The status and power of committees to make decisions [were] often limited. Sometimes there was confusion or lack of clarity around which decisions a committee was empowered to make, or who outside the committee could make contributions to the committee’s decision-making process. [Some committees], once established, did not meet on a regular basis, and sometimes recommendations of committees were ignored or overturned by the senior administrator to whom they reported. Too often, key decisions about technology were made by senior administrators without the necessary knowledge and skills to make an informed decision, or committee recommendations were overturned by other factors (such as competing priorities) that were not well explained or communicated to the committees that had done the work.

from Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning by A. W. (Tony) Bates, Albert Sangra