Faculty of Education in academic institutions such as colleges and universities was developed for the sole purpose of training, research and provide high quality education in academic international environment. Birnbaum suggests that achieve to academic freedom, there should be some form of cooperation between legal governance of academic institutions and faculty organizations (Birnbaum, 2015). Integral leadership ensures that stakeholders in academic institutions work together as teams to bring effective and sustainable education leadership in academic institutions.
In the 19 th century (1858), the faculty had a professional authority and their role was only confined in academic matters. The sovereignty of teaching methods and research was primarily conducted by the legal authority of university institutions (Birnbaum, 2015). Arguments later emerged in the need to involve faculty participation in academic governance to attain education quality. In 1958, Tappan, President of University of Michigan, proposed that faculty organizations are the only workmen who can build up universities. Tappan's argument was based on the fact that faculty members are scholars who understand better matters relating to teaching methods and education curriculum.
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A change in the role of the faculty in academic was seen during educational revolution after World War II. The purpose of the faculty expanded from dealing with only curriculum matters to coping with academic-related issues, such as research. Some aspects of shared governance were attained between legal authority and professional authority in academic institutions. Expanding faculty roles ensured the effectiveness of governance and in return enhanced institutional effectiveness. The first joint statement on Government of Colleges and Universities was formulated in 1967 which legitimated faculty role in academic management and involvement in enacting educational policy. The joint statement ensured the existence of an essential relationship among university trustees, presidents, and faculty based on joint effort and inescapable interdependence (Legon, Lombardi, & Rhoades, 2013) . Two principles of the joint statement were: first, initiating capacity of decision-making of all the institutional components. Second, the difference in weight of each voice should be determined by the responsibility of each element of governance.
In conclusion, criticisms have been voiced regarding the involvement of faculty in governance and in formulating education policies. The argument is based on suggestions that it has become difficult for organizations to respond to changes in external environment because of faculty obstructionism (Legon, Lombardi, & Rhoades, 2013) . Faculty involvement has made governance arrangements cumbersome thereby impeding effective decision-making.
References
Birnbaum, R. (2015). No world-class university left behind. International Higher Education , (47).
Legon, R., Lombardi, J. V., & Rhoades, G. (2013). Leading the university: The roles of trustees, presidents, and faculty. Change: The Magazine of Higher Learning , 45 (1), 24-32.
