This dissertation examines the use of task forces in higher education strategic planning. Further, this research considers what the task force members and other key individuals have to say about governance and leadership in the context of decision-making. The study sample consisted of task force members as well as other administrators involved in formulating and executing the planning process at one higher education institution. The results provide insight into the effectiveness and inclusiveness of this type of planning structure as well as to authentic practice of shared governance.

A case study design was used in this research in an effort to achieve thorough insight into the research questions and the experiences of subjects. A questionnaire was sent electronically to the 77 members of 5 task forces and resulted in a 36% return rate. Interviews were conducted with six respondents to the questionnaire as well as an academic dean and the chairperson of the board of trustees at the time that the strategic planning process was approved. Data were transcribed and analyzed using content analysis to generate themes. From there, these themes were used to address the research questions and formulate conclusions as well as recommendations for policy and future study.

Findings showed that participants were satisfied with their participation even though a plurality was dissatisfied with the implementation of their recommendations. In addition, responses from task force members suggested a positive correlation between transparency and levels of satisfaction. In addition, the conditions of shared governance identified by Venable and Gardiner (1988) were met to varying degrees. These conditions include: (a) a climate of trust; (b) information sharing; (c) meaningful participation; (d) collective decision making; (e) protecting divergent views; and (f) redefining roles. Based on participant responses, the study proposes that promoting and monitoring conditions of shared governance should be of primary concern for any institution attempting to engage in meaningful processes aimed toward engaging as many constituents as possible in consequential decision-making.