When I began my career as a faculty member many decades ago, I had the good fortune to find myself in an especially distinguished department at an especially eminent research university. It was the custom of this department to gather for a faculty luncheon once a week and then to proceed to a departmental seminar in which we heard either from a visiting colleague or one of our own members. In the discussion period following the talk, questions generally had more to do with the ongoing research of the interlocutor than with the research of the speaker. Since all members of the department tended to be engaged in consequential research, the overall quality of the discussion was high -- although proceedings tended to take on a somewhat predictable, ritualized character
To be sure, department members were sincerely interested not only in their own research, but also in the research of their colleagues, and would often engage in conversation on these matters. This was known as discussing one’s “work.” Teaching was not considered a part of such “work,” even though many members of the department were dedicated, effective teachers. Teaching was basically a private matter between a faculty member and his or her students. I had the distinct sense that it would not be to my professional advantage to engage in discussion about my teaching; indeed, I sensed that it might be the conversational equivalent of a burp.
Back in the 1950s, the sociologist Alvin Gouldner did some interesting work about the culture of faculty members and academic administrators at a liberal arts college. He was following up on Robert Merton’s general idea about the social significance of “latent,” as opposed to “manifest” roles – that is, how roles not recognized explicitly, and not carrying official titles, might be of central importance in social life. In the academic context, manifest roles would include those of “dean,” “faculty member,” “student,” etc. The latent roles that Gouldner found especially important were those of “cosmopolitan” and “local”: roles that were not consciously recognized by overt labels, but which were consequential to the actual culture and social organization of the institution.
Cosmopolitans were those whose primary focus was their profession, as opposed to the institution where they were employed. Thus, a faculty member in this category would, for example, take a job at a more prestigious university that was stronger in his or her own field, even if it meant a lower salary. (Gouldner’s research was carried out at a time when it was apparently conceivable for a liberal arts college to offer a larger salary than a research university). Locals, on the other hand, were loyal first and foremost to the institution; they were usually not productive as scholars. At the time of Gouldner’s study, administrators generally fell into the category of locals.
Much has changed since that time. There has been, with a general move toward cosmopolitanism on the part of administrators, who have developed professional associations of their own and are more likely to go from one institution to another. As for faculty, their world has seen a widening gap between elite cosmopolitans and indentured locals -- adjuncts tied to low-paying jobs only relatively close to home, not the kind of locals who have been given any reason to develop institutional loyalty.
A question, then, for faculty members today is how best to balance concern for their profession with concern for their institution. A likely way is to care seriously and deeply for one’s students – since they are, after all, a major part of one’s vocation, in addition to paying most of the bills. And this means taking a more intentional, sophisticated approach to teaching.
To be sure, different institutions have different missions. Research universities, in particular, are crucial to the advancement of knowledge and must thus concern themselves with leading-edge science and scholarship. Even here, however, not all graduate students are themselves headed for major research universities -- far from it. Thus, graduate faculties in research universities are coming to feel responsible for preparing students for the future careers they will actually have. In part, this will mean exploring possibilities beyond the academy. It will also mean creating effective programs for preparing graduate students as teachers for a wide range of students.
The development of such programs has been a focus for the Teagle Foundation in recent years. This has involved supporting universities in their efforts to expose graduate students to what cognitive psychology has taught us about learning; to the pedagogical approaches and styles that have proven most effective; and to which forms of assessment are most relevant to the improvement of teaching. More generally, it means leading faculty to feel that they are not only a community of scholars, but also a community of teachers.
It has been suggested that the preparation of graduate students for teaching would be well-served if there were different faculty “tracks,” with some department members being primarily responsible for preparing researchers while others are primarily responsible for preparing teachers. While it is certainly true that not all members of a department have to make the same kind of contribution to the overall success of the program, formalizing such a separation between research and teaching would simply reinforce the caste system already in place -- not to mention the fact that many distinguished researchers are also exceptional teachers and that student engagement in research is an important teaching strategy. So, while there might be some value in having a pedagogical specialist (or more) on the roster, it is not desirable to have a tracking system that segregates teaching from research.
Here, then, is the general goal: just as faculty members would never think of being unaware of what peers are doing in the same field of research, so they should feel a comparable impulse to be aware of what their colleagues are doing in their areas of teaching. And thus, the world of higher education can become even more a true community.
Judith Shapiro is president of the Teagle Foundation and former president of Barnard College.
A junior scholar had been waiting months for a response on an article she had submitted to a good journal. One day she happened to be visiting a colleague’s office, as the colleague was bemoaning being hassled by an editor, having missed the deadline to “review this damn paper.” The title was visible on the colleague’s computer screen. “But that’s my article!” the junior scholar cried. There followed a moment of rather awkward silence, followed by some nervous laughter. The colleague, shamefaced about his tardiness as a reviewer, hastily dispatched a friendly critique of the piece to the editor.
If the colleague hadn’t realized the article was written by someone he knew, he probably would have put it off even further. In the ideal world, the review process is perfect, but unfortunately it involves the actions of humans.
We’ve all received scathing reviews of our pieces by anonymous reviewers. (Or at least I have. Perhaps the gentle reader has only ever received fulsome praise for his or her scholarly efforts, and if that is you, possibly you should stop reading here.)
But for those academic mere mortals still reading, we all know the harsh review, which often contains unfair criticism. (Exhibit A: “The author of this article did not make reference to Smith’s groundbreaking research in the field” -- never mind that Smith’s research has yet to be published, and there is no chance, none whatever, that the author of this significant piece is the person writing the review). Or the more usual reviewer disagreement: Referee 1 says the article has too much brown and not enough purple, Referee 2 says it has too much purple and not enough brown, and Referee 3 (to whom it has been sent to break this deadlock of opinion) says that this interesting article on feudal Japan doesn’t include enough about Richard Nixon. The ideal behind blind review places the reviewer as impartial Justice, but it is much easier to swing a sword than look at a scale when you’re blindfolded.
After a particularly blistering referee’s report (I find these best read with a bloody mary in hand; the reader’s experiences may vary), I’m sure I’m not the only one who has fantasized about kicking that referee’s shins at a conference. Of course I don’t know whom to kick. The distressing thing is there’s a good chance they know who I am.
Somewhere back in the mists of academic idealism, there was a point where scholars’ work was unknown until they presented it for publication. But now that we all leave trails of our research all over the web, the idea behind “blind” reviews seems quite naive. Googling a title will often yield a conference program, or a researcher’s departmental website. How many academics are so pure in their approach that they would AVOID looking up the topic of the paper under review? After all, it may be relevant to catch up on other literature on the topic in order to situate your review of the article in question.
For those of us who work in broad areas, it’s still the case that we will be asked to review (and be reviewed by) people completely unknown to us. Part of blind review’s theory is to avoid the conflicts of refereeing the work of friends (or enemies). But those in small subfields can already guess pretty closely who wrote an article they are asked to review. How many of us wouldn’t be more kind in a review of a piece we knew was written by a friend?
Which brings me to the issue of workshopping papers in public. I’ve heard people wonder whether doing so damages peer review. To which I would respond, no more than the Internet has damaged it already. With two articles of mine, I tried an experiment: posting my drafts on Google docs. I then posted links on Twitter and asked for anyone who was willing to comment.
(I realize that in STEM fields, posting paper drafts on ArXiv and other repositories for comment is more common, but in the humanities we don’t have this type of culture. We simply informally ask friends for comments.)
Getting colleagues from around the world to comment on my work made it stronger. And rather than feeling guilty about buttonholing the same few overworked friends to look at an article draft, the infinite generosity of my Twitter followers gave me volunteers. And they wrote constructive, useful things.
Some time ago, Daniel Lemire (a computer science professor at the Université du Québec) made the argument that blind review should be eliminated because work should be evaluated as part of a scholar’s broader career.
I’m not sure I agree with that, not least because I have my suspicions this already happens to the benefit of some Silverbacks, who manage to get pieces published that, had they landed on the editor’s desk as the work of an unknown Ph.D. student, would have been eighty-sixed in short order. However, I think it’s right to wonder how the current situation is actually operating (as opposed to how it “should”).
Lemire raises some interesting research that suggests rather than helping those outside the academy get published (which in theory it should, as supposedly the work itself is being judged rather than the author) in fact it works against them. Blind peer review is the standard by which we mark the quality and rigor of our scholarship. I do believe research needs impartial vetting but I’m not sure the current system should be it.
[Wondering about what happened to my friend’s article, mentioned at the start? It was not accepted by the journal, as the other referee had written a much harsher assessment.]
Katrina Gulliver is a lecturer in history at the University of New South Wales. Her site is http://www.katrinagulliver.com and you can find her most of the time on Twitter @katrinagulliver.
I recently went with a friend to an event at Columbia University, celebrating the 10th anniversary of the Ph.D. program in sustainable development. At the beginning of the event, the organizers screened a short clip with interviews of students and faculty in the program. One of the students said that one of the most amazing things about the program is that you read op-eds of great thinkers and practitioners, such as Jeffrey Sachs and Joseph Stiglitz, and then you see them in the halls and in class. I was completely in awe.
As a Hunter College student who came to this event with a copy of The Price of Inequality to have signed by Stiglitz (I already have a signed book by Jeffrey Sachs), I couldn’t grasp what it would be like to have such a well-known thinker as your professor. The next day, after finishing an econometrics exam, I saw that Paul Krugman has decided to move from Princeton University to the City University of New York’s Graduate Center. My first reaction, naturally on Facebook, was “This is epic!” It is epic, but not only for the students of CUNY. Paul Krugman’s decision should also start a discussion about inequality, prices of education, and the role of prominent scholars in this debate.
Krugman’s announcement came shortly after Cathy Davidson, a prominent English professor and expert on the digital humanities – and a scholar who frequently talks about the centrality of public higher education -- announced that she was moving from Duke University to CUNY’s Graduate Center.
Professor Krugman, is a New York Times columnist and a Nobel laureate in economics. He wrote in his New York Times blog that he is moving to work in CUNY’s Luxembourg Income Study Center because, “more and more of my work has focused on issues of income inequality, and nobody does more important work producing the hard data on which all of this work relies than the Luxembourg Income Study.” Professor Krugman sees CUNY and the Luxembourg Income Study as a natural continuation of his work. In addition, Krugman added, “I also, to be honest, like the idea of being associated with a great public university.”
Almost any intro-level economics class will start with the explanation that consumers and suppliers are both rational decision makers, working for their own self-interest. The assumption (or maybe the hope) is that when all actors work in their own-self interest, the “invisible hand” works so they are also serving the needs of the society at large. Krugman, in his self-interest, moved to CUNY, and in doing so bolsters a system of colleges and universities in which most of the students don’t have the resources to go to private universities where Nobel laureates roam the halls on a daily basis.
In his writings, Krugman has frequently discussed inequality and the importance of regulation on the market to reduce inequality. But what about the inequalities students face when they choose their university? I frequently hear great scholars praise public universities such as CUNY for allowing access to higher education to many New Yorkers who would not have otherwise been able to fund their education, but many of these scholars choose their intellectual homes to be the same private universities that cause most of their students to end their undergraduate education with huge levels of student debt. Elite private universities offer professors resources and name recognition, which can help them pursue their ambitions. Of course, private universities also on average pay much more than public universities, even top public universities.
This is a very mixed message. On one hand, these scholars say that the government should invest more in public institutions so more young people can get quality higher education. On the other hand, by choosing to work in private institutions they send the message that state universities are not good enough for them. Too many students at public universities, including those who are passionate about social equity and social good, dream about Ivy League graduate schools, or – for those seeking careers in academe – jobs at the kinds of places that Professors Krugman and Davidson are leaving. These universities are the homes of their intellectual heroes.
Those who wish to inspire will be much more effective if they also act as role models, like Krugman. Through his move to CUNY, Professor Krugman demonstrated he is willing to practice what he preaches, and is joining a university with top faculty and students.
As an international student from Israel who came to New York City with the hopes of earning a liberal arts education, I was extremely intimidated by the prices of many of the universities where I considered applying. Hunter College, as part of the CUNY system, offers affordable in-state and out-of-state tuition, which gave me the opportunity to pursue my academic ambitions. Before coming to Hunter, I completed national service in Israel as a medic, and I was sure that I wanted to be a doctor. However, at Hunter I was given the opportunity to explore other disciplines, and I discovered through inspirational professors that my true passion is economics and politics.
Currently, universities like CUNY are homes to amazing scholarship opportunities for both students and faculty, but the gap between the opportunities at public and private universities could be bridged if more distinguished scholars joined public institutions. I am not diminishing or dismissing the value of the amazing private institutions here in America, but just like minimizing the income gap would still leave some people wealthier than others, so too can this gap in education be minimized. I don’t expect Hunter College to compete with Harvard University in scholarly opportunities or in faculty pay, but having distinguished faculty such as Paul Krugman in a public institution lifts the level of attractiveness of affordable education.
Finally, on a personal note, Professor Krugman, thank you so much for coming to CUNY. I am a B.A./M.A. student in economics at Hunter, and I will come and knock on your door when I start looking for a thesis adviser. You will probably say no because it isn’t your job, but it won’t be the answer that is important. It will be the fact that at that moment I got an opportunity to approach you, at the graduate school of my university.
When I was a graduate student at the University of Texas at Austin, the university built a posh outdoor swimming pool next to the campus’s main recreational facility. But it wasn’t a lap pool or an Olympic-style pool. It wasn’t built primarily for exercise. It was a lounging pool, with serpentine borders, tons of deck chairs, shady palms, and a snack bar. It looked in every way like something that you might see at a fancy resort, minus the booze. That pool, built purely for the purposes of coeducational sunning and fraternizing, represents an investment that UT-Austin made into the social experiences of students, arguably a distant remove from the university’s academic mission.
I suspect that when you have a high-end and highly identifiable brand, as UT-Austin does, that such amenities help to further “sell” the university to well-heeled undergrads. For better or worse, universities can and will maintain enrollments, at least for a time, not by (or not only by) improving academic experiences, but by improving students’ material surroundings and social experiences. The logic of such expenditures — which are common and ongoing on different scales at many campuses nationally — makes sense only if we view students as customers, as payers of tuition that colleges need to rope in with sweeter and sweeter deals.
We are undeniably in an era where the governing model of education is one that conceives of students as customers. In fact, this cognitive model of how colleges and students relate to one another, that of a business selling to customer, is currently so deeply rooted in how we see and discuss higher education that it can be difficult to even imagine other frames or metaphors for the relationship between educators and those who access that education. In our era of economic survivalism, students are not only customers, but, insidiously, are becoming marks, the unwitting victims propping up an unsustainable model of education.
Here are some of the symptoms of the corrosiveness of the student-as-customer model:
We woo students with slick advertising. Some people feel that, as an industry, higher education over-recruits students. I’m not sure that we do or don’t. Yet, instead of asking the question of whether or not we over-recruit, we simply invest more and more in advertising and public relations endeavors designed to recruit more and more students, perhaps unsustainably so. The fundamental thinking, writing, and analytical development that takes place within the core of liberal studies education (while atrophying, still the core collegiate experience that connects students of all majors at most colleges and universities) benefits all students of all majors, and even students in two-year degree programs. Instead of investing in the liberal studies or general education elements of curricular experience, we recruit, recruit, recruit. Our institutions focus on the point of sale, often to the neglect of the delivery of the educational product.
We extend these student-customers an astounding amount of easy credit. If students are customers, they need money to spend. The student-as-customer model allows us to rationalize (actually, rationalizes for us) the cycles of student-loan debt that increasingly appear to mortgage many young graduates’ futures. Such logic also allows us to write off as unwise those students who accumulate large debts on seemingly “impractical” degrees, without acknowledging the larger cycle of recruitment and easy-credit through which such students are convinced to buy into, literally, their university in the first place.The burden of debt has been shifted onto students in the first place, because state legislatures appear to be less and less inclined to subsidize education, despite it demonstrated long-term benefits, on the very logic that students are “customers” and that we ought not underwrite individual purchases. Not even educational ones that benefit the culture and state at large.
We turn universities into brands. Marquee universities (think state flagships and famous private universities) trade primarily on their brand names. This allows universities to sell the perception of what the university achieves, rather than focusing attention and resources on academics. It also justifies potentially corrupt and exploitative athletic programs in the name of brand recognition and alumni contentment. The impulse to protect the brand also frequently compels universities to shirk responsibility when missteps or scandals occur, rather than immediately taking responsibility and corrective action.
We focus on growth for growth’s sake. There are plenty of legitimate reasons to grow academic programs and colleges and universities. But too many institutions grow for the sake of growing itself, because it is the only way to increase revenue. Such growth is unsustainable, on a variety of fronts. For example, in my state of North Carolina, state funding is tied in part to enrollment growth, and in an era where the state legislature has cut budgets to the bone, one of the few ways for universities to see increased funding is to increase the numbers of students on their campuses, with predictable complications.
We vocationalize higher education. In the student-as-customer model, students and their parents both begin to ask a “what am I buying?” question. A postsecondary education is not a guarantee of success. It is not the straight-forward purchase of a better future. It never has been. But when the entire educational system conceives of students as customers, a burden of responsibility shifts. It shifts from the student, whose responsibility might once have been to go out and put the education to use, to the university, which is increasingly seen as a half-way house to employment. Students, and those who “assess university success,” become fixated on their perception of the end product, a student seated in an office chair, and forget that education is a process, and one that students ought to continue on their own post-graduation. All sorts of higher order thinking is marginalized when we become exclusively fixated on getting students jobs. It is a prime example of privileging short term priorities over long term ones.
The student-as-customer model, because it is premised upon unsustainable growth and unsecured debt, and government abandonment of its responsibilities, is the human equivalent of strip-mining. It is a wholesale mortgage of the future in exchange for fleeting short terms gains. The problem is not even necessarily in having a student-as-customer model, but in assuming that growth, rather than sustainability and equilibrium, is the only forward motion available to higher education.
We know that within the cliché-driven logic of our culture that if students are customers, then the old main street American, folksy business mantra that “the customer is always right” can’t be too far behind. We see the manifestation of the “always right student-customer” everywhere in academe: in grade inflation (who’s going to pay top dollar for Cs and Ds?), in the resort-ification of campuses (come check out our 90-foot climbing wall and palm-shaded socializing pool); in the hesitance to hold students accountable for their behavior (pick your high-profile college athlete crime example, or laughable university honor code); and in the near-pathological zeal with which higher education seeks to turn elements of the curriculum into swappable commodities (think of states’ efforts to create universally transferrable courses or blocks of “general education” or “liberal studies” credits, essentially an exercise in reduction to the lowest common educational denominator).
On campus, the trite but powerful idea that the customer is never wrong also confuses the mission of our universities. In the language of business, the metaphor enables us to forget what our product is. The university itself becomes the product, rather than the education that the university provides. At one of my sister campuses, the University of North Carolina at Greensboro, students have begun to speak out against a lavish new recreation center, arguing that it is an unnecessary cost and a distraction from the university’s primary mission.
Off campus, the same logic of student-as-customer cultivates another set of similarly alarming impulses. The mentality treats academic coursework as standardized parts within a Fordian, standardized academic assembly line. The metaphor drives legislation that treats universities as wayward corporations, rather than as the public infrastructure necessary to sustain a vital democracy.
If there’s an upside to thinking of students as customers, I think it is that the model reminds us that we and our universities are directly accountable to students. Ours is a role of service, direct service to the students we enroll, and indirect service to the society those students will populate and some day run. We are accountable to manage university resources — human, financial, and other — around the primary mission of providing education. We are and ought to be accountable to students and to taxpayers. But the student-as-customer model makes us accountable to the wrong values, to purely financial motives, and at the neglect of the many idealistic, ethical, and democratic motives for expanding access to higher education.
Nate Kreuter is an assistant professor of English at Western Carolina University and a career advice columnist for Inside Higher Ed.
Of the litany of offenses commonly attributable to for-profit education, MOOCs, and other forms of distance education, one of the most incendiary is the thoughtless “unbundling” of the faculty role from the holy trinity of teaching, research, and service. This unbundling, a corporate approach to education, is blasted as a blasphemous affront to the core values that all educators share about teaching and learning. But as a recent presentation at the Association for the Study of Higher Education demonstrated, faculty unbundling has been happening for centuries.
Ever since the good ol’ days when Harvard University’s president was also the chief faculty member, admissions officer, and resident director, the faculty role has continually moved toward narrow specialization. As Sean Gehrke and Adrianna Kezar demonstrated in their paper “Unbundling the Faculty Role in Higher Education: A Theoretical Review,” events such as the formation of the student affairs profession in the late 1800s simply made official a trend that had been informally occurring for many years. The wholesale transition at many large research institutions to formalizing graduate assistants as the primary instructors in many courses unbundled the faculty role even more, enabling tenured professors to focus more on highly-valued research. But never in higher education have we seen such clean distinctions as we do now in the distance education sector.
At some of these institutions, one faculty member will design a course, another will provide the content, and still another will lead discussion and grade assignments. This approach is not a distinctly for-profit invention however, as some of the leading non-profits use this same strategy with their MOOCs. To listen to more traditional educators, this commodification of education is an atrocity. I would argue, however, that the current state in most colleges is actually more heinous. By forcing most faculty into a one-size-fits-all job description, we are not only using faculty resources poorly but diminishing educational quality in the process.
For example, consider Professors Smith and Wesson. Professor Smith loves the classroom and has a knack for it. He dedicates significant time to class preparation and student feedback. He’s beloved by his students, but not quite respected by his colleagues because of his relative absence of peer-reviewed publications. Professor Smith has a weak research agenda and will be denied tenure next year because of this lack of productivity — a looming reality that distracts him away from what he does best.
Professor Wesson has no such problems. An able researcher and writer, she publishes prolifically and received tenure last year. Her research draws significant attention and funding to her department. But because she can’t quite buy out all of her courses, her students are annually afflicted by her dry lectures and perplexing tests. She is unresponsive and openly disinterested in anyone but her graduate assistants. Her advisees often leave her supervision and instead work with Professor Smith, conveniently freeing Professor Wesson to focus more on her research agenda and graduate students.
To be fair, this could be a bit of a caricature. But like any good caricature, this picture draws attention to the dominant characteristics of the subject. What it reveals is that a one-size-fits-all model ends up rewarding research, penalizing teaching, and poorly serving students.
This approach stands far and away from what we know about effective organizations. Gallup, publishers of the StrengthsFinder assessment, shows again and again how organizations that utilize their employees’ strengths are more productive and have a more satisfied workforce. That means that if an institution were to adopt an approach that enabled each faculty member to specialize in his or her areas of strength and interest, faculty members would be happier, students would be better served, and the organization overall would be much more effective.
On paper, the shift is simple. Instead of hiring three faculty to each teach two classes a year, advise 10 students, secure a few grants, and write two peer-reviewed articles, each faculty member would specialize in (or carry a higher volume of) one of the areas for the whole department. A researcher could, dare I say, just do research and advise the few students who shared that agenda. A teacher could focus on understanding and honing the classroom craft and spend less time on committee work. Each department would tweak its balance according to the unique strengths and interests of its faculty and could use new hires to recalibrate that balance as time went on and interests or personnel shifted. In sum, excellence in research would not be valued at greater or lesser levels than excellence in teaching or service. Instead, excellence would be valued in every area. If what Gallup says is true, this strengths-based department would outperform a traditionally-oriented one by leaps and bounds in terms of total research output and teaching quality. After all, what faculty would honestly argue with getting to spend more of its time doing what it wanted to do while simultaneously benefiting its institution?
The reality is much more complicated, though. Teaching, even at many liberal arts institutions, is at best a second-rate cousin to research production, and quality of advising or service may not even be truly considered in the tenure and promotion process. Thus, many colleges have backed themselves into a corner by espousing the equal values of teaching, research, and service while only truly rewarding research.
This discrepancy between an institution’s mission and its rewards structure is most apparent at universities that already seem to take this diverse approach by designating certain faculty members as lecturers (teaching), research associates (research), or coordinators (service). Experience shows that these roles do not command nearly the same level of prestige or job security that a traditional faculty member experiences. Consequently, a shift toward a true strengths-based approach would necessitate a concurrent shift in policies, and more importantly, institutional culture. And since a cultural movement of this caliber would directly conflict with the values cultivated by the research universities that grant most faculty members’ doctorates, these changes are no insignificant matter.
I don’t pretend to have any magic solutions to make those shifts happen. I can say with some assurance that it would need to start with strong senior leadership and a willing (or at least adequately dissatisfied) faculty. But if these changes are worth making, then the conversation is also worth having. Perhaps rather than denouncing for-profits or MOOCs for unbundling the sacred faculty role, faculty members should welcome the challenge and propose their own ways to do so.
Josh Wymore is a doctoral student in the higher education program at Pennsylvania State University.