Results tagged “academic” from Eccentric Eclectica

If you read anything related to academic culture and universities then you are bound to encounter the complaints about the adjuntification of academic labor. More and more universities are relying on adjuncts to teach classes. Most people explain this as a need to save costs. Others may get more conspiratorial.

The prevailing opinion among a lot of people seems to be that going to graduate school, especially in the humanities Ph.D. programs, is a waste of time and a veil of tears.

So, we conclude that academia has a surplus of labor that needs better use.

Now for our second problem: the peer review system is broken. Mr. Myers argues, quite rightly, that there are too many burdens placed on current academics: reviewing, grant proposals, books, articles, and teaching. Expecting someone to fairly review eight papers a month is a lot, especially if we want good feedback.

So, we conclude that academia places excessive demands upon members.

I have no solutions to this problem. But cannot there be a way to unite these two thread, surely there is a supply of labor that could meet some of the demand for reviewers.

A week or two ago I posted a question about Open Courseware to the LinkedIn Q&A forum.

What’s your personal experience with Open Courseware?

Open courseware is a growing phenomenon among colleges and universities throughout the world. Itunes U, MIT OpenCourseware, the Open Courseware Consortium, and a bunch of other institutions show the growth of the this movement over the last few years. Have you taken a free course online through one of the open courseware portals? What was it like? How well did it work? What would you do differently next time?

I got five responses over a week and here’s a summary of the responses.

Sheila mentioned the knowledge benefit to those who want to learn but don’t need the degree. I’m intrigued by the “don’t need the degree” quote. Are the people accessing Open Courseware really in a position to choose whether to get a degree or not? From outside the U.S. it’s less likely a matter of not needing the degree than being unable to get the degree, even if a desire for the degree exists. Sheila added that OCW gives peope the opportunity to “brush up on courses” before returning to school.

Gerry used the MIT courses as an aid to learning theory, but the labs were lacking. This is where the difference between distance learning and in-the-classroom experience becomes critical. New technology, especially easy video production, may alleviate some of these problems in the future. I should look up some studies on the successes and failure of distance learning over the past 30 years. I know we’ve met this problem before but I don’t know if there is anything we’ve learned from the experience.

Freek observed the disparity in course quality at the MIT site. Some courses have extensive material online — syllabi, recorded lectures, readings, slide presentations, and videos — other courses are bare bones, a syllabi and not much else. I wonder if there is a difference among subject areas. Are the humanities less likely to have online materials because there are fewer labs or experiments and more classroom discussion? This might make an interesting research project.

I wonder just how useful is it to have a recording of a classroom discussion that you didn’t personally attend? I’ve listened to a few examples from Chris Lydon on his radio program Open Source. His interviews are often recorded in classroom audiences at Brown and followed by questions from students. The questions are often very good but only take up 10% of the total program. Lydon’s experience is in radio so he brings a different flavor to a classroom presentation than most teachers. The benefit of his radio experience is in the production values - the audio quality is good, everyone can be heard during the discussion period, there isn’t any annoying background noise. For this to work well in an education session there either needs to be a support staff that records and produces the audio or else teachers need to learn yet another skill.

Manu confirmed the opinion that the courses at MIT still need time to mature in order to be really useful for remote learners.

Christine said she used the courses at Itunes U as benchmarks for comparison with her own courses. I like this hybrid approach that combines the best of OCW with the local knowledge of instructors. This model seems like an ideal target market for the OCW people; don’t claim to replace instructors, instead become a supplement to what they are already doing.

I went to the University of MN today to see Mary Poovey speak in the last lecture of the IMPACTS series. Her book, A History of the Modern Fact, was one of the standout readings in my science, technology, and society class last spring.

Her topic tonight was “Reflections of a Worried Feminist, 30 years on.” She outlined the impact of feminist theory and activism on literary studies since the late 1970s and questioned how much benefit it has really had on the disciplines, especially the humanities.

She started with a personal anecdote about her first job at Yale. Soon after her arrival, a colleague pulled her aside and told her she needed to publish a book quickly if she had any hope of getting tenure. She panicked; she had never thought about publishing while she was a graduate student. Today that attitude would be naive. Graduate study has become very professionalized since the 1970s.

Her first project was a study of Mary Shelley, Jane Austen, and Mary Wollstonecraft. In the late 1970s and 1980s writing about women was a novel approach to scholarship. But throughout the 1980s and into the 1990s the women’s studies movement, feminism, French literary theory, and liberal politics pushed gender into the center of literary studies. And by the end of the 1980s and early 1990s the cultural wars were in full swing.

I saw Donald Kaagn fire one of the major volleys in the PC wars at my freshman convocation in 1990. I remember thinking the speech was a bit of a shock to the system, what did we know about the cultural wars raging in the academy. Some background on the “Great Political Correctness Panic.”

According to Poovey the theory wave of the 1980s had two outlets during the next 15 years. One outlet was a broadening of literary scholarship that began to look critically at institutions. Her book on the modern fact was one of the outcomes of this wave and moved away from direct literary sources to examine broader cultural trends. The other outlet was an elaboration of the leftist critique of gender. Gender became the central ideological issue for some literary scholars. She cited Epistemology of the Closet by Eve Sedgwick and Colonial Desire by Robert Young as two examples of this second outlet.

The two groups had different scholarly approaches and outlooks. The first group - the culturalists - tended to work on 18th and early 19th century topics and focus their literary arguments on broad changes to large categories, such as genre. The second group - the politicists (my terminology for both camps) - tended to focus on the later 19th century and the early 20th century when the problems of colonialism began to come to the fore and would often use literary scholarship to discover the telling allegory that confirmed their existing theoretic positions on the importance of gender.

During the same time period there has been a continual decline in the institutional power of the humanities within the university. The humanities don’t make money or bring in grants like the sciences and so they are marginalized by administrators.

Recently, Poovey has begun to question her belief in the transformative politics of the classroom. She and many others believed that the wave of ethnic and women’s studies departments started during the 1970s would have a liberalizing effect on student politics. If only we taught students how to think like the liberal professorate then the world would become a better place. But this didn’t happen. During the Q&A this was described by an audience member as the “narcissism of the classroom.” Today she has turned her teaching away from political topics to studies about the development of genre and the history of the discipline.

She concluded that we are faced with a choice between teaching as a political activity, which doesn’t seem effective and contributes to the marginalization of imaginative studies, or teaching as a disciplinary act.

In another anecdote she described a recent forum at NYU on the close reading requirement for undergraduate courses. Almost everyone agreed that close reading was useful. But near the end of the discussion one of the graduate students spoke up and said that everything that was said up to that point was useless to her as a radical lesbian teacher. The spirit of the discussion quickly chilled. Many of those who supported the political form of teaching were 20th century Americanists. During the Q&A this bias toward recent American studies seemed to be indicative of a general arrogance on the part of Americans seeing the world and literary studies through their own ideological blinders.

She said that the humanities are being squeezed between an antithetical administration that sees no value in them and a diffuse politics of identity that has no lasting effects. Politics in the classroom, a place that is already highly privileged, does not equal politics in Chinatown or Bed-Stuy. If we continue to politicize the classroom then the discipline of literary studies will lose its value.

For further reading and evidence I offer this commentary at Evolving Thoughts and two recent columns by Stanley Fish on French Theory in America.

The after lunch panels and discussions.

Roundtable 3 - Valuing the Liberal Arts

Jigna Desai kicked things off with “no time for fancy titles” about her experience in Asian and Women’s studies. She made a few good points about knowledge production as a form of social change, the “driven to discover” U of Mn branding campaign that subscribes to the positivist goal of more creating more facts, and the fact that marketing campaigns always have pictures of diversity. She also observed that the College of Liberal Arts is the center of teaching activity at the University of MN but it is furthest from the the areas of massive financial support. c.f. the recent donation to the medical school by the Masons, and the massive Carlson School of Management where the first day of the conference took place.

Margarat Werry discussed “value, liberalism, the arts: arguments for a viable future.” Arts have historically been underfunded, counter to the central work of university. Arts are activities as opposed to the creation of knowledge. Performance art, especially, is ephemeral and difficult to commodify. The arts appears in the public relations materials for universities but this doesn’t result in increased budgets or salaries. There seems to be an ornamental logic at work, arts add to the capitalist university by showing prospective students, donors, and alumni that self-fashioning can happen in the corporate university. Arts = collective inquiry through doing/action. The arts may be at “vanguard of the neo-liberal university” through the employment paradigms of the creative industries: performance epitomizes the service, or “experience economy,” artists are the ultimate flexible labor, modulating themselves to the current conditions.

Jani Scandura made some general comments about the value of the humanities and mentioned a recent column by Stanley Fish Will the humanities save us?. I particularly liked her comment during the question period about the faculty no longer being a monolithic class or interest of its own. Nowadays the differences in salary between professors can be 5 to 10 times depending on discipline.

Panel 4 - Radical Re-framings

Isaac Kamolo and Eli Meyerhoff on “Creating Commons: divided governance, participatory management, and the enclosure of the university.” Meyerhoff began with a description of the commons as those things that are recognized as accessible to all members. He proposed three types of commons: non-capitalist, capitalist, and anti-capitalist. Enclosure of the commons occurs through the identification of limits to capital, destabilization of commons, struggles over restablization, and the failure of political recomposition. Kamolo applied these ideas to the university. In the 1910s the AAUP reached a bargain with the administration to leave professors alone to publish any work they wished in return for professors leaving the management of the university to the administrations. Today the mantra is participatory governance in which a huge number of committees are created to give the faculty and students the illusion of input into the processes of the university. Some responses to this problem might be to create deeper alliances between workers at the university. So instead of saying “we support university workers” during a strike we should say “we are university workers.” A lot of interesting material here to think about. I didn’t have a chance to ask about open courseware or other technological/electronic commons that are beginning to develop.

Tim ?? from the Counter-Cartographies Collective presented “Mapping the 21st century university.” What does it mean to be a great, 21c, global university? We need to critique corporatization and knowledge factory metaphors. Consider research triangle park in North Carolina, conceived as literally a knowledge factory. During the development of RTP in 1960s university administrators criticized the plan by claiming that corporations wanted universities to be prostitutes for research. The plan was to create a route from pure research, to applied knowledge, to factory floor. Look at the RTP website 4 years ago, focused upon maps, research, triangular geographies. Today the website is focused on people, a transition from factory to affective labor. Companies are now after relationship goals - getting updates at local universities, working over time with grad students. Patent incentives are less salient, they’ve never really made much money for universities and have functioned mostly as a management technique. The largest growth in physical office space on campus has been administrative. Consider Tony Waldrop, whose job description has changed from promoting individual scholarly activities (the knowledge factory model original to research triangle), to a new mission to support interdisciplinary activity and promote economic progress. New spaces are being created that allow collaboration and show, through photos or large open windows into conference rooms, collaboration in process. These photos of students working together end up in marketing brochures, raising enrollment, and pushing the whole edifice forward.

Jack Jackson concluded on “Imperial Knowledge” but I’m afraid my mind was beginning to wander. I did catch some intriguing comparisons between the perceptions of suicide bombers today as terrorists and the writings of Winston Churchill celebrating the sacrifices of potential sticky bombers during WW2.

I had to leave before the day conclude. The rest of the schedule can be seen online.

I rode into Minneapolis today on Metro Transit to attend the first day of a conference entitled “Rethinking the University: Labor, Knowledge, and Value.” The conference is a graduate student production that grew out of the AFSCME strike at the University of Minnesota last fall. The strike prompted a lot of questions about the various labor groups that make up the modern university: faculty, students, technicians, clerical workers, etc. so in the best academic tradition the grad students decided to host a conference on the topic and this is what they came up with. Overall the presentations were good.

Panel 1 - Labor in the “Knowledge Factory”

Randal Cohn started off the morning with a paper, “Artificial Discipline,” on the history of design education by listing three broad movements that have characterized design education since the start of the 20th century. Starting with the design history of Nikolaus Pevsner in Pioneers of the Modern Movement, then moving forward to the design method school exemplified by Herbert Simon and Christopher Alexander, and culminating in the design research school. The final part has fully institutionalized itself as a separate academic program, with the attendant research program and a distinct mode of inquiry. Cohn asked where these developments have left art/design education in the university. The art/design distinction naturalizes the scientific authority of design education over artistic inquiry and leaves us asking whether art has been left behind, and feminized, as the creation of beauty and wonder.

Lisa Disch asked us to “Rethink the place of politically committed academic labor in the corporate university.” She outlined the typical progressive academic labor curve started by committed students and faculty. Establish an academic program, then a get greater legitimacy through an official department, create academic journals around progressive topics, form professional associations, etc. But who does the work to get these programs started? Most of the time it is uncompensated labor that is work beyond the normal burdens of faculty and students. And yet this labor is often appropriated by management/administrations to promote the diversity of a school or some other marketing program. Furthermore, these new fields are institutionalized on unequal grounds from programs that are perceived to be financially useful to the university. There is a de facto separation between well-funded, private sectors of the university and underfunded, progressive/public sectors. So what should we do? We could abandon the uncompensated labor behind these causes as was done with the advanced feminist study program at the UofM or we can continue to raise questions from within the university.

Barb Winkler “Laboring in the Knowledge Factory” described her experiences at South Oregon University in the women’s studies department. In the 1970s and 1980s the problem was legitimizing women’s studies as a scholarly activity. Now the challenge from administrations is to be more profitable, and entrepreneurial. Over the last year she has been working on a program to show the value of women’s studies to the administration of her school by bringing community members together for a conference/review of women’s studies. Again this work is largely uncompensated by the administration and carried out during her sabbatical.

Frank Donoghue concluded the first panel with “Against Publication,” which I thought was the most interesting paper of the panel. According to Donoghue and drawing on the recent report of the MLA about tenure, the current academic publishing system has gone crazy. Since 1968 the number of institutions that have ranked publication as central for hiring and tenure decisions has doubled. The MLA links this to the labor shortages of the 1970s; publication was an easy metric to measure, seemingly objective, and easily incorporated into reports and tenure decisions. Over the same time period the university press has been in serious decline. The result is a discipline that only has the time to read monographs in order to evaluate hiring, and tenure. The abundance of publication encourages all of us to read far more narrowly than we would like. A third factor, the contraction of library budgets, may make the entire system unsustainable. We need to rethink what authorship means to us. I particularly enjoyed his quote from a university president around 1910 that said “scholarship [publication] was a professors private endeavor” and shouldn’t be managed/considered by the university.

Panel 2 - Fictions of Autonomy

Kathleen McConnell introduced us to “Advanced Fantasy, a brief history of free universities.” In 1971 there were approximately 110 free universities, on average they had been in existence for 2.5 years. A few years later most of them were gone. Lichtman (sp?) characterized the content of these schools as one-half “craft” work, one-quarter academic, and one-quarter “head trips.” They free universities appealed to students desire for self-discover and self-invention. The neoliberal university coopted many of the free university inventions, including some of the radical academic programs such as gay or women’s studies, but also the rhetoric of education as a form of self-discovery. Education was, and still is, conceived as a form of personal enlightenment. Left behind, or ignored, were the questions of public goods and community. These schools were reluctant to impose problems of communal activity on their students because it was all about freedom. If we replicate any of these experiments today we may have to change this aversion to imposition.

Chris Roberts talked about “The university as temple of truth and Weber’s ‘Science as a Vocation.’” For Weber, writing at the end of WW1, the state was no longer adequate as a support for research or education, a new justification for science needed to be found. The keys to this new alignment were objective scholarship and political non-alignment. Weber didn’t want science to be sucked back into the disastrous passions that had led to World War 1. He called for an ascetic rejection of the outside world with the goal of keeping the lecture hall a sacred space, like a temple. The result has been the skepticism of modern scholarship that studies the beliefs of people outside the academy, and, at the same time, claims to not partake of those beliefs.

Eli Thokelson asked about the “Will to knowledge and the university.” Where did the university come from? How do we reconcile the contradictory visions of the university as a reproducer of hegemonic culture and the site of intense cultural protest? Today we have committed to a fantasy of the university as a repository of all human knowledge. Knowledge is reified and commodified in the knowledge economy, but it is also unfinishable. There are three categories of definition of the university: functional - the university commodifies knowledge, maintains social class; nominalist - the university is a heterogeneous collection of unrelated departments kept together only by its name as an institution; and idealist - a realization of universal knowledge.

Ingo Schmidt concluded the morning sessions with “Manufacturing Capital Fetishism” which was basically an attempt to understand why people continue to support neoliberalism when it has no benefit to them. Economics has become the new religion of the contemporary world. Self-fulfillment has been reconceptualized as economic fulfillment and consumption. Class has been unmade or discarded throughout the world. And the Chicago Boyz, in economics, have convinced university management that economic decisions are paramount.