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  • So ... Struck a Nerve?

    By Dean Dad June 22, 2008 10:17 pm

    Judging by the comments, Friday's post really set some people off. Rather than responding to each attack – and 'attack' is the right word – I'll just make a few observations and move on.

    A disturbing number of commenters went right to 'intention,' implying variously that I was finally showing my nefarious true colors, my 'roots' in a proprietary college (!), or some other variation on the Dark Side. Others detected a note of satire, with multiple references to Swift.

    Those were all disheartening, if for different reasons. First and most basically, I, personally, am not the point. The proposal makes sense, or doesn't, independently of me. Anybody who knows me knows that the frustrations I periodically reference on the blog are rooted in my caring about higher education and what it could, and ought to, be. They're the frustrations of someone who hasn't sold out. I'm frustrated that we've developed a system in which lifetime job security for some is paid for by sub-exploitation wages for others. That may offend some people, but it's true, and I noticed that none of the attackers actually refuted that point. (A few dropped the predictable snide comments about administrative salaries, which simply shows a complete ignorance of scale. But it doesn't refute the actual point.)

    If I were only in it for the money, I'd find another line of work. If you're looking to get rich, don't work at a community college. You heard it here first.

    My personal story aside, the whole point of a 'what if' post is precisely that. I frequently get requests to flesh out a Grand Unified Theory of what I think higher ed should look like. I don't have one. That's not for lack of trying – it's just that it's flippin' hard. So I'm coming at it piecemeal. What if we determined everything based on tradition? Okay, we know what that looks like. What if the organizing principle were internal interest-group politics? See my last four years of posts to get a sense of that. What if it were the market? Friday's post was an attempt to sketch that out. It could easily be something else, too, and I'd be more than happy to entertain possibilities.

    But the 'burn the heretic' tone that I encountered on Friday wasn't exactly encouraging. If internal reform is blocked by such indignant huffing and puffing – which, admittedly, is likely – then the obvious consequence will be other institutions coming along and eating our lunch. (See "Phoenix, University of") We can cast aside the old catechisms and actually try to come to grips with what's going on, or we can just get angry at anyone who connects the dots. I'm trying to connect the dots in various ways to see what makes sense.

    (As far as the satire/Swift line of reading, I'll just say that I like to think that my satirical pieces are clearer than that.)

    I want to protect academic freedom, properly understood. I want people who go into higher ed to be able to make adult livings, with dignity, and reasonable – not lifetime – security. I want students to have challenging professors who are up-to-date in their fields and who are rewarded for teaching well. I want the public to have legitimate confidence that its spending on higher ed is wise, and that more would be wise, too. I want administrators to be thoughtful about what they're doing, and to have a firm grasp on the fundamental truth that It's Not About Them.

    What I see instead is a class of adjuncts exploited at Wal-Mart levels to make possible endless internal interest-group politicking; academic decisions made based on whose local ox is gored, rather than the good of the students; tenure used as a cruel sort of bait to keep replenishing the ranks of the adjuncts; ridiculous funding models creating all manner of perverse incentives; and declining public confidence coinciding with the rapid ascent of new institutions based on very different values.

    In that context, airing out some different theories strikes me as worthwhile. If we just trot out the tired old war-horses, we'll keep losing ground. And if we can't tell allies from enemies, we've already lost.

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Comments on So ... Struck a Nerve?

  • Posted by Orwell on June 23, 2008 at 9:45am EDT
  • I'm sorry there was a shoot the messanger mentality among those commenting. It made sense to me - that is, it was a rational presentation of an argument. I appreciated it.

  • Posted by Lynn on June 23, 2008 at 10:30am EDT
  • Thank you for the calm, well-argued rebuttal. It is much more reasonable than the one I was tempted to write when I read the comments to your original post. The truth is that this is also related to the pressures facing unions outside of the post-secondary environment as well. The current systems evolved out of societal needs that have since changed, and organizations need to be adaptable in order to survive.

  • Bigger picture needed?
  • Posted by Dr. F. Gump on June 23, 2008 at 7:25pm EDT
  • Perhaps the reason so many "attack replies" came in, is that everyone is frazzled and scared out of their freaking minds; not just academics?

    Everyone seems to be frazzled by the prices of everything (petroleum has just exacerbated all prices) and the flattening of wages across the board. Maybe it is our "winner take all" capitalism that is to blame?

    U. of Pheonix seems to be having their own problems (see U. of P. sucks web pages) with low graduation rates, high cost of tuition, lack of student services, and not many jobs to choose from IF ones completes the not-so-rigorous program of study.

    Maybe it IS the economy stupid? (not calling you stupid, but all of us seem to have a huge blind spot) Maybe admitting all HS graduate to college and lowering the tuition rate by 90% would still not help the US economy. Maybe the US is just not ready for an open world economy in business, manufacturing, or education?

  • the idea game
  • Posted by ezry on June 24, 2008 at 8:10am EDT
  • I can't see any reason to go flying off the handle about anyone's musings on possible fixes for our current staffing/funding disaster-scenarios in higher ed. I'm sorry that that happened here.

    I suppose there are people out there who don't teach in departments where they know that tenureline faculty make six or eight or ten times as much money a year as adjunct faculty do for an equivalent amount of work, supposing an adjunct might be offered a full slate of classes. (I'm confident that none of our full professors is ten times as qualified to teach undergraduates as the adjunct faculty we hire.)

    Or there are people who do live in such departments, but it somehow doesn't make their consciences cringe in the wee hours of the morning. Maybe such people feel they have the luxury of getting all horrified at suggestions about fixing the Emperor's wardrobe....

    Me, I've enjoyed reading the thoughtful posts and comments in this conversation. Days later, for instance, I find I'm still thinking about the commenter who suggested that, if we really let the market decide, we could charge differential tuition as well as pay differential salaries. Given that so many employers say they're happy to hire graduates with any college degree, regardless of major, I wonder what would happen if, say, English, Philosophy, Music, Art History, and French suddenly became the cheapest college degrees? What then of all those parents who are pushing Junior to get a "useful" degree like Accounting or Civil Engineering?

    Now, I'm not saying this is a good idea -- I just like what we reveal about how colleges and universities work (or don't work), and how we do and don't want them to work, when we try out alternate visions of the system.

  • Posted by Unemployed Academic on June 24, 2008 at 7:05pm EDT
  • Dean Dad,

    You seem quite sincere to me in your desire to fix some of the problems in higher ed. I suspect, however, that the suggestion you floated rankled a few people because it sounds like typical administrative-speak, even if you are not a typical administrator.

    1) You seem to assume that the proper way to deal with shrinking education budgets is to make do with those budgets, rather than mount an offensive against the forces that keep shrinking them. What if tenured and contingent faculty joined forces to educate the public about how many courses are taught by temp workers and the effects of this sort of system on students' education and on society? Why is the public so ignorant about what academics do?

    2) You also target tenured faculty for pay cuts. While it is true that tenured faculty generally haven't done much to save the educational system in the past 30 years, they have also experienced "speed-up" (higher teaching loads, larger publication requirements, increased requirements to bring in grant money, etc.). Do these faculty really deserve to have their pay cut even more below a middle-class lifestyle (remember that many faculty, especially in the humanities begin working in their 30s with large amounts of debt and no savings toward retirement)?

    In other words, why circle the proverbial faculty wagons and fire inward rather than outward?