by Kara Yermak, MHRLR, SCP-SHRM
Assistant Provost for Faculty and Academic Staff Affairs
Throughout my career, I’ve been fascinated by all things related to people, work, and organizations, particularly how the policies, practices, and institutional structures we establish shape the experiences of those who work within them. I have a particular interest in ensuring that these foundational frameworks are thoughtfully designed, fair, and equitable. After all, policies and practices do more than establish expectations; they communicate institutional values, influence organizational culture, and shape how individuals experience their work.
Over the past 12 years, I’ve had the privilege of working closely with faculty and academic staff engaged in MSU’s academic governance system, such as those who have served on the university committees for faculty affairs, faculty tenure, and academic governance. These experiences have given me an appreciation for the intellectual rigor, array of perspectives, and collaborative leadership that faculty bring to governance. I’ve witnessed thoughtful deliberations, constructive disagreements, and meaningful recommendations that have helped inform university policies and practices.
Some of the most valuable lessons I’ve learned about leadership have come from these experiences. I’ve observed colleagues navigate disagreement with intellectual curiosity, challenge assumptions, consider competing institutional priorities, and work collaboratively toward solutions. These experiences have reinforced my belief that academic governance is not only an important mechanism for institutional participation and decision-making, but also an often-overlooked opportunity for professional growth and leadership development.
Participation in academic governance offers faculty and academic staff opportunities to engage with issues extending beyond their individual disciplines, departments, and colleges. Through committee service, individuals develop a deeper understanding of the university as a complex organization, including how academic priorities are established, how policies are developed, and how institutional decisions are informed by varying perspectives.
Governance participation also cultivates leadership competencies that are valuable throughout an academic career. Collaborative problem-solving, strategic thinking, effective communication, consensus-building, and navigating complex organizational dynamics are all skills that can be developed through this work. Perhaps most importantly, governance offers opportunities to practice leadership through influence, credibility, and collaboration rather than formal positional authority.
For those who assume responsibilities as committee chairs, vice chairs, or other governance leaders, these developmental experiences can be particularly meaningful. Facilitating deliberations, building relationships across institutional boundaries, and guiding groups through complex questions require many of the same competencies associated with effective academic leadership.
MSU offers numerous avenues for engagement, including eight university-level standing committees addressing matters such as undergraduate education, graduate studies, curriculum, faculty tenure, faculty affairs, academic governance, student affairs, and the libraries. College- and department-level governance structures offer additional opportunities to contribute and develop.
For colleagues who are relatively new to MSU, governance participation can be an especially valuable way to build institutional knowledge, establish relationships beyond one's immediate academic unit, and gain a broader perspective on the university. For more experienced colleagues, it can provide opportunities to share institutional expertise, mentor emerging leaders, and contribute to the university's continued evolution.
I also recognize that governance service represents a meaningful commitment of time, particularly amid the many demands of teaching, research, scholarship, and service. Yet, I would encourage colleagues to consider governance not simply as another service obligation, but as an opportunity to invest in their own professional development while contributing to the broader academic community.
Although the next academic year may seem some distance away, now is an excellent time to begin exploring opportunities for involvement. Information about academic governance elections will be distributed this November in preparation for participation during the 2027–2028 academic year.
In the meantime, I encourage you to visit the MSU Academic Governance website to learn more about the university's standing committees, their responsibilities, and opportunities for participation. Whether your interests lie in academic policy, curriculum, faculty affairs, or institutional governance, there may be an opportunity that aligns with your expertise and professional interests.
At its best, shared governance brings together individuals with different experiences, expertise, and perspectives in pursuit of a common purpose: strengthening the university and advancing its academic mission. The process is not always easy, nor should we expect it to be. Meaningful deliberation requires intellectual curiosity, mutual respect, a willingness to engage with disagreement, and a commitment to considering perspectives beyond our own.
These are also the qualities we seek to cultivate in effective academic leaders.
As you consider your professional development goals for the coming year, I encourage you to think about the role academic governance might play in your own leadership journey.
Leadership development doesn’t occur exclusively through formal programs, workshops, or administrative appointments. Sometimes, it begins with taking a seat at the table, listening thoughtfully, asking important questions, and helping move an institution forward.
October 2026 newsletter