Student Participation in the University Decision-Making Process.
It is apparent that the roles of faculty, students, and administrators in campus governance are poorly defined, and that the organizational structures in which these roles are performed are loosely constructed. Growth in higher education in the sixties was a process of multiplication and duplication, and the process worked reasonably well in an earlier day when institutions were less complex. In those days most faculty members knew each other personally and were engaged in the institution's primary mission of teaching. Perhaps such conditions continue to predominate in some colleges and universities, but for the rapidly expanding state colleges and multiversities, a new set of problems has been created. Clark states that if a society is to exist in the gigantic campus, it must be planned for and worked at.1 At present, growth is too fast and specialization too fragmented for informal channels of university communication to survive. Clark contends that we need to develop substructures that promote informal