percent. For the purpose of conducting statistical procedures, respondents were divided into three groups based upon the perceived effectiveness of their ASO in influencing campus decision making. Data were analyzed using mean, standard deviation, Mann-Whitney U, Fisher Exact Probability, Pearson Product Moment Correlation Coefficient, Related and Independent T-Tests of Differences, and Biserial r statistical procedures. Findings. The perceived degrees and types of support for student participation in campus governance vary widely, but the overall perception is that student associations generally enjoy an acceptable level of support for their shared governance efforts. Conclusions and recommendations. ASO advisors and presidents perceived the following: on many campuses students and their input are not valued; due to their lack of specific experience, students feel at a disadvantage when considering complex or long-standing issues; in many cases, students believed they were not accorded committee membership in sufficient numbers to influence decisions; students often perceived that they lack the resources needed to fulfill their shared governance role effectively. The study recommends: that colleges solicit the views of students and advisors regarding how they can better facilitate student participation in college governance and conduct periodic evaluations of the state of student participation on their campuses; that colleges work to become more sensitive to the inherent limitations of students taking part in college governance and seek to help students overcome them; that colleges acknowledge the time demands to which most students are subject and to consider these when scheduling committee meetings.