Aug. 9, 2007

4 Months of Holidays? Not Quite!

Nonresidents of the Ivory Tower of Academia often believe that we professors have nothing to do when we’re not teaching, that we spend much of our time outside the classroom engaged in leisurely activities, resting on hammocks sipping mint-juleps while pretending to be absorbed in deep contemplation during the bucolic summer season (“Hey professor, how’s life treating you these days?”).

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Just the other day, an acquaintance we’ll call Michel expressed this common belief when he observed that, “Now that your classes are over, you must be coasting till classes start again in the fall. And when fall starts, you’re only teaching three three-hour classes, so that means that you’re making big bucks while working only nine hours a week. What a cushy job!” His sentiments are reinforced when neighbors spot us mowing the lawn during a Tuesday mid-afternoon, spending hours in coffee shops reading a book, or heading off to “exotic” places such as Atlanta, ostensibly to attend conferences, but what may be misconstrued as a vacation junket fully funded by our universities and, hence, the public purse.

In response to Michel and others, we could have offered a cynical and pointed observation: “There may well be academics that rest on their laurels and simply re-cycle course materials from a decade ago, thus essentially retiring on the job, just as there are such folks in other jobs!” However, our reply is one that is less caustic and one that accurately describes what most professors do. Here it is:

You see, Michel, professors have three responsibilities: teaching, research, and service. Most of us at research universities teach anywhere from four to six courses per year; usually three classes in each of the fall and winter semesters but sometimes also during the summer semester. And of course many who teach at community colleges or institutions without a research emphasis teach many more courses. The ratio of preparation to class contact time is 2 or 3 to 1 on average, which means that for every hour we spend in the classroom, we spend two to three hours preparing beforehand. In addition, we have frequent communications with our students outside of class through after-lecture discussions, office appointments, or by phone and e-mail. As well, we spend many, many hours evaluating and judging the fine work of our students. Indeed, although most of us absolutely love teaching and the idea that we might make an impact on our students’ lives, the hours and hours on end of marking is demanding. So that means that, when we teach three three-hour classes in one semester, we are indeed in the classroom for nine hours per week, but we are also investing another 18 to 27 hours in preparation and additional hours interacting with students and grading course assignments.

Keep in mind, Michel, that teaching, important as it is, represents only a portion of our job duties. Since we Ivory Tower dwellers are expected to both create and disseminate new knowledge, we also conduct research. Our choice of research topics is often driven by a personal need to discover answers to burning questions that capture our imagination and whose outcomes may contribute to society in a meaningful way. We (Céleste and Ray) have chosen to study burnout, bullying, and emotions in the workplace because these are serious issues that affect the well-being of many workers. In general, the number of articles that we publish in peer-reviewed journals is used as an indicator of how well we have done our research. It’ is mind-boggling to consider the intense amount of work that can go into a single journal article. By the time our grant applications are submitted and approved, our research is approved by ethics review boards, our study is carried out, the paper is written and submitted to a journal, then reviewed for rigor and contribution by our peers, revised and resubmitted, and is finally published (if accepted that is), a couple of years can easily have elapsed. In fact, two years is the fast-track.

There are many other activities included in the research rubric, such as presenting papers at professional meetings, which provides for the unfettered exchange of ideas and opportunities to solicit feedback from our colleagues. More generally, such forums allow us to maintain contacts with others in the academic community. As an example, at two conferences in Atlanta last summer, we presented three papers, chaired a conference session, served as a formal discussant or evaluator for four research papers presented by our colleagues from other universities, worked at a booth that was promoting an Administrative Sciences Association of Canada conference in Ottawa, promoted a special issue of a journal that we are co-editing on the topic of the emotions of managing, and had all our lunches and suppers with current and future co-authors, more often than not working late into the evening discussing projects of mutual interest. So Michel, as you can see, a great deal of productive work can occur at conferences.

This brings us to the third responsibility of professors, namely professional service, which encompasses activities both within and outside of our institutions. Since universities run with the help of a seemingly infinite number of committees that require fully-functioning, active members, professors are routinely called upon to sit on committees dealing with the tenure and promotion of our junior colleagues, research, curriculum development, etc. There are also regular faculty meetings, requirements to serve as representatives to various internal bodies, such as the faculty association, and other areas of governance. Moreover, there are many opportunities to provide service outside of our institutions, for example, through leadership in our professional associations, service as ad hoc manuscript reviewers or editors for academic journals, etc.

Michel, we hope that you’re not hearing violins and thinking that we feel burdened by our responsibilities. Yes, we (Céleste and Ray) each work 50 or more hours a week on average, but we absolutely love our work! Although professors probably earn less than what they would likely earn if they worked in the private sector given their experience and education, money is not the primary motivator for us. Instead, we generally view our work as a calling that affords us the freedom to fulfill a larger purpose, a purpose borne of the need to make a difference in the lives of our students and citizens in the broader society. So, Michel, the next time that someone declares that professors have four months of holidays, you’ll know what to say: “Not quite!”

Céleste Brotheridge is a professor of leadership at the Université du Québec � Montréal. Raymond Lee is a professor of human resource management at the University of Manitoba, in Winnipeg.

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Comments

Cheers for this insightful article. Having worked in both the academic and government sectors, I can attest to the fact that educators work significantly harder... and for less money (based on their credentials). Federal and some private employees, by contrast, usually do not occupy the same spectrum of abilities and responsibilities. Additionally, they seldom work past their appointed 4:00 “quitting time,” and weekends/holidays are out of the question (unless they’re paid three times their normal wages). In the current market, it just doesn’t pay to get advanced degrees, as government employees with a community college degree (at best) are given more pay, benefits, and retirement options than a newly-minted PhD professor. Kudos to all the educators out there, at every level — it truly is a calling for passionate, gifted, and selfless individuals...

Eric, Refreshing...!, at 5:45 am EDT on August 9, 2007

and more applause..

And most private and government workers I know hate their jobs and are always looking forward to getting away from the workplace as soon and as often as possible. Perhaps it is “Michael’s” reason for his statements. Perhaps he fantasizes about a job with more autonomy that is actually interesting to him. I often hear the envy in statements made by people like Michael.

Bob, at 8:10 am EDT on August 9, 2007

Delightful.

As a lecturer at one four-year institution and adjunct at a community college, plus finishing up my Ph.D. at yet another tier 1 research university- I say What A Great Job explaining our “leisured and leisurely” existence in academia. I’m having a poster made of this, so when friends come over (what friends are left after the attrition from neglect), they can be directed to it for any needed clarification. Or maybe I will just include a copy with my Christmas cards- with the title “Yes, Michael, there is a lot of work in academia".

Anothervoice, at 9:00 am EDT on August 9, 2007

Burnout

Thank you. I’m a professor in a for-profit college. We are not expected to do research. But I’d like you to research the effects of teaching 45 credit hours per year, no summers off. That’s a 5/5/5 load. My colleagues and I love teaching. It’s grand and glorious. But we feel we teach “well beyond the optimum” for our students and ourselves. Some of us wonder if the for-profit sector, in the name of privatization, isn’t going a little too far.

As for me, I also want to research some burning questions and balance one exciting and challenging activity, teaching, with another, research. My for-profit school cannot “afford” to let me do that, nor or is it allowed to accept grants. Therefore, I’m marginalized and can neither “advance” my career nor model such work for my students. Such are the terms, conditions and profiteering rationalizations of the for-profits. Beware their encroachment on the heels of just those popular misperceptions about academia you correct here. It’s in the interest of corporate privatization that that misperception continues. They can justify (1) further defunding of higher ed. to create a larger market for (2) more for-profits. This last forces the professoriate to break ranks and lose solidarity. (Oh, but I do hope my colleagues in the traditional sector still feel themselves in solidarity with me in the for-profit realm.)

Since the for-profits are an increasing presence in higher ed., I do not want to discourage prospective teachers from considering those. I would like to help the for-profits behave more like the traditional sector, the demanding, though socially more responsible, model you describe. As it is, we in the for-profits have no governance. Our situation is corporate top-down, with faculty and staff at bottom. Demanding as governance is, workers need a voice in the institution’s mission and purpose and working conditions conducing toward mission and purpose. As you well argue, the traditional sector is about long hours of hard, though meaningful, stimulating work. We hope it is not about extracting surplus value.

In your research on burnout and bullying, won’t you consider examining the for-profits’ role in changing higher ed., whether for better or worse, and make recommendations?

Also, consider reading Michael Albert and Robin Hahnel: _The Political Economy of Participatory Economics_, Princeton UP, 1991. See also Albert’s _Parecon_ (2003). They have fascinating ideas on “balanced job complexes,” and self-mangagement. These proposals are not only to avoid burnout, but make the everyday work world meaninful for every worker.

G Marconi, at 9:00 am EDT on August 9, 2007

Although I agree those of us in higher education do work just as hard, and often harder, than many in the “real world.” I’d have to agree with “Michael” that faculty life is a pretty cushy job. The primary benefit is setting our own schedule so that we can indeed mow our lawn at 1:30 pm. That’s simply not something I was able to do when I was in the private sector... and I would take that freedom over more money any day of the week. Although I worked just as many hours in the private sector as I do now, working at 3:00 am — as I can now — wasn’t generally an option since my job there relied on human interaction during hours when most people are working. And, the beauty nowadays is that I can take the entire summer off should I so desire, and exist on a 9-month salary. Most faculty don’t do so, but it is still an option for many... an option not open to most government or private-sector employees. So, given that I would define “cushy” as “professional freedom,” for my own purposes faculty-life is a far “cushier” road than my private- or government-sector experiences.

K.T., at 9:10 am EDT on August 9, 2007

Oh The Horror Of It All!

My first job out of college was teaching high school mathematics and physics and coaching basketball and golf. In those wonderfully idyllic years, my nine-month salary was $4,500, I played ball for the Pepsi Cola All-stars, a barnstorming basketball team consisting mostly of high school basketball coaches, I purchased a new Corvair every year, and I lived by myself in an apartment with a picture window that looked out over the lake at Hungry Mother State Park. If you’re a high school golf coach, you’re out on the links with the boys – and now-a-days with the girls too – six days a week.

In any event, most of the faculty resented the fact that we coaches had coaching supplements of up to $500 a year. So I tallied up the supplements of our coaching staff of eight, made a conservative estimate of the number of hours invested only on coaching activities, and voila! ... it turned out to be a bit less than 20 � per hour.

I would never argue that the “research” and writing conducted by college and university faculty today is of much consequence in the scheme of things. I would never argue that more than 50% even conduct any research at all. And I would never argue that more than 5% do any research of “significance.”

All of that aside, however, I’ll bet if you tallied it all up, most college and university faculty are doing the research and writing they do for the 2007 equivalent of about 20 � per hour.

Frizbane Manley, at 9:10 am EDT on August 9, 2007

And from high school teachers....

Here is the equivalent (and hilarious) response from high school teachers to approximately the same question, by Taylor Mali: http://www.youtube.com/watch?v=hw1MFobWD_o

Cranky Old Prof, at 9:30 am EDT on August 9, 2007

Good Job!

Good job on this article; it’s both informative and entertaining. But while publishing it on Inside Higher Ed is very cool, why not send it to a major newspaper as an op-ed? Your neighbors (and mine!) might like to read it in one of the 128 hours a week they have free from work.

Grad Student, ABD at A top 15 R1, at 9:30 am EDT on August 9, 2007

Staff envy

While I know that my significant other, a member of the English faculty at a large-ish university, works hard, the fact remains that being a professor is still a pretty plush job in relative terms. My proof is in the degree of whining I have to listen to when he moans about having to teach three days a week and — horror of all horrors — has to be on campus for upwards of six hours five days a week. I too work on a university campus, in a senior staff position. I hit the ground running from at least eight to five every day, without flexible time to run errands or attend to personal business except on my (timed)lunch hour. I don’t doubt that he works hard on course prep, grading and departmental business. But in our conversations I have discovered that he has no understanding of the daily grind of keeping standardized hours and getting no respite over academic breaks when faculty and students leave but staff remain. Today my better half is in a day-long session of meetings, which I have heard him complain about for at least two weeks. I am also in a day-long session of meetings and work which has been my everyday routine for the past five years. Over the summer he has been able to do things like swim in the middle of the day, repaint the bathroom, check out Netflix a lot and do some quality reading. I love him and like my job, but I would trade schedules in a SECOND.

Kristin James, at 10:15 am EDT on August 9, 2007

I think KT has it right. I serve as an administrator and an adjunct faculty member; I see the comments made by my administrator colleagues about faculty who live the “easy” life and I struggle to find enough time for all the demands of the two courses I teach.

For some, it may seem easier to work in a less restrictive environment (such as being able to work from locations other than the office) and being able to set one’s own schedule. For others, this lack of structure would result in one’s professional demise.

Rather than continuing to point our fingers at one another in order to find out who has it “easier,” administrators, staff and faculty alike would benefit from a greater understanding of what each other do. Administrators are not paper pushers who care only about the bottom line; staff are not present only for a paycheck and faculty members work much more than their “face time” at the college or university might suggest. Success of any institution will rely upon these groups finding their commonalities, rather than the methods through which they can place blame upon each other.

Anon, at 10:20 am EDT on August 9, 2007

Great job on the piece. I agree that an op ed would be good. I recently took family leave and was told I could do no work during the leave but had to somehow walk into the classroom the second week of class (when my leave ended) with a syllabus, readings, assignments, etc. all worked out and ready lecture. One issue I didn’t see mentioned was advising. I spend an inordinate amount of time meeting with students about their careers, writing letters of rec., etc. Staff in higher ed. also do an amazing amount of work over the summer when the campus is quieter.But, yes the flexibility cannot be matched in almost in any other occupation. We are lucky to have that as an example in society and I’m sorry more people cannot have such freedoms in their jobs.

Worked, at 10:20 am EDT on August 9, 2007

It Tales All Kinds

The academy, like every other workplace, attracts all kinds of workers: Michel’s comments articulate the experiences of one kind, the systematic, methodical prof who takes the teaching-research-service model seriously, expends lots of time and energy in pursuit of the work, and has a great deal of influence in when and where the work is done (this latter point is a key difference between professorial and most other jobs, and a point of envy of many non-professors inside and outside the academy). In short, for the conscientious prof and contrary to appearances, there is far less ‘time off’ than might be apparent; but there is much flexibility and control (again, relatively speaking) in when and where the work is done, a major attraction for pursuing and remaining in the academic workplace.

There is wide variance with the model as articualted by Michel, rangng from the super-involved to the non-involved prof. It would be a mistake to ignore that many academics are ‘fringe’ players as compared with the kinds of commitments Michel describes. Some institutions are lax in the sense that they wittingly or unwittingly allow for this wide variance...again, I would reckon that many, perhaps most, workplaces have broad variances of how workers are able to negotiate their circumstance and remain part of their workplace. After all, there are all kinds of people, and msot workplaces are populated with a variance of kinds.

As witnessed by another commentator, the professor in the for-profit institution, this type of institution provides a hint at what constitutes productivity and therefore work expectations and behaviors in the for-profit sector. The rise in for-profit institutions is a major influence in remaking the professorial role, with the for-profits’ sole focus on ‘metrics’ defined by measures of student enrollment and ’scalability’ and as expressed in professors ‘teaching’ mind-boggling numbers of courses and numbers of course preps, to the exclusion of expectations like research and service, expectations of profs in the more traditional academic workplace.

Each commentator articulates a workplace reality that underscores that it takes all kinds of folks to define the professorial role in the wide-ranging world of the academy.

Timothy J. Duszynski, at 10:20 am EDT on August 9, 2007

Preference for fixed schedule

I gave up the flexible schedule of teaching to become an administrator. I couldn’t stand the work that would hang over me at night and on the weekends and the constant feeling that I should be doing something productive. And I couldn’t stand all the grading. I miss the flexible schedule but still prefer going home at night and on the weekends and rarely having to do work. My husband is an academic and during the year he works nearly every night and at least one day each weekend. I don’t miss that.

Anon, at 10:50 am EDT on August 9, 2007

Cushy job

I teach English, from Developmental Reading and Writing (4 classes each in fall and spring, 4 hours each=32 hours), freshman comp and/or lit (another 3 hours each long semester=6 hours), May mini-mester(3 hours in three weeks), plus 2 classes in first summer session (6 hours in 5.3 weeks) which totals 47 hours course hours. Add to that God knows how many hours revising courses, grading umpteen papers (VERY time consuming), spending the required 35% of our time on service to the district (committees, projects, course development, meetings, both on campus and at district) and the professional development we are supposed to do every year (that the district only a small portion of) and the community service we are supposed to do... Well, you add up the hours. Monday through Thursday, I am at school 10-12 hours a day, and on Friday, I am usually there another 5-8 hours. I do countless hours on school work over the few weeks I’m off during second summer session as well (as do MANY teachers)...so when someone talks about my “cushy” job, I explain all this, and they either don’t believe it, or think I’m wasting a lot of time, or shut up!

Judy H, Professor, at 10:50 am EDT on August 9, 2007

At last!! The response that I’ve been looking for!

I can’t thank you enough for this article. I’ve been in higher ed for well over a decade now and I can’t tell you how many times I’ve heard the same comments that your fictional “Michel” made. You can be sure that I’m forwarding this article! Thanks for a well written piece that is not only concise, but accurate and timely.

Leigh Ann Wilson, Ph.D. Student at University of Memphis, at 10:50 am EDT on August 9, 2007

It’s all about flexibility

The commentators who emphasize the flexibility of a professor’s job have nailed it. At the small religious college where I teach, most faculty must appear at particular times & places about twenty hours a week: classes, chapel, posted office hours, faculty meetings, committee meetings, etc. They can do the rest of their work from the office, at home, in a coffee shop, or anywhere.One of the best benefits of this schedule is that I hardly ever miss work because of illness. When I fall sick, I can usually drag through those twenty hours like walking wounded and come back to full function when I recover.

Notatleisure, at 11:20 am EDT on August 9, 2007

I agree with Kristin James’s comment about the “daily grind” of working day in and day out on a rigid schedule. I have worked both in academia and in industry. I have found that most of the academics I know have no industry experience and thus no understanding of how difficult this can be. At times, it is almost painful, having to squelch any intellectual impulse that arises in one’s mind in order to move on to the next task and focus on the bottom line. The flexibility that academics have in terms of scheduling their own time is HUGE. Also huge is the fact that they get to pursue their own intellectual interests with people they enjoy talking to.

Another thing to note is that it is getting harder and harder to find a job in industry with work hours of merely 40 hours a week. Academics seem to have the misconception that that is how much time most people outside of academia are working. These days, though, companies are looking to cut costs by hiring, let’s say (based on where I have worked), two people to do the work of three. We’re talking about being essentially on call all the time, often working evenings and weekends and occasionally having a brutal overnight work session with little notice.

Amy, at 12:05 pm EDT on August 9, 2007

seek to learn

I have worked as an administrator at colleges, in the private sector, and for nonprofits. While it may be true that academics who have never worked in the private arena may not have a good understanding what happens there, the reverse is true as well. and while those working for privates may complain about the “cushy” job, academics will complain about the enormous often unwarranted salaries payed in industry as driven by the “free market". People should figure out which side of the work world they want to be on and stop denigrating the other.

Bob, at 1:10 pm EDT on August 9, 2007

Just wondering

I’m quite fascinated by the fact that the fictional character reference in the original piece was to “Michel,” while all but one of the respondents changed that to “Michael.”

Curious, at 1:10 pm EDT on August 9, 2007

RE: Burnout Above

Amy and others: Add my vote to those who say publish the opinion piece in a newspaper.

See again my comment on the for-profit academy above for a further variation on 8-5 structures versus flexible time.

Also for an economic alternative that pertains to all of us see Michael Albert and Robin Hahnell on Participatory Economics. (Try www.parecon.org and wait 3 seconds for the website to redirect.)

I’d love to hear from some of you on those economists’ ideas.

G. Marconi, at 1:10 pm EDT on August 9, 2007

To Grad Student, Worked, and G. Marconi

Sorry, but anyone who believes that by publishing this piece on the op-ed page of a newspaper s/he is either going to enlighten non-academics or change their prejudices about the difficulty of college and university “teaching,” must be spending waaay too much time in the shadows of the ivory tower. Have any of you higher ed wimps ever heard of elementary school teachers?

Like others who have responded to this essay, I have spent a significant amount of time both as an academic and working for manufacturing, assembly, and financial service organizations. In my opinion, for competent individuals who are committed to their work, it’s just “different” ... that’s all.

And for Anon who gave up teaching to become an administrator because “... I couldn’t stand the work that would hang over me at night and on the weekends and the constant feeling that I should be doing something productive,” I suggest it would take nothing less than a frontal lobotomy to convince me to become an administrator ... let alone give up teaching to do it.

Frizbane Manley, at 3:10 pm EDT on August 9, 2007

Parecon

That Parecon address is http://zmag.org/parecon/indexnew.htm

Or try www.parecon.org and wait 3 seconds.

Sure, we get compensated for commuting, laboring, and putting up with stuff. But most people have to “rent themselves out” in order to live. They have too little creative control over their work.

Try this website and let’s bounce around some ideas.

G. Marconi, at 3:40 pm EDT on August 9, 2007

response to commentaries

Thanks to all for your commentaries and suggestions. We agree that the ideal place to publish such an article is where the general public could see it, since this would provide them with a bit of insight into the work of a professor. Ray and I had submitted this article to a couple of newspapers in Canada, but they weren’t interested. A local paper has, however, agreed to publish it. We also appreciate the additional weblinks and other info. that was provided. Ray and I are very interested in the work and working conditions of professors in terms of burnout, bullying, and emotions, but also in response to the issue of students’ “degree purchasing” — an increasingly instrumental orientation toward education and what it will “buy them” rather than the learning that it represents.

Céleste, Professor at UQAM, at 3:50 pm EDT on August 9, 2007

I don’t think that anyone is arguing that it’s not a great job/career, with the flexibility of schedule, etc. It IS a great/cushy job, as we get paid to do something that we enjoy (a lot of us at least) and something in which we are very engaged. The point was presumably that we are also doing this all summer and on weekends, so the work-hours criticism of the academic life is just stupid. (But if the criticism is that academics work a lot of hours doing what they love, then that critiism is well-taken.) Apparently all that it takes though is a few talk-radio shows or FOX news to charicature us, and then a lot of the public is good to go. After all these are the same people who still think that Iraq was responsible for 9/11.

Philosophy Prof, at 11:10 am EDT on August 10, 2007

Don’t be too hard on Michel

Being from a “Blue Collared” background instead of from the “Ivory Towers” leaque, one wonders how much of the “service” aspect is real or induced. Does the need for so many meetings, organizations, clubs,and lectures present a real value to the student? Celeste and Raymond have presented their ideas from their perspective, but maybe what Michel was getting at was the aged professors who are “coasting". It’s the same idea as a grade school teacher- the first few years are a lot of work, and then after that it gets easier and easier until the pension/years of work kick in. In the real world in does not work like that!!

Mitch, at 2:30 pm EDT on August 10, 2007

Greener grass

I spent 20 years in industry, working as an engineer, with an average 50-hour workweek. At the moment I’m a grad student. I see the professors in my department working just as hard as I did in industry. For them, as it was for me, “flexible schedule” means yes, you can stay up most of the night finishing a critical task.

As for my best grass-is-greener moment: I was working 65-hour weeks during a big crunch, had equipment availability only between 11 pm and 7 am, and so I’d come in a bit before 11 and leave whenever I could get stuff wrapped up for the day. I remember heading home in the early afternoon one day, and have the front-door receptionist snark at me, “must be nice to leave early.”

Karen, at 3:00 pm EDT on August 14, 2007

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