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Managed Professionals: Unionized Faculty and Restructuring Academic Labor
... There is an emerging literature which claims that non-academic managers make significant contributions to their higher education institutions (HEI), discussed in Chapter 2. Concurrently, there is a persistent narrative that academic autonomy is under threat, yet no analyses of how administrative influence over academic matters is changing. Through this thesis, I argue that without a better understanding of administrative work, including how it is evolving and whether and how it poses a threat to academic authority, we risk perpetuating existing organisational blind-spots (Rhoades, 1998) which could prevent HEIs reaching their full potential. ...
... I realised that the lack of detailed and empirical understanding about what administrators do in higher education is more problematic than simply undervaluing or not recognising part of the workforce; it means we do not know how we can best organise ourselves. As I mentioned above, this argument has been made by Gary Rhoades (1998), professor of higher education in the United States, who has called for more research and thick descriptions of the nature of administrative work in today's complex settings. Similarly, Teichler (2003) suggested that future-conscious higher education research should try to address gaps in understanding how administrative roles evolve, recognising their growth could have "far-reaching implications" for higher education (p.171). ...
... Whitchurch (2004) traced this evolution into the 21 st century, claiming that some administration managers now made strategic contributions to their HEI, moving the nature of their work beyond traditional conceptions of administration and managementparticularly where administration managers have characteristics of cross-boundary or unbounded professionals (2008a). This claim, that administrative managers make strategic contributions to their HEI, aligned with other commentators who observed the emergence of 'managerial professionals' (Rhoades, 1998;Rhoades, 2010), 'higher education professionals' (Schneijderberg and Merkator, 2013), and 'new professionals' (Kallenberg, 2016). These evolved roles making strategic contributions have been recognised as engaging in activities that were once the purview of academics. ...
This thesis explores changes in the authority and influence of English higher education administrators over university work. To conduct this exploration, I drew on Andrew Abbott’s system of professions, to explain how and why higher education administrators have become more involved in assessment, a core academic area of higher education learning and teaching. Qualitative interviews were conducted with thirteen senior and middle administration managers working in different parts of the English higher education sector. These managers provided detailed descriptions of assessment administration within their own higher education institution (HEI) and expert commentary on the changing nature of assessment administration. I analysed the interviews using a framework derived from Abbott to understand how administrators contribute to assessment decisions. I draw on Abbott’s theory to find explanations for the themes and variations that I observed. I found assessment administration operating in an environment that has become increasingly complex because of both external forces, and forces from within individual HEI. Administrators were mobilising diverse and new forms of knowledge to contribute to assessment decisions in ways that were influential yet with a clear perception of the boundary of academic and administrative authority. Assessment administration is varied and was not developing uniformly. I argue that this is because there are differences in the core tasks of assessment administration, the impact of forces, how knowledge is being reshaped, the visibility of administrative work and the engagement of academics. I claim that individual higher education institutions have significant power to shape how administrative work, authority and influence evolve within their own institution. These findings contribute to the emerging field of higher education administration research, providing a new explanation of how and why administrative work, authority and influence may change. They also provide new insight into assessment administration, a specific area of academic administration. The findings have implications for how HEIs manage the division of labour and manage change, and implications for how we research the changing nature of higher education work.
... Also, top-level university management may control research in universities. Their style of operation may contradict the traditional academic norms and values (Gumport, 2000;Rhoades, 1998;Shore & Wright, 2017). Generally, while academics may want to preserve Humboldt's idea of academic freedom, university administrators often pursue economic mission. ...
... According to Wright and Shore (2017), this "administrative bloat" is partly due to the pressures that come with university rankings, as well as the pursuit of new funding streams. This is a sign of universities putting the economic mission ahead of the core mission, and the consequence is that managers and senior administrators can now control the actions of academics (Wright & Shore, 2017), thus limiting the professional autonomy of academics (Rhoades, 1998). Edgar and Geare (2013) argue that autonomy is a crucial factor that determines the research performance of academics. ...
... Slaughter and Rhoades (2004) refer to this integration of universities into the knowledge economy as academic capitalism, where universities are considered as marketers who pursue market and marketlike activities. The authors regard this change as a shift from public good knowledge to the academic capitalist knowledge regime, and academics are increasingly becoming managed professionals (Rhoades, 1998). In this twenty-first century, knowledge cannot be separated easily from the new economy. ...
Using the Auckland University of Technology and the University of Auckland as a case study, this study seeks to provide a conceptual model for how universities can best maintain their research autonomy in the face of increasing business practices in higher education. One of the core functions of a university is to search for and discover knowledge through research. To be able to do this effectively, the research must be as autonomous as possible because autonomy is regarded as an essential element in the research performance of academics. While empirical evidence about the benefits of research autonomy is mixed, a growing pool of research shows that research autonomy is limited in most universities. Although some scholars attribute this to corporate practices of the higher education system, other scholars believe that the "market" and "market-like" activities can strengthen the autonomy of academics, if it is done cautiously. I draw on resource dependence theory to suggest that, despite pressures from the external stakeholders (notably, government and industry), universities can increase their research autonomy through the implementation of strategic measures. I use a case study design and draw on interviews and document analysis to generate the findings. I interview twenty-six staff in selected faculties and positions at the University of Auckland and Auckland University of Technology, and analysed documents such as NZ Government's statement of science investment, and the universities' strategic plans and research policies. I have found that research autonomy is a relative term, and that university-industry-government research collaboration can enrich universities with resources required to strengthen their research mission. However, if such relationships are not managed well, they can deprive universities of their right to pursue knowledge for its own sake and curtail their role as critic and conscience of society. iii DEDICATION To you, a young fellow in a low-income family, you CAN rewrite your family's story. iv ACKNOWLEDGEMENTS
... Given these ongoing trends, faculty members have come to be understood as managed professionals (Rhoades, 1998(Rhoades, , 2011. More specifically, Rhoades explained that the declining support and resources to public colleges and universities expanded managerial oversight and power and, thus, constrained faculty authority. ...
... Once hired, community college faculty experience various sources of formal socialization, including onboarding programs, evaluation processes and, of course, messaging from supervisors, or what Rhoades (1998) calls managerial professionals (Dallimore, 2003;Lester, 2008Lester, , 2009Tierney & Bensimon, 1996;Trowler & Knight, 2000). Although these formal socialization efforts are impactful, workplace researchers stress the powerful socialization role of mundane interactions. ...
... Relatedly, our findings resonate with Rhoades's (1998Rhoades's ( , 2011 depiction of faculty as managed professionals, particularly his recent study on the jurisdiction of teaching in the context of pervasive technology. In short, Rhoades explored how faculty and managerial professionals, like program managers, understood faculty authority over educational space, which is basically any medium where teaching and learning takes place (e.g., learning management systems). ...
In this multi-method qualitative study, which included faculty and administrator interviews as well as a systematic analysis of organizational documents, we sought to understand the expectations placed upon and taken up by community college faculty. Our analysis suggests that the overarching expectation of community college faculty is to serve as generous educators. However, despite seeming consensus across data sources, we found that faculty and administrators often held discrepant views as to how faculty should carry out this role. Whereas most community college faculty relationally and holistically conceived of their work, administrators generally favored instrumental and bureaucratic techniques, leading us to argue that the generosity of these educators is highly managed. Similar to earlier writing on managed professionals, we found that administrators expected faculty to entrust their efforts to care for students to bureaucratic devices, although faculty often considered such systems ineffective. Ultimately, we assert that the instrumental framing of community college faculty work expectations adversely affects not just faculty but students, and we offer recommendations for community college leaders and faculty development offices.
... As institutions of higher education have acclimated to privatization by changing their finances, academic structures, research behaviors, and governance structures as we outline above, this has significantly impacted the balance of power within these institutions (Gumport 1993;McClure 2016). In general, these changes have led to a change in staffing arrangements and a growth in the nonfaculty professionals within institutions in areas such as technology transfer development, student admissions, and financial aid (Conley and Tempel 2006;Eckel and Morphew 2009a;Hossler 2006;Owen-Smith 2011;Rhoades 1998Rhoades , 2007Slaughter and Rhoades 2004). The growth in these "managerial professionals" has, according to Rhoades (1998), directly challenged faculty authority to such a degree that faculty have now become "managed professionals" who are managed by these managerial professionals. ...
... In general, these changes have led to a change in staffing arrangements and a growth in the nonfaculty professionals within institutions in areas such as technology transfer development, student admissions, and financial aid (Conley and Tempel 2006;Eckel and Morphew 2009a;Hossler 2006;Owen-Smith 2011;Rhoades 1998Rhoades , 2007Slaughter and Rhoades 2004). The growth in these "managerial professionals" has, according to Rhoades (1998), directly challenged faculty authority to such a degree that faculty have now become "managed professionals" who are managed by these managerial professionals. Faculty are also experiencing substantial pressures to pursue economic opportunities to generate additional revenues for their institutions (Rhoades 2007;Slaughter and Rhoades 2004). ...
Privatization in US higher education has recently been framed as the new normal, or something scholars treat as the default state of affairs with little expectation of change in the foreseeable future. In this chapter we synthesize the literature on privatization, calling for a renewed research agenda that challenges this normalization and reinvigorates study of this important topic. More specifically, we analyze the conceptualizations, origins, catalysts, and manifestations of privatization in the literature. We advance five arguments about the privatization throughout the chapter, underscoring conceptual murkiness, fragmented lines of inquiry, unanswered questions, and methodological limitations. We propose a multilevel framework to understand the privatization literature and bring together disparate strands of inquiry. We conclude by outlining a renewed research agenda on privatization, highlighting several directions for future research and advocating for improved data and research methods.
... In addition to his books, Managed Professionals (1998, SUNY Press), and Academic Capitalism and the New Economy (with Sheila Slaughter, 2004, Johns Hopkins University Press), Mr. Rhoades is now working on an updated book on faculty, tentatively titled, "More (or Less) Managed Professionals", and a volume on management, tentatively entitled, "Managing to be Different: From Strategic Imitation to Strategic Imagination." rather to a more longstanding trend towards increased managerial discretion (Rhoades, 1998). That can particularly be said about hiring and reappointment practices. ...
... As was found in a national analysis of collective bargaining agreements fifteen years ago (Rhoades, 1998, see especially Chapter 3) there are relatively few provisions that define substantial due process guidelines for hiring faculty in part-time positions. However, there are some important exceptions to this pattern. ...
... Discussions about professional staff in universities also feature in literature about the changing role of academic staff in universities (e.g. Rhoades, 1998;Rhoades, 2012). In the main, the literature is written by academics; exceptions to this include a study by Chanock (2007) who draws on her experience of working with academic staff as an academic developer. ...
... The displacement felt by academic staff is hardly surprising. Frye and Fulton (2020) report that the growth of professional staff outweighs that of academic staff which contributes to a view that there is a professional staff "bloat" (Rhoades, 1998). Baltaru (2019) reports that the increase in numbers of professional staff can be linked to policy initiative targets in HE. ...
This thesis focuses on my work as a professional member of staff in one academic School in a higher-status UK university (Midtown). Specifically, it explores the process of tackling the constraints to collaboration between professional university and academic staff through the medium of action research and using the case and location of my work, widening participation (WP). The research was motivated by my desire to understand why academics often appeared reluctant to engage with WP work, and by my interest in action research as a mutually supportive approach to delivering the WP agenda. The research, therefore, was informed by action research principles of collaboration, co-construction of knowledge and action for social change and involved me, and three academics. There were two phases to the research encompassing two aspects of WP: access to higher education (HE) in the form of ‘taster’ sessions for secondary schools; and participation in HE, during which phase the three academics experimented with more inclusive forms of pedagogy when teaching undergraduates. Empirical data included: meeting notes, teaching observations, lesson plans, session feedback (academic co-researchers and pupils), research project evaluation, co-researcher interviews and my research diary notes. Data analysis was thematic and based on action research principles and the principles of inclusive pedagogy. Insights that were generated included finding how pedagogic considerations are common to thinking about how to improve both the access and participation elements of WP; and how four disparate individuals overcame considerable constraints to evolve towards a collaborative collective during the research. More broadly, the research contributes to knowledge by furthering understanding of how university-based professionals and academics might work more effectively in partnership in arenas such as WP. The research involved a transformative process of surfacing professional and academic anxieties and accepting the differences that hindered collaborative cross-boundary working. Through affording the time and space that was needed to address the institutional and relational hierarchies, the action research approach provided opportunities to co-produce effective taught sessions and understand what was needed to engage students at both the access and the participation stages. I argue that for HE professionals whose work involves collaboration with academics, pursuing action research principles opens communicative spaces, enabling mutual learning and development across the academic/professional divide and developing more inclusive and richer working relationships which yield better outcomes for staff and for students.
... Fewer colleges and universities have tenure systems (also, many of the full-time positions are non-tenure track positions) and the proportion of tenured staff has declined. In addition, the number of academics who are employed part-time has increased more rapidly than the number of academics employed full-time, although the 43 However, in the US, a tenured professor may be dismissed 'for an adequate cause', such as incompetence or neglect of duty, or under extreme conditions, such as programme reorganisation or financial exigency (Trower 2002a, 56-61;Rhoades 1998). percentage of full-time and part-time academics differs according to the type of college and university (Snyder et al. 2016, 409;Baldwin and Chronister 2002;Trower 2002b). ...
... According to Baldwin and Chronister (2002, 128-130), reasons to the decreasing proportion of tenure track appointments include economics (high cost of tenure), flexibility (e.g., option to reallocate positions when employees have fixed-term contracts), and better access to resources through more flexible work arrangements (see also Huisman et al. 2002;Farnham 2009;Barrier and Musselin 2009). The diminishing proportion of individuals with tenure is likely to have several implications, such as changing the power dynamics in universities with a diminishing weight of academics in internal governance (Rhoades 1998). ...
In this dissertation I examine the transformation of Finnish university organisations. The global science policy emphasis on research excellence and the construction of universities as competitors in the higher education and research market have encouraged universities to coordinate their research activities and to develop career paths for academics. Globally-spread policy trends define what a successful research university should look like. By adopting the global policy trends, universities express themselves as progressive, modern research organisations with attractive career opportunities.
In the study I focus on two administrative phenomena in Finnish academia: the establishment of so-called research profiles and tenure track career systems. The research problem is three-fold: How do the research profiles and tenure track systems demonstrate the change of Finnish universities into more coherent, complete organisations? What internal tensions do the changes produce at universities? How do academic leaders and academics in different academic fields respond to the establishment of research profiles and tenure track systems?
The theoretical framework of the study combines organisation and management studies, and higher education research. The study draws on the observation that many traditional institutions, such as universities, are adopting management-oriented organisational forms and practices. Scholars, such as Nils Brunsson and Kerstin Sahlin-Andersson (2000), and Georg Krücken and Frank Meier (2006) have drawn such an inference.
The dissertation comprises three refereed journal articles and a summary article. The main data consist of research interviews of academic leaders and academics working in tenure track positions at Finnish universities. The academic leader interviewees were rectors, deans and department heads, who worked in a range of academic fields.
I argue that the establishment of both research profiles and tenure track career systems contributes to transforming Finnish universities into more uniform organisations. At universities, the reforms have been used as strategic instruments to pursue certain goals. The goals include the strengthening of universities’ position as research institutions and attracting academics from the international labour market. However, several things cause internal tensions, when universities position themselves as coherent entities. These include universities’ internal heterogeneity, and the dependence of academic career progression, and publication and funding processes on several actors, who have different goals.
The findings also highlight the gap between the portrayed rational processes of tenure track and the everyday life experienced by academics who work in the career path. The work performance of academics was carefully monitored, but the evaluation criteria were often interpreted as being extensive and too ambiguous, and the evaluation processes were often interpreted as being unestablished.
The dissertation contributes to discussion on how universities structurally and symbolically adapt when they face multiple pressures and opportunities. It also demonstrates how academic leaders and academics deal with globally diffusing policy ideas by reproducing and transforming them.
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Tutkin tässä väitöskirjassa suomalaisten yliopisto-organisaatioiden muutosta. Tutkimuksen korkeaa tasoa painottava globaali tiedepolitiikka sekä yliopistojen keskinäinen kilpailu korkeakoulutuksen ja tutkimuksen markkinoilla ovat kannustaneet yliopistoja koordinoimaan tutkimustaan ja luomaan urapolkuja tutkijoille. Globaalisti leviävät politiikkatrendit määrittelevät, miltä menestyvän tutkimusyliopiston tulisi näyttää. Omaksumalla globaaleja politiikkatrendejä yliopistot pyrkivät osoittamaan olevansa edistyksellisiä, moderneja tutkimusorganisaatioita, jotka tarjoavat houkuttelevia uramahdollisuuksia.
Keskityn tutkimuksessani kahteen hallinnolliseen ilmiöön suomalaisella yliopistokentällä: niin sanottujen tutkimusprofiilien ja tenure track -urajärjestelmien luomiseen. Tutkimusongelmani on kolmiosainen: Millä tavoin tutkimusprofiilit ja tenure track -järjestelmät havainnollistavat suomalaisten yliopistojen muutosta yhtenäisemmiksi, kokonaisemmiksi organisaatioiksi? Mitä sisäisiä jännitteitä muutokset aiheuttavat yliopistoissa? Miten akateemiset johtajat ja tutkijat eri tieteenaloilla reagoivat tutkimusprofiilien ja tenure track -järjestelmien muodostamiseen?
Tutkimuksen teoreettinen viitekehys yhdistää organisaatio- ja johtamistutkimusta sekä korkeakoulututkimusta. Tutkimuksen taustalla on havainto, että perinteiset instituutiot, kuten yliopistot, ovat viime vuosikymmenten aikana omaksuneet uusia johtamisorientoituneita organisaatiomuotoja ja käytänteitä. Tällaisen päätelmän ovat tehneet tutkijat, kuten Nils Brunsson ja Kerstin Sahlin-Andersson (2000) sekä Georg Krücken ja Frank Meier (2006).
Väitöskirja koostuu kolmesta referoidusta artikkelista sekä yhteenvetoartikkelista. Keskeinen tutkimusaineisto koostuu akateemisten johtajien ja tenure track -urapolulla työskentelevien tutkijoiden haastatteluista. Haastatellut akateemiset johtajat olivat rehtoreita, dekaaneja ja laitosjohtajia, jotka työskentelivät eri tieteenaloilla.
Osatutkimusten tulosten perusteella väitän, että sekä tutkimuksen profilointi että tenure track -urajärjestelmien käyttöönotto muuttavat suomalaisia yliopistoja entistä yhtenäisemmiksi organisaatioiksi. Uudistuksia on hyödynnetty yliopistoissa strategisina instrumentteina tiettyihin päämääriin pääsemiseksi. Näihin päämääriin lukeutuvat yliopistojen aseman vahvistaminen tutkimusinstituutioina ja tutkijoiden houkutteleminen kansainvälisiltä työmarkkinoilta. Monet seikat kuitenkin aiheuttavat sisäisiä jännitteitä, kun yliopistot pyrkivät asemoitumaan yhtenäisiksi entiteeteiksi. Näihin lukeutuvat yliopistojen sisäinen monimuotoisuus ja akateemisella uralla etenemisen sekä julkaisu- ja rahoitusprosessien riippuvuus useista tahoista, joilla on eri päämäärät.
Tutkimustulokset kertovat myös kuilusta rationaalisiksi kuvattujen tenure track -prosessien sekä urapolulla työskentelevien tutkijoiden jokapäiväisen arjen välillä. Tutkijoiden työsuorituksia valvottiin tarkasti, mutta arviointikriteerit tulkittiin usein laajoiksi ja liian monitulkintaisiksi, sekä arviointiprosessit vakiintumattomiksi.
Väitöskirja tarjoaa tietoa siitä, miten yliopistot sopeutuvat rakenteellisesti ja symbolisesti ympäristön paineisiin ja mahdollisuuksiin. Se myös havainnollistaa sitä, miten akateemiset johtajat ja tutkijat joka päiväisessä toiminnassaan toteuttavat ja muovaavat globaalisti leviäviä politiikkaideoita.
... Academic managerialism focuses on the increasing number of non-academic professionals in universities at the expense of academics. Academics become 'managed professionals', while administrators become 'managerial professionals' (Shore and Wright, 2017;Rhoades, 1998). Academic stratification is about treating certain disciplines and academics better than others simply because they have 'market value'. ...
In his writing in the mid-nineteenth century-The Idea of a University, John Henry Newman argues that the university provides a platform for human advancement through teaching and research. Over a century later, our public university now hedged on several social, political, ecological and economic factors that bully its traditional mission daily. More recently, neoliberalism-a key feature of globalisation, knowledge economy, environmental crises and other economic logic-continues to significantly shift universities' missions in another direction by creating winners and losers. Drawing on a range of theoretical perspectives, such as the glonacal agency heuristic, global economic and social forces, and empirical data, this paper examines the implications of these changes for equity in education, highlighting how global and national market-oriented policies, practices and outcomes continue to add to the stratification of higher education. Although the benefits of this global phenomenon are enormous, we maintain that the disbenefits are dire and could contribute to the narrowing of universities' traditional missions, increased academic managerialism, the death of academic collegiality, and uneven development and unhealthy competition among universities locally and globally if not carefully considered. We admit that competition will continue to transform universities because the pressures of globalisation, as seen in recent times, increasingly influence higher education systems. However, since universities still operate mainly in their national context, we believe national educational policies can focus on reducing competition with other universities and promoting equity. To cement this way of thinking in universities both nationally and globally, we must understand the critical role of leadership as well as get it right.
... For example, university credentialing, licensing and professional associations all work towards maximizing the occupation's control and, in doing so, the occupation's ability to achieve high pay demands (Gittleman and Kleiner, 2016). Additionally, highly professionalized occupations legitimate their work differently in the media and with policymakers and consumers (Elster, 1989), thus creating differing ideological values that motivate their work (Wilensky, 1964), such as when nurses are framed as caring for the public (Krachler et al., 2021) or university tenure as permitting academics to pursue unbiased research (Rhoades, 1998). ...
Competition between unions whose membership has different skills and professionalization levels is a long-standing issue in the labour movement. This article investigates the conditions for why and how a unique cross-professional coalition of all Danish public-sector unions developed between 2017 and 2018. Operating in a favourable context, unions overcame professionalization differences when skilled brokers primed a common instrumental base as other unionists used a public interest frame to legitimate the coalition and its demands ideologically. However, once the common instrumental concern was met, the coalition collapsed. The article argues that union coalition-building depends on multiple factors comprising both contextual, and identity and relational conditions. The article further argues that adopting a framing that focuses on the public interest over professional self-interest helps to successfully overcome professional cleavages.
... (Ordorika and Lloyd, 2015, p. 145) THE CIVIL SOCIETY AND HIGHER EDUCATION Analysis of the contest over the organization and governance of a political institution of the state necessarily draws upon the role of the civil society in shaping and contesting state action (Pusser, 2015). Literature on the institutions of civil society and higher education in the United States has addressed such arenas of contest as law and higher education (Garces, 2013;Olivas, 2008;Rooksby, 2016), legislative policy (Doyle, 2012;Gladieux and Wolanin, 1976), market organizations and economic policy shaping higher education (Ehrenberg, 2000;Weisbrod et al., 2008), unions in postsecondary education (Rhoades, 1998;Nocera and Strauss, 2016), and social movements shaping student access and success (Nicholls, 2013;Rojas, 2012). Considerable research has also addressed civic engagement, the efforts of community-based organizations and non-governmental organizations in collaboration with colleges and universities (Ehrlich, 2000). ...
... 17-18). In addition to these studies, numerous other studies (Van Arsdale, 1978;Rhoades and Slaughter, 1997;Rhoades, 1998Rhoades, , 2008Burgan, 2006;Goldstene, 2012;Kezar andMaxey, 2013, 2014;Kezar and Sam, 2013;Maxey and Kezar, 2015) Since that decision, however, at community colleges as well as at 4-year private institutions, both secular and religiously-affiliated, have become increasingly corporatized in their governing structures, with more and more of the administrative function centralized in the hands of non-faculty staff. In light of this shift, and especially in cases involving contingent faculty, many of whom are hired on a part-time and temporary basis. ...
... They address questions of ownership and proceeds from intellectual property produced by faculty members. At present, what defines such contractual provisions overwhelmingly is the negotiation between managers seeing such products as the source of an important potential revenue stream, over which they are claiming ownership and control, and faculty seeking to preserve quality control, ownership and claims to the proceeds generated by their creations (Rhoades, 1998;2001). Yet as Rhoades (2001, p.43) writes, "Our negotiations currently leave out the public as a claimant; the public has become simply a marketplace from which academics and corporate-style institutions of higher education can generate revenue." ...
... This university's faculty union contract is notable for the inclusion of equity policies. Rhoades (1998) found that faculty union contracts often included merit salary structure adjustments and sometimes market adjustments, but that equity adjustments were the least common across faculty unions in the US. As such, this university case study provides an important contribution. ...
... Winter and O'Donohue (2012) surveyed over 952 teaching and research academics at levels up to the rank of professor and found that academic values were first and foremost aligned with the view of universities as places of intellectual rigor and with the essential purpose of academic work being scholarship and student learning. Winter and O'Donohue (2012) also found academics were divided into those who will and those who will not be managed professionals (Rhoades, 1998). ...
Academics in higher education around the world indicate high levels of stress from multiple sources. The COVID-19 pandemic has only served to intensify stress levels. Adaptation and resilience are needed if academics, particularly those focused on education and teaching, are to endure, learn, and bounce back during this era of stress and contribute to education quality and student learning. This review is organized to answer two key questions. First, what are the main forms of stress for academics, especially those focused on education and teaching? Second, what are the responses of academics to stress and is the concept of resilience relevant to understand the consequences for academic careers oriented toward education and education quality? To answer these questions, we first critically review the literature on the responses of academics to stress and the concept of resilience, which has been employed by multiple disciplines, including teacher education. We then broadly define the resilience of academics as their capacity to learn from and adapt to stress; our definition is perhaps less about individual personality characteristics and more associated with the relational aspect of the socioecological higher education ecosystem. There are, however, limits to resilience and its potential effects on education quality and student learning. Given higher education’s adverse operating environment and the significant contributions of academics to the knowledge economy and graduate quality, understanding and building the resilience of academics to adapt and succeed has never been more critical.
... Their fundamental strengths come directly out of the 'unplanned, curiosity-driven development of their own systems' (Zechlin, 2010). Therefore, strict application of resource dependence theory in education can lead to managerialism in universities (Rhoades, 1998) where university administrators become the 'managerial professionals' and academics become the 'managed professionals.' Knowledge, which is the key capital of universities, is produced by academics. Academics 'are the actual owners of the strategically most crucial resourcethe very resources on which the university's performance and reputation depend' (Zechlin, 2010, p. 259). ...
This study proposes the concept of strategic entrepreneurialism to suggest ways universities can best maintain their research autonomy in the face of increasing marketisation in higher education. Studies show that there is decreasing research
autonomy globally, and while some scholars attribute this to corporate practices of the higher education system, others believe that those practices can rather strengthen research autonomy. This study contributes to the debate and thereby also contributes to theories of marketing for higher education that promote a
hybrid system where universities’ core educational mission is adjusted to enable compatibility with the economic mission. Twenty-six staff from the University of Auckland and Auckland University of Technology were interviewed, and documents such as the universities’ strategic plans and research policies were analysed. The findings showed that while university-industry-government research collaboration can resource universities to enhance their research mission, it can affect their autonomy.
... The company founders also received support from other interstitial units at UTEP. For example, they received guidance from "managerial professionals" (Rhoades, 1998;Rhoades & Sporn, 2002) in technology transfer about procedures, institutional policies, and legal processes and issues surrounding the creation of a private enterprise from within the academy. In short, UTEP provided personnel and infrastructure that actively collapsed boundaries between the public and private sectors and that provided, enabled, and encouraged the graduate student and her faculty mentor to develop a new circuit of knowledge production. ...
... To understand the contexts in which COVID-19 has continued, expanded, and intensified the raced/gendered burden of labor laid upon WOC faculty (Auger & Formentin, 2021;Oleschuk, 2020), we must first consider the prior conditions that existed, starting with the working conditions for all faculty. Expectations of faculty labor, typically categorized through research, teaching, and service, had already rapidly evolved (Rhoads, 1998) to include increased demands for administrative and service-related responsibilities like serving on committees, filing paperwork, and coordinating programs. Yet the tenure process in U.S. institutions continues to propagate the false illusion of an academic labor distribution of 40% teaching, 40% research, and 20% service. ...
The temporalities of COVID‐19 and resultant economic crisis, along with increased visibility of white supremacy and anti‐Blackness, have exacerbated the longstanding challenges Women of Color (WOC) faculty experience, particularly around negotiating labor and navigating the academy. Through Anzaldúa's borderlands framework, and an interwoven methodology of testimonios and pláticas, this paper's findings illuminate how the fixed, shifting, and messy boundaries of academic work have, especially for WOC faculty working through COVID‐19, violated the limits of the personal and professional, intruded into the homes as sacred spaces, and continued and expanded demands to provide labor. Institutions have placated these fraught borders with professional development and networks of mentorship—all while pivoting away from addressing the material and structural conditions that disintegrate the borders, particularly for WOC faculty. By exploring the layered complexities of traversing the academy–a space not made for our existence as WOC within them–we offer a nuanced understanding of academic borderlands. As a part of this, we highlight our resistance to carve out spaces of solidarity and collectivity in the face of Eurocentric, individualistic institutions to imagine new possibilities, a practice necessary toward transforming the academy.
... This study is practically significant because faculty, particularly tenure line faculty, are essential to the research mission (Ehrenberg, 2000; and governance (Legon et al., 2013;Rhoades, 1998) of public research universities. Furthermore, most studies find that being taught by part-time NTT faculty negatively affects student outcomes (e.g., graduation, retention, academic standards, interactions with students) (Bettinger & Long, 2006;Ehrenberg & Zhang, 2005;Jaeger & Eagan, 2011;Umbach, 2007;Baldwin & Wawrzynski, 2011;Johnson, 2011), though some studies find positive effects (e.g., Bettinger & Long, 2010;Figlio et al., 2015). ...
Declines in state appropriations have decreased the ability of public research universities to hire faculty, particularly tenure line faculty. Many universities have grown nonresident enrollment as a substitute for state funding. This study investigates whether faculty hiring was associated differently with nonresident enrollment growth versus resident enrollment growth. Grounded in labor demand theory, to study this relationship we estimate institution-level panel statistical models for the academic years 2002–2003 to 2016–2017. Results indicate that nonresident enrollment growth had a stronger positive association with full-time tenure line hires than resident enrollment growth. In contrast, employment of full-time and part-time non-tenure track faculty was not associated differently to nonresident versus resident enrollment growth. The institutional policy implication is that nonresident enrollment growth may be a viable strategy to finance tenure line faculty hires. However, state policymakers should recognize that many public research universities and most regional public universities face weak nonresident enrollment demand and are unlikely to compensate for declines in state funding by growing nonresident enrollment.
... Academics are no longer the most important members of staff in universities full of managers dedicated to technology transfer, information producing and processing, quality control, and so forth. As Rhoades (1998) points out, academics are increasingly managed professionals. The existence of managerial staff and offices shows: ...
The widespread applicability of quality assurance processes has induced a re-labeling of students as clients (see, for example: OECD, 1998), as well as an imposition of compatible evaluation and teacher training. Quality assurance, a now globalised practice in higher education institutions, is an instance of the “audit culture” (Power, 1997, 2010; Strathern, 2000a), and has come to signify good government in universities. Its “rituals of verification” (Power, 1997) are now hegemonic and widespread practices. Quality assurance is also an intrinsic element of academic capitalism (Slaughter & Leslie, 1997; Slaughter & Rhoades, 2004), and deployed through the same mechanisms. The phenomenon of quality assurance has created a technology (Foucault, 1988) in the practices of evaluation and accreditation, which largely ignores evident differences of context and culture that emerge in situ, and focuses on creating “virtual” (Miller, 1998) similarities through a “tyranny of transparency” (Strathern, 2000c) that instead of revealing, conceals important issues from the teaching/learning experience, fetishizing the classroom session. Through quality assurance, universities present themselves to the public – and to each other – through a common language and common goals. The language of quality assurance, which I define as the ‘talk of quality’, describes quality as a summation of continuously changing and externally defined criteria that an institution must fulfil in order to be perceived positively by the public. This ‘talk of quality’ seeps into everyday decisions and transactions, generates alliances or competition, and continuously reinforces an imagined hierarchy of universities. Given the pervasiveness of this discourse, its visibility and repetitiveness, but above all, its use in day to day “rituals of verification” involving teachers and students, it's not enough to analyse higher education transformations through policies, funding schemes, numbers of staff and students, facilities, research production or ranking achievements. Instead I analyse quality assurance practices and discourse, as they are applied in two specific contexts. The analysis revealed that the ‘talk of quality’ present in two universities displays almost identical concepts and notions, and supports the development of specialised managerial capacity. Evaluation and accreditation processes are conducted in both universities and promote the enforcement of “rituals of verification”, specifically teacher evaluation, which constitutes a technology (Foucault, 1988) for the subjectification of teachers, the effects of which have been described by several researchers. A fixed notion of good teaching has been defined in both universities through specific indicators. The results from each application of the process generate ‘truths’ about teachers supported by neutral sounding pedagogical concepts. Alongside the constant evaluation of teaching, both universities have also launched teacher training programmes and incentive – and punishment – systems tied to evaluation results. The transformation of students into clients emerges as a necessity for this technology to function. In order to present teacher evaluation as a simple and effective guiding tool to better teaching, an honest feedback from students, the questionnaire relies on assumptions about students’ responses as clients genuinely concerned with filling it in the intended way. The empirical analysis revealed that instead, students at both universities have their own criteria for judging teaching, which instead of relying on standardised and specific indicators, like those of the questionnaire, relies on shared ideas about how teachers make them feel, how they relate to them, how 'useful' they perceive the course in question, and how they define knowledge and university life. Students also approach the questionnaire – which they largely perceive as a power tool applied by the management – from their own strategies of “college management” and “professor management” (Nathan, 2005), which allow them to shape the university’s choices to their own schemes. As evidenced by the empirical analysis, the ‘student-centred’ approach of quality assurance, which relies on the idea of the student as a demanding client and the teacher as a service provider, produces a management-centred higher education in which important elements are concealed by the same process that means to reveal them.
... institucionales (Bleiklie y Kogan, 2007;Rhoades, 1998;Sporn, 2007). Desde otra perspectiva, se plantea que los administradores no solo deben apropiarse de las definiciones estratégicas y trabajar orientados a su logro, sino que además es conveniente que tengan presente las tradiciones y rituales que configuran la cultura organizacional de la institución (Rojas y Bernasconi, 2009). ...
The aim of this research is to contribute to the academic discussion on the problem universities face regarding their capacity to function as integrated organisations. This study analyses the universities’ capacity to coordinate different internal interests based on common aims. Three Chilean institutions were considered: a state university, a traditional private university and a private university. The evidence demonstrates different scenarios for internal strategic alignment are mainly influenced by the power balance produced between the three institutional governance components: the upper-level managerial body, the central administration and the faculties. This balance is conditioned by three factors: first, the governance arrangements that regulate the power balance between the three internal governance components and their capacity to promote coherence and alignment. The second element is associated with the individual capacities of those who exercise high-up or mid-level managerial positions, whether individuals or collegiate. The results show that personal skills and proficiency can either boost or weaken the role of the authorities and their degree of influence in decision-making. The third factor is linked to the individual interests that motivate the behaviour and preferences of those who form part of the three institutional governance components.
... In Germany, for instance, a doctorate not only qualifies for a career in academia but also acts as an educational signal for jobs in the private sector (Franck and Opitz 2007;Engelage and Schubert 2009). According to Rhoades (1998), academics have become "managed professionals" who have partly exchanged academic freedom and self-imposed choice of working time for externally driven pressure towards higher productivity and heavy competition (Jacobs and Winslow 2004;Musselin 2005). Consequently, it can be assumed that the group of academics has become more heterogeneous, so that terms such as "academic calling" do not apply to all academics to the same extent. ...
We examine the role of working-time mismatches (defined as the difference between actual and desired weekly working hours) in academics’ job satisfaction. In doing so, we investigate how academics’ career stage (predoc vs. postdoc) and contract status (part-time vs. full-time employment) moderate the relation between a mismatch in working hours and job-related well-being. Our results are based on longitudinal survey data among junior academics in the STEM fields indicate that mismatches in working hours are prevalent in academia and are associated with a loss of job satisfaction. In this context, overemployment (working more than desired) tends to unfold more severe consequences with respect to job satisfaction compared to underemployment. We find evidence for a similar reaction of doctoral students and postdocs with respect to job satisfaction when experiencing a working-time mismatch. Part-time employment positively moderates the link between working-time mismatch and job satisfaction for the case of underemployment.
... In the context of American community colleges, unbundling was negatively associated with corporatism, globalization, and the new economy (Levin et al., 2006). These criticism are often interpreted as faculty being left to feel over managed and increasingly monitored by technology (Rhoades, 1998). It can also be viewed as a way to isolate faculty from their course content making staff feel too far removed to teach the course effectively themselves (Sammons and Ruth, 2007). ...
This paper illustrates how unbundling has progressed from university-controlled approaches to incorporating partnership organisations into the delivery of university functions, specifically teaching. In this paper, we limit the scope of unbundling to the management of online teachers using three Australian case studies. In the first section, we review the literature for reasons that support unbundling the teaching approach, the effectiveness of this approach, and criticisms posed. Then we use aspects of the literature to present an unbundled teaching hierarchy. We use three examples from the hierarchy in the context of three Australian case studies that are illustrative of how online teachers are managed in Australian higher education. As discussed in this paper, the opportunities and challenges associated with unbundling university teaching have implications for the quality of the student experience, teacher experience, and cost effectiveness for institutions.
... In these cases, the interests of the two groups are in competition with one another, and whether they can be overcome is another issue altogether. For instance, the existence of a broad pool of adjuncts may further justify and strengthen the tenure system for a select few, while others might argue the combining the two groups will lead to improved working conditions of all faculty members, fulltime and part-time (Rhoades 1996). 15 While labor is stronger together, there are cases where the full-time tenured track union may ignore (see Elliott-Negri 2018 for a case on CUNY) or poorly treat adjunct members (see Hoffman and Hess 2014 for the California State University system). ...
In the last decade, adjuncts have become the dominant faculty type at most colleges and universities, making up to 80 percent of those teaching college courses. Their conditions and struggles have been well documented in terms of their compensation and working conditions. Adjuncts have begun to organize across the nation, while also fighting for a broader movement, most notably through Service Employees International Union’s (SEIU) Faculty Forward Campaign, along with others. However, institutions of higher learning have been fighting back against these efforts in the same manners that for-profit companies have done in the past. This paper demonstrates the conflict as well as providing a framework for something bigger.
... The current research on adjunct faculty largely focuses on the well documented inequity of their working conditions as compared to full-time, tenure track faculty (Kezar, DePaola, and Scott 2019). Adjuncts face limited salaries and job insecurity (Kezar, DePaola, and Scott 2019; Coalition on the Academic Workforce 2012), threats to academic freedom (Nelson 2007;Thedwall 2008), and limited participation in governance and collective bargaining (Hutchens 2011;Rhoades 1998). Given these conditions, there is wide concern about them as teachers (see Schuster 2003). ...
Within the work of teaching, college faculty can develop stronger understandings of both their subject matter and their students’ socio-cultural understandings of that subject matter. Such learning is particularly important for faculty that teach today’s students, who bring unprecedented racial, ethnic, socio-economic and age diversity to higher education. By engaging their students’ diverse identities and life experiences, faculty can potentially deepen both their students understanding of subject matter and their own. To better understand this learning for adjunct faculty, who are the majority of faculty in higher education today, this study examines how and what adjunct faculty can learn about their students and subject matter within their work as teachers. Drawing on interviews and classroom observations of 19 adjunct instructors of general education courses at two institutions that serve a diverse student population, it yields insights into the ways in which adjunct faculty may learn about their students’ lives and identities, the subject matter of their courses, and the potential connections between that subject matter and their students.
... As states have reduced their funding, their relationship to universities have shifted toward accountability and performance measurement, and scholars argue that this heightened market-coordination has increased managerialism within US universities (Bess 2006;Rhoades and Frye 2015). Most academics have thus become more 'managed professionals' who are subject to greater division of labour and oversight by various authorities (Rhoades 1998;Finkelstein, Conley, and Schuster 2016). In this process, the tenured faculty members that secure revenues have gained more control over core academic activities within their respective branches of learning (Finkelstein, Ju, and Cummings 2011;Leisyte and Dee 2012). ...
National university systems have traditionally been characterised by major differences in both internal structures and external conditions. However, the global rise of the knowledge economy has made external conditions of universities more similar across countries. This paper investigates to what extent this convergence has been mirrored within the universities by systematically comparing staff changes over more than a decade in five countries: The United States, the United Kingdom, Germany, Norway, and Denmark. Measures of staff changes are partial but tangible indicators, which are reasonably comparable across countries and over time. The empirical analysis isolates and examines two parallel staff trends, which the higher education literature currently highlights as crucial for ongoing university transformations: Proliferation of temporary academic staff and professionalisation of administrative/managerial staff. In doing so, the analysis provides a tangible empirical basis for assessing the impact of global trends on historically distinct university systems. Staff compositions have changed in the same direction, but from different starting points and with different intensity. Staff changes have been larger in Europe than in the US, but not in ways erasing major historical differences. The directional similarity rather suggests that dissimilar universities have added a similar layer of certain types of human resources.
... Legal and economic changes promoted increased management prerrogatives to shape academic work and loss of power on the part of the unionized faculty (Rhoades 1997), while the state accrued power to shape programs, curricula, and faculty work, transferring costs to students (Gumport and Pusser 1995). HE institutions and faculty increasingly engaged in market and market-like behavior, particularly the research where entrepreneurial centers were revealed as attracting greater amounts of external funds (Massy and Zemsky 1990). ...
Academic capitalism (AC) has become one of the most influential lines of research into markets in higher education (HE). However, researchers often use AC only as an umbrella term while key concepts remain superficially explored and intertwined topics treated disjointed. By means of a systematic literature review, our main contribution is the proposal of two classification schemes based on (a) analytical levels (macrostructural, organizational, and individual) and actors, and (b) themes and contributions (Exploration and reflection; Creation of theoretical framework; Research topics and applications; New trends). The idea that underlies both proposals is distinguishing without disjoining. Distinguishing is an operation that researchers can benefit from, while disjoining risks leading to blindness by not capturing the complexity of AC. Distinguishing analytical levels and actors provides a clearer view of how actors position themselves in the field, how they interconnect, and how their actions resonate at other levels. Distinguishing themes and contributions allows categorizing the wealth of research into smaller units for deeper analysis. Both contribute to researchers in positioning their theoretical contributions in the literature. This study may advance research not only on AC, but also in understanding the several ways the neoliberal restructure has been playing out in HE.
... Involvement and breadth of participation has since increased (Sadler, 2010). Rhoades (1998) attributed this increase to changes in identity-based politics during the 1990s and the impact of these politics on its citizens. With colleges and universities becoming increasingly diverse, the number of students impacted by national issues and their involvement in social movements increased. ...
Across the country, identity-based activist movements have impacted the mobilization of student activists on college campuses. This article focuses on students’ construction of activism and their perceptions of support from administration, faculty, and staff. The researchers employed a constructivist framework and revealed four domains highlighting student’s experiences with activism on campus. Our recommendations describe ways campus stakeholders can better support student efforts for social change.
The role of rankings in higher education accrediting procedures is examined in this essay. It examines how rankings are integrated, as well as their advantages, drawbacks, and potential applications. Rankings have grown in popularity as instruments for evaluating institutional excellence, offering comparison data, and assisting in decision-making. To ensure appropriate use, their integration calls for careful thought. The significance of choosing trustworthy rating systems, matching rankings to accrediting standards, giving contextual information, emphasising qualitative evaluations, and involving stakeholders are all covered in the article. Additionally, it discusses drawbacks and limits such as methodological issues and potential biases. The report emphasizes the necessity of individualized rankings, the inclusion of employability metrics and learning outcomes, and the encouragement of moral and social responsibility. The integration of artificial intelligence and machine learning, stakeholder participation, improved data analytics, and international collaboration are some future directions. The significance of a balanced approach to rankings, which acknowledges their advantages while retaining the thoroughness of accrediting systems, is emphasized in the paper's conclusion. Accreditation agencies can use rankings to improve institutional quality and encourage continual progress in higher education by following advice and adjusting to new trends.
Utilising the proposed Marxian framework for a critique of the political economy, this chapter confronts the limitations of mainstream approaches in analysing economic relations in higher education. It begins by discussing how the progressive marketisation processes in higher education have coincided with the expansion of neoclassical economics as the dominant framework within higher education research. The chapter then explores three distinct approaches: neoclassical economics of higher education, the theory of academic capitalism, and exceptionalism, all aimed at understanding economic relations in higher education. The objective is to unveil the political ineffectiveness of marketisation critique and highlight the market perspective’s shortcomings in explaining capitalist processes that subordinate academic labour to capital. The chapter argues that academic capitalism theory and exceptionalism inadvertently reinforce neoclassical viewpoints on higher education, focusing on exchange relations and the market rather than the production relations entangling academic labour and capital. Despite the authors’ intentions, these approaches fail to provide a solid foundation for a genuine critique of capitalist transformations within higher education.
Since its publication in 1990, Clyde W. Barrow’s book, Universities and the Capitalist State: Corporate Liberalism and the Reconstruction of American Higher Education, 1894-1928, has been a touchstone text for generations of scholars studying higher education. This conversation between Barrow, Heather Steffen, and Isaac Kamola examines the book’s legacy in order to explore how the interdisciplinary study of higher education has changed over the past three decades. In doing so, they examine the space and place of academic knowledge and academic labor, offering an interdisciplinary discussion of critical praxis within the university.
We present a historical case study of “data-driven” general education policy reform at the City University of New York, where within-system transfer issues prompted the need for curricular reform that was debated and eventually implemented from 2011 to 2017. Through an empirical examination of artifacts such as meeting minutes, internal memoranda, institutional reports, speeches, testimonies and position statements, and recordings of public meetings, we trace the emergence of a policy problem, contests over its framing, and the development of a policy solution for a curricular crisis across competing strands of collaborative governance and conflict over curriculum-making. We illustrate how administrators and their allies engage informatic power to unify the means and ends of curriculum reform- producing curricular policy and new language practices for discussing curriculum that facilitate increased managerialism and the rise of audit culture. When curricular conversation primarily focuses on the use of data, normative questions about the purpose and organization of undergraduate curricula are elided. In this case, policy proponents and opponents focused on a narrow definition of what kind of data “counts” for policy making. We argue that governance actors need to allow for and incorporate an array of data resources into their curricular conversation.
This article draws on recent insight regarding the distribution and mobility of highly effective teachers, student access to top-performing educators, and research on the effectiveness of strategic compensation reforms to argue that the single-salary pay schedule has resulted in disturbing inequities for students and inefficiencies in resource allocation. These inequities are particularly alarming given that strategic compensation reforms hold promise for not only improving the quality of public education overall but ensuring quality educational opportunities for students from traditionally underserved communities. Simply put, strategic compensation reform can meaningfully impact public education, and it is time this potential is recognized and utilized.
In this chapter, we take the long view of the history of higher education in the U.S. to better explain the magnitude of what happened in the COVID era, how it came to be possible and why. We review key moments in the trajectory of the re-engineering of the university as an arm of business and show that the metamorphosis began as early as the First Gilded Age, expanded throughout the twentieth century, and accelerated with the rise of neoliberalism in the 1980s and into the Second Gilded Age. We outline key ways in which racialized disaster patriarchal capitalism has played out in higher education just prior to the outbreak of COVID-19, and end with a short preview of the books’ remaining chapters.KeywordsHistory of higher educationNeoliberalism disaster patriarchal capitalismHigher education prior to COVID-19
The academic workforce in higher education has shifted in the last several decades from consisting of mostly full-time, tenure-track faculty to one comprised predominantly of contingent, non-tenure-track faculty. This substantial shift toward part-time academic labor has not corresponded with institutions implementing more supportive policies and practices targeted toward part-time faculty. This study examines the associations between part-time faculty satisfaction and a set of items that measure campus resources provided to part-timers, their perceptions of the campus climate, and measures of the institutional context. Findings point to opportunities for campuses and departments to improve parttime faculty's satisfaction through providing access to office space and developing a sense of respect among part-time and full-time faculty.
Reviewing three key areas of literature in our field (college choice, state policy, and faculty) the article identifies gaps that we can fill by reembodying and repoliticizing “choice,” by which is meant moving beyond the individualized and “neutral” market logic in addressing the actions of collective entities in relation to politically charged policy issues, which we largely overlook. In calling our field to focus more on the “the higher education we choose,” the article suggests reframing the prevailing premises of key public policy debates. It also suggests rethinking and recognizing the role that in our applied field we collectively play, in research and practice, in reconstructing academe. Underlying my centering of the “collective” throughout, is a call to recenter higher education's social value and societal benefits in the higher education we choose, collectively.
Effective shared governance processes enhance institutional effectiveness and sustainability, but governance in higher education is complex. The concept of shared governance lacks common understandings and practice, and models are outdated and need to be more inclusive, nimble, and flexible. Community colleges are responsive institutions and therefore well‐positioned to have a role in rethinking shared governance. However, before we can create new models, we need new ways of thinking about governance. Based on trends in research on shared governance in this chapter, we argue that new perspectives on shared governance include a focus on trust and transparency and provide examples of shared governance opportunities and challenges through the perspectives of key stakeholders. We suggest interest‐based bargaining as one of the tools for institutions to manage important conversations about stakeholders’ shared responsibility for student success. We may never agree on shared governance, but we need to find a way of effective, participatory governance. This chapter creates some opportunities for creating such a space.
My book makes the case for confrontational and thoughtful modes of political engagement. I draw on a variety of authors including Machiavelli, Douglass, Kant, Arendt, Du Bois, Freire and Anzaldua to advance my argument.
This chapter begins with a short introduction to academics’ teaching and research activities from a historical and comparative perspective. In the second part, it presents a brief sketch of previous studies, primarily focused on academics’ teaching, research, and the nexus of their teaching and research. In the final part, it summarizes relevant findings from three international comparative surveys, focused on responses’ teaching and research activities and their perceptions of the linkage and/or separation of teaching and research. Also, it explains the purpose, research questions, and the organization of this volume.
This qualitative study contributes to a debate on the ability of the universities to articulate multiple goals of various stakeholders around shared purposes. It aims to propose an analytical model based on the agency theory for an analysis of the governance relationship among the main components of the institutional government-the Board of Directors, the Central Administration, and the Faculties-focusing on the alignment of interests at the internal level. Additionally, it introduces the results of the application of this model to three Chilean universities, which represent different structures of internal governance relationship and level of coherence between the official institutional priorities and operational goals pursued by both the central executive and the faculties. The comparative study is based on in-depth interviews conducted with both high and mid-level authorities and academics. The findings may be of interest to university governance researchers, policy makers responsible for designing regulatory framework and leaders of universities in Latin America.
Peodair Leihy and José M. Salazar describe how theories of academic capitalism, which
arose during the 1980s and 1990s, have inspired commentary on expanding academic systems where transactional incentives have greatly informed academic behaviours. Often this transformation has seen not the monetization of academic values, but their squeezing out by more venal operators. In developing academic systems, such as the one they focus on – Chile – that have sought to mimic mature systems in academic career structures, academic capitalism low on real academic capital, which they dubbed academic careerism, can take root. Their chapter illustrates the differences between academic capitalism and academic careerism in a range of dimensions, with examples from the Chilean context, practices and events. A corollary is to dispel the common misconception in countries such as Chile that the troubled practice of academic capitalism in developed academic systems is just about money and power.
Given the changing landscape of postsecondary faculty employment, institutions benefit from understanding how organizational policies and behaviors affects the faculty’s perception of organizational support. Using data from faculty members, including those with contingent and part-time appointments, at a single institution in the western United States, this study examined how the faculty’s perceptions of structures and behaviors at the departmental, college, and campus levels affect their perception of organizational support. Results suggest that part-time faculty members are significantly less likely to feel supported; however, as their perceptions of being valued by college and senior administrators increase, so do their perceptions of support. Findings suggest avenues for organizational leaders to promote commitment among all faculty members.
La mondialisation de l’économie de la connaissance a modifié l’ensemble des référentiels des établissements d’enseignement supérieur en France ainsi que leurs champs d’opportunité. Dans ce contexte, la question de la pertinence des stratégies existantes de positionnement à l’international se pose avec acuité, notamment pour ce qui est de la collaboration entre les dispositifs de formation publics dans un secteur à la fois fortement encadré par l’État (orientations politiques, attributions des ressources, diplômes) et de plus en plus concurrentiel. L’analyse en termes de coopétition permet d’approfondir les conditions et les enjeux relatifs à certains modes de coopération qui se mettent en place entre acteurs publics de formation au niveau international. Cet article, illustré par un cas de stratégie de coopétition au Moyen Orient, explore les opportunités et logiques de collaboration entre des acteurs qui se trouvent a priori en situation de concurrence et met en perspective les difficultés de telles coopérations avec pour résultat l’a bou tissement d’une formation en management public.
Full-time community college faculty salaries are typically established by fixed salary schedules. The salaries offered by comparative districts often influence the determination of specific values for salaries on a fixed schedule (i.e., relevant labor markets). Relevant labor markets can be defined in a variety of ways. The purpose of this study was to examine differences in the minimum base and average full-time faculty salaries as determined by different relevant labor markets defined by geographic area, district size, district wealth, and district performance. These labor markets are based on their corresponding economic principles (supply and demand, economy of scale, ability to pay, and cost-benefits). Data was obtained from the 2011?2012 academic year for all California community colleges districts (n = 72). Findings suggest that for practical purposes, it makes little difference which relevant labor market was selected, as pay differentials between the labor markets were minimal. Consequently, justifications are presented for the use of each of the four labor markets, emphasizing consideration for selection of a labor market based on district performance. This latter selection can serve community colleges from a public relations perspective in an effort to further demonstrate accountability for salary expenditures and student outcomes.
Adjunct faculty use in higher education has been on the rise since the 1970s, with adjuncts teaching 58% of United States community college classes. Yet, adjuncts are consistently excluded from the professional development opportunities offered to their full-time counterparts. For institutions to ensure their students are receiving the best education possible, it is vital to provide resources, access, and points of engagement that enable adjunct instructors to build collegiality. Mentoring is an effective way for institutions to support their adjunct population. I highlighted points of consideration for mentoring programs within higher education by examining the implementation of a mentoring program at a community college in the United States. The purpose of my qualitative case study was to document adjuncts’ experiences while entering a new mentoring program.
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