Sunday, June 28, 2015

Jerry G. Gaff, Senior Scholar, Association of American Colleges and Universities: Is it Time to Revisit the 1940 Statement of Principles of Academic Freedom and Tenure?



(Pix © Larry Catá Backer 2015)

I have written about the very useful program presented at the annual conference of the American Association of University Professors (AAUP) (see here, and here). For this post I wanted to consider the very powerful presentation made at the conference by Jerry G. Gaff, Senior Scholar at the Association of American Colleges and Universities (AAC&U). Dr. Gaff received a Ph.D. in psychology from Syracuse University. He served on the faculties of five institutions and was dean of the College of Liberal Arts and acting president of Hamline University. He authored numerous books including Toward Faculty Renewal (1975), General Education Today (1983), and New Life for the College Curriculum (1991) and co-edited the Handbook of the Undergraduate Curriculum.

His remarks, presented June 12, 2015 and entitled, "Academic Freedom for a New Age," suggests that the great changes that have engulfed higher education since the last great set of glosses to of the last third of the 20th century now have set the stage for a necessary reconsideration of one of the great foundational document of modern university education--the 1940 Statement of Principles of Academic Freedom and Tenure. This post considers his argument (all citations are to Dr. Gaff's remarks).

Saturday, June 20, 2015

Speaking Past Each Other About Retaliation at Universities--The Example of Penn State


(Pix © Larry Catá Backer 2014)




I have considered the issue of retaliation within the context of shared governance at large universities (see, e.g., here, here, and here). The problem is especially acute where, as at Penn State, employees, including faculty, are increasingly encouraged to serve administrators through whistle blowing mechanisms (see, e.g., here) that themselves tend to be traps for the unwary (see, e.g., here). 

This post considers the difficulty of speaking to issues of retaliation at U.S. universities.  It suggests that at its core, the difficulty lies in the inability of administrators and faculty to communicate effectively.  And it further suggests that this inability arises not merely because people speak but don't listen, but also because key terms have acquired substantially distinct meanings and because administrators and faculty/staff approach the issues from quite distinct perspectives. The issues are illustrated with a pair of letters reflecting on the poor state of discourse at Penn State University.  

Wednesday, June 17, 2015

On the Practice of Town Hall Meetings in Shared Governance--Populist Technocracy and Engagement at Penn State

(Pix © Larry Catá Backer 2015)


 So-called "town hall meetings" have their origins in efforts to practice direct democracy (but not its binding forms) reflecting the style that echos the informal New England town meetings, generally open to all townspeople (now stakeholders) and held at the town hall (now virtually any venue) and in which the attendees were given an opportunity to present ideas, voice opinions, and ask questions of local public officials. This form of engagement has become an increasingly important feature of governance in both public and private sectors, including universities (see, e.g., here).  Indeed, many organizations now offer "tips" for managing these events (see, e.g., here, here, here, here, and here).

But town hall meetings are now deployed as much to manage stakeholders to to serve as a means of listening to stakeholder ideas, opinions, criticisms and the like. 
For most large-enterprise organizations, the company all-hands or town hall meeting is one of the most important events in a corporate communications strategy. The company town hall is typically an annual or quarterly meeting, attended by every employee, that allows the CEO and/or management to present company goals, awards and recognition; engage in planning sessions; and provide inspiration for the work ahead. (ON24, Town Hall Meetings)
No longer a means of engagement, they appear to have become a technique of control and socialization of productive sectors of institutional communities, as a means of harvesting data to better achieve those ends, and as a form, of socializing productive forces through interaction with high officials who use the opportunity of a town meeting more to speak than to listen.   

I have suggested how university administrations have sought to weaken traditional structures of faculty representation by embracing a populist-technocratic model of governance. And in that context examined a recent example in the form of the announcement of a town hall meeting at Penn State (Practicing Mass Democracy at Penn State: The New Populist-Technocratic Model of University Governance, Socialization, Stakeholder Management and Benefits). 

The Penn State administrative Town Hall Meeting was held as scheduled.  This post considers the way that such town hall meetings effectively convey a very precise set of optics--messages about the ordering of universities, the hierarchies of authority and the socialization of inferior classes within the new governance orders so that shared governance, in its new more deferential form, may be practiced better among appropriately socialized faculty and staff. This analysis is hardly peculiar to Penn State; it reflects instead a trend that is likely to affect the way in which shared governance is coming to be performed in modern U.S. universities.  And it suggests the way that the current principles of tenure and shared governance are increasingly less relevant to the practice of university governance in this century (e.g., here).  

Tuesday, June 16, 2015

Links to Remarks and Information from the AAUP 2015 Conference

AAUP Logo

For those interested in additional resources from the recently concluded 2015 Conference of the American Association of University Professors (AAUP), Julie Schmid, AAUP Executive Director has provided updates and links to remarks from the Conference.  These follow.

Monday, June 15, 2015

At the 2015 AAUP Annual Conference: Remarks, "Undermining Academic Freedom from the Inside: On the Adverse Effects of Administrative Techniques and Neutral Principles" and PowerPoint of Presentation "Developing Social Media Policies for Universities: Best Practices and Pitfalls"



The 2015 American Association of University Professors (AAUP) Annual Conference, held in Washington, D.C., June 10-14, had as its theme, "100 Years of Defending Academic Freedom" to mark the AAUP's centennial.

My remarks, Undermining Academic Freedom from the Inside: On the Adverse Effects of Administrative Techniques and Neutral Principles,  may  be accessed HERE.  IT IS ALSO REPRODUCED BELOW.  The text flows the remarks delivered but it has been expanded slightly, and links and references to additional texts that might be of interest have been included. 

My presentation PowerPoints, "Developing Social Media Policies for Universities: Best Practices and Pitfalls," highlighted the social media policies of US universities" may be accessed here.  A summary of the presentation may be accessed here.

Wednesday, May 27, 2015

Practicing Mass Democracy at Penn State: The New Populist-Technocratic Model of University Governance, Socialization, Stakeholder Management and Benefits


(Pix (c) Larry Catá Backer 2015)

Few people really like to think about the structural bones of governing an institution.  It is a lot like thinking about structural integrity--foundation, plumbing or wiring--when looking at houses.  Most people prefer to worry about lighting fixtures than the state of the electrical system that is necessary to run the lights. Likewise, most people find the issue of governance  either opaque, arcane or unnecessary for something "simple", like the way a university is managed (it used to be governed, but that is another story). 

One of the most interesting trends in recent years has been the way that university administrations have sought to weaken traditional structures of faculty representation by embracing a populist-technocratic model of governance.  

A good example of the way in which the new populist-technocratic model of university governance operates might be seen in recent efforts at Penn State relating to the long standing and contentious issue of benefits.  What follows is (1) a short description of the characteristics of the new mass democracy models that are generally emerging in university governance, and (2) an excellent example of the deployment of the techniques of the populist-technocratic model of governance in aid of the socialization of faculty directly respecting reforms of benefits at Penn State.  It is clear that as change comes to the university, university administrations in the United States will seek much less engagement and much more control.  Within this new construct there is very little room for an effective institutional organ of faculty representation.

Sunday, May 17, 2015

Do University Administrators Have an Ethical Obligation in Developing and Defending Decisions on Benefits?

(Pix (c) Larry Catá Backer 2015)


The first decades of the 21st century has seen the rise of ethics as an important tool for university governance.   These serve both as guiding principles for conduct and as rules, the violation of which may indicate more serious breach.  

Indiana University, a respected member of the CIC (Committee on Institutional Cooperation) provides an example of the approach state and state assisted universities have come to embrace respecting the application of ethics to the conduct of university personnel. See Indiana University, Principles of Ethical Conduct (the "Ethics Principles"). Unlike other CIC universities, Indiana University sought and obtained the approval of the relevant university faculty governance institution before final approval by the Indiana University Board of Trustees. And that, perhaps, marks the ethical practices of Indiana University beyond the words of the Ethics Principles themselves, in the sense that they appear to practice what they preach. 

This post considers briefly the contours of Indiana's Ethics Principles as an exemplar, and then attempts to apply it to sketch out the boundaries of ethical conduct that may constrain administrators when they  seek to develop and defend decisions related to university benefits for employees. To that end a hypothetical is considered.  The discussion may be useful to other CIC institutions considering ethics principles--Penn State University, Ohio State University, Rutgers, etc.


Wednesday, May 13, 2015

AAUP Reports on Mass Faculty Dismissals at the University of Southern Maine and on Felician College


(Pix (c) Larry Catá  Bcaker 2015)

From a recent AAUP Press Release
Last month the AAUP released the reports of investigations of alleged violations of academic freedom and tenure at the University of Illinois at Urbana–Champaign and the University of Texas MD Anderson Cancer Center. Today I’m writing to announce the release of two new investigating committee reports, both involving mass dismissals of faculty.

In these two new reports—on the University of Southern Maine and on Felician College—the investigating committees found that both administrations violated standards recommended by the AAUP and widely accepted in the academic community.

Thursday, May 7, 2015

The Rise of University Data Mining and Analysis Oligarchies--From Transparency to Confidentiality Regimes in University Operations and the Issue of Salary Information




(Pix (c) Larry Catá Backer 2015)


I have been considering the management of data as a source of power in the relations between university faculty and administration.  In particular, I have been suggesting the ways that  both the harvesting of data on salaries (what is going to be gathered up  as data) and its presentation (the extraction of meaning from the data), can be a substantially manipulative affair, best controlled by those with the power to generate and analyze data (see here, here and here). 

While my focus has been on the quality of the data and the manipulative potential of its presentation, especially in thew way in which it might be used to both undervalue labor and to justify the allocation of productivity gains away from its producers (effectively resulting in increasing wage-productivity gaps that result in effective wage decreases per unit of productivity). But perhaps all is fair in the battlefield of the wage labor markets in which universities operate. Yet when the field of negotiation on which these contests are played out are no longer level--when they are substantially tilted in favor of those with a disproportionate amount of market power, and deliberately so for what appears an unfair advantage--one wonders about the application of general principles of ethics and fairness play within an institution that might consciously operate in that environment. 

Wednesday, May 6, 2015

The AAUP Report on the Salaita Affair--Speech Rights or a Contest Over the Faculty Appointment Power Within Universities?


(Pix (c) Larry Catá Backer 2015)

I have been considering social media policies (See here, here, here, here, and here).  I have also been considering what may be a hard case--the way in which social media interventions contributed to the actions taken in connection with Professor Salaita's appointment at the University of Illinois (see here) especially in the context both civility (Here) and academic freedom (e.g., Here and Here). 
Today the AAUP announced the release of the report of its Committee A on Academic Freedom and Tenure that investigated the case of Steven Salaita:  AAUP, Academic Freedom and Tenure: The University of Illinois at Urbana-Champaign (April 2015).  The Report is a prelude to possible censure of the University of Illinois Urbana-Champaign by the AAUP.

The facts around the appointment of Professor Salaita remains quite controversial. In reporting on the AAUP action, Colleen Flaherty noted (Censure Threat, Inside Higher Education, April 28, 2015):
There’s been no shortage of criticism, both formal and informal, of how the University of Illinois at Urbana-Champaign handled the withdrawn faculty appointment of Steven Salaita last summer. (The university has a substantial number of supporters who say it was right to reject Salaita for the tone of his anti-Israel remarks on Twitter, but detractors have been numerous and vocal.)
The Report of the AAUP's Committee A appears to support Professor Salaita's position more positively than an earlier report of the Committee on Academic Freedom and Tenure at the University of Illinois at Urbana-Champaign subcommittee “Report on the Investigation into the Matter of Steven Salaita” (see full PDF here). That Report had earlier been rejected by the University of Illinois Board of Trustees (Academic Freedom and Tenure: The University of Illinois at Urbana-Champaign (April 2015, pp. 8-9).  However, the AAUP decision was not unanimous.
Cary Nelson, a professor of English at Urbana-Champaign who has defended the university’s right to consider matters of civility in hiring decisions, sits on Committee A and said he disagrees with a number of the report's conclusions. Nelson said he thought that the investigation on which the report was based failed to answer key questions about the case, such as whether the American Indian Studies program had any warning that Wise perceived problems with the appointment, as faculty members have alleged they did not, and whether Salaita’s tweets can truly be separated from his academic oeuvre. While the committee report references Salaita’s “impassioned” tweets in response to the fight “raging between Israeli troops and Palestinians in Gaza” last summer, Nelson said Salaita’s vociferously anti-Israel tweets started at least months before that violence broke out, and parallel thoughts in some of his previously published works. (Censure Threat, Inside Higher Education, April 28, 2015)
The Press Release, the Report and some comments follow.