Sunday, October 26, 2014

 

The Bossypants Conundrum


In this, as in so many things, we can learn from Tina Fey.


There’s a passage in Bossypants that got relatively little attention, but that stood out for me.  It was in her SNL years.  She wrote a sketch set in a restaurant and noticed, in rehearsal, that some of the prop people had drawn Osama bin Laden on a tablecloth.  (It’s something like that; I neglected to highlight the passage at the time.)  She asked them why, and they replied that they thought it would be funny.  She objected that it was distracting, and that it interfered with the direction of the sketch.  She made them remove it.


For a single vision to work, other visions had to be sacrificed.  


Following the tech industry as I do, much the same is true there.  Apple is rightly celebrated for bringing remarkable and groundbreaking products to market, and Steve Jobs was revered as one of the great creative minds of our age.  But the creative products it produces are only possible because of a remarkably repressive production regime.  Cupertino may be home to a host of “creatives,” but Foxconn assembly lines are not known for being warm and fuzzy.  (A few years ago, Foxconn responded to a spate of workers committing suicide by leaping from the roof of the factory by...installing nets to catch jumpers.  I am not making that up.) Tightly controlled production makes design innovation possible.  


Higher education is starting to experience that tension, but it rarely names the problem.


In many ways, higher education’s mode of production is still artisanal.  Each professor sets her own standards for grading, selects her own materials, and to a significant extent reigns supreme in the classroom.  The apprentice-journeyman-master structure of grad school makes some sense in the context of an artisanal model.  The artisanal model has its own dogma, in which academic freedom and shared governance are supposed to ensure that the artisans are substantially left alone.  As with any working dogma, it has its own internal contradictions -- shared governance can work against the autonomy of dissenters, for example, which is why dysfunctional department meetings are endemic to the industry -- but it has held up for long enough that some people think it’s natural.


Over time, the economic limitations of the artisanal model led to a wave of unionization based on the industrial model.  Unionization had clear benefits, although it introduced a whole new set of tensions.  For example, the artisanal ideal that every professor is a special snowflake sits uneasily alongside payscales determined solely by seniority.  “Master” status relies on being somehow special; collective bargaining relies on solidarity.  And the boundaries between curricular decisions, which are subject to shared governance, and economic decisions, which are subject to collective bargaining, aren’t always clear.  Is program elimination curricular or economic?  (The correct answer is “yes.”)  Still, to the extent that the unionization drive reinforced the artisanal ideal of faculty being substantially left alone, most of the contradictions could be contained.


Now a new logic is emerging, and it’s bringing new tensions.  State governments, often following initiatives from national foundations, are starting to look more intentionally at community and state colleges as branches of state workforce development systems.  In so doing, they’re working to shift the locus of decision-making from the campus, where shared governance remains the preferred method of decision-making, to the state.  Instead of deferring to faculty, whether individually or collectively, they’re looking at student behavior and employer preference as guiding factors.  Student behavior -- discerned through data analytics, or Big Data -- increasingly trumps faculty preference.  And employer preference, rather than faculty judgment, is increasingly dispositive.


In a sense, the latest shift is from a producer-centered model to a consumer-centered one.  (That’s true whether you construe the student or the employer as the consumer.)  Colleges are increasingly referred to as “pipelines.”  In states with strongly centralized systems of governance, the shift is relatively straightforward; in states like my own, the tension between home rule and statewide coherence is palpable.  Seen in that light, the move in Massachusetts a few years ago to shift appointing authority for Board chairs from the Boards themselves to the Governor makes sense.  If colleges are to function as organs of the state, they need to be accountable to the state.  The tensions on campus between local preferences and state demands are mediated by administrators, whose jobs are becoming exponentially more complex.


If you like, of course, you can construe the latest shift as simply an expansion of “shared governance” to include the body politic.  As long as state governments are elected, there’s an argument to be made that subjecting colleges to legislatures is, in fact, more democratic than deferring to a self-perpetuating priesthood.  Expertise and democracy have never been entirely comfortable together, and public higher education is no exception.


In a sense, the for-profits were ahead of their time.  They got to ‘centralization’ and a consumer-centered model before everyone else, and in many cases, followed the logic of those models to their logical conclusions.  Faculty whose professional expectations reflect a blend of the artisanal and industrial models regard the new direction with skepticism and some hostility, and it’s easy to see why.  (Of course, for-profits’ governance was by shareholders, rather than citizens, which brings an entirely different set of issues.)


The latest model has its own contradictions, naturally.  Too strong a focus on getting students through a pipeline can lead to grade inflation and a general lowering of standards, which would defeat the purpose.  Part of the reason that so many highly-qualified people are willing to teach for very little money -- adjuncts most obviously, but junior full-timers, too -- is that they enjoy the autonomy the role has historically allowed.  To the extent that the new model chips away at that autonomy, it slowly corrodes its own economic underpinnings.  (How many students go to grad school with the dream of eventually teaching at DeVry?  I’ve never met one.)  And employer preferences are often more complex than policymakers imagine.  Anyone who has attended as many Employer Advisory Board meetings as I have can tell you that the “soft skills” that politicians often deride usually make it to the top of employers’ wish lists.  The stereotype of “hard” employment skills being opposed to “soft” academic skills is factually incorrect, but that nuance is often lost in translation.  The model is still new enough that it’s not clear whether the contradictions will be containable.


I offer this historical sketch not to advocate one vision over another, but to try to get a handle on some recurring issues.  Last week the Chronicle reported on a simmering conflict in Minnesota, in which a statewide faculty union objects to the Chancellor’s strategic plan on the grounds that they weren’t included in writing it.  They don’t take issue with the contents of the plan as much as the process of making it.  From a short-term, pragmatic perspective, that can seem silly; if you don’t object to the content, what’s the issue?  But to the extent that the process stokes simmering anxieties about a shift in the locus of power, it makes sense.  Giving up home rule feels like a loss, even if the statewide policies enabled by giving it up are unobjectionable.  


In the case of Tina Fey’s sketch, the resolution was quick and clear; she made the call, the sketch went on as written, end of story.  In the case of higher education, I see the resolution, if any, being gradual, uneven, and sometimes jarring.  But we’re smart people, generally.  Hegel famously noted that freedom is the insight into necessity.  I’m hopeful that some insight into necessity will allow us to stop being buffeted by external forces, and to discern ways forward that preserve the best of what we do even as the world changes around us.


Comments:
It seems to me that one of those insights into necessity will be to include adjuncts in shared governance.

Where I teach (in CA), I'm bombarded with emails begging faculty to sign up for additional committee work. But for committee work, the definition of "faculty" doesn't include the growing number of adjuncts. So a shrinking pool of tenure-track faculty is being asked to fill an expanding number of committees. The short term solution? A new contract that provides extra pay for faculty who take on additional service work.

Over the long run, I think this makes neither economic nor political sense. They are cutting out a growing group of potential stakeholders at the bottom while encountering more demands/oversight/meddling from above. Doing so while increasing the pay of those already at the top of the pay scale seems to add insult to injury (and diminishing the economic rationale behind the adjunctification).

All around, a poor set of responses and missed opportunities.
 
What fascinates me totally is that states are not looking at HIGH SCHOOLS as part of state workforce development.

That single assumption, right there, tells me that this isn't what it looks like it is. If you wanted a workforce development system, you'd take the system that everyone's already in and that you have to fund anyway. If you want to fight the Class War, you destroy the universal system to the best of your ability and -- when enough people escape it to somewhere else -- set your sights on the escape valve.

Schools are prisons. Higher education isn't. Yet.

 
1) It is not DOGMA! I reject your framing. A Dean with a PhD in political science or geology has zero expertise in the physics or math classroom. The experts are the ones in the classroom, but there is no claim that they are to be left alone. We answer to our students and to SACS and the Board. It is dogma to assert that college leadership or the boards that appoint them or the legislators or governors who appoint them or the electorate know better simply because they represent "the people".

Try that with medicine.

2) There was a time when the persons in a K-12 classroom were experts. Unfortunately, they were mostly female and treated as an underclass so this was not recognized and the best left as soon as they got better opportunities. Unionization only helped with pay, not respect.

My campus is not unionized, and we have the same pay system you describe in your unionized system. Also no respect from leadership except when their irons are in the fire and they don't know about gloves.

3. There are vast opportunities here. The big money in K-12 is with consultants and content experts (the best teachers are removed from the classroom in the vain hope that they can "manage" less capable ones across the district) and other administrators. This shift away from faculty expertise in K-12 has made Baumol's cost disease worse, by the way! It is like an auto company where there are more managers than persons on the assembly line. You are wrong to think otherwise.

The future career in higher ed is to be a content (curriculum) expert at the university level and you work 8-5 with no grading, which is handled by adjuncts and computers.
 
By the way, it is also an error to think that a Governor has a better idea than board members regarding who does a better job of running a committee meeting. That is the only job of a Board chair other than having an equal vote with the others and speaking as authorized by Board vote.

All sorts of problems arise when one person thinks they run the entire university in the Stalinist mode by virtue of being the Board chair. You don't need a Board if you think the Governor's chosen leader should run the show.
 
CCP,

Do you really believe that there are more 'content specialists' or 'curriculum specialists' in a large district than teachers? Or, was that hyperbole? If you said that there's a growing number, that's reasonable. Or, even "a lot" although that's not a well-defined term. I looked up the Montgomery County Public Schools Math team (I know that it's pretty large in comparison to surrounding districts) and found 13 people who could be so classified. I know there are another 10, or so, people in-schools that wouldn't turn up on the district office directory. So, maybe 23 total for math. This is a district that teaches about 140,000 students and has about 11,000 teachers. I don't know how you'd want to divide up elementary teachers (is 1/5 of an elem teacher a math teacher?), but, I'm confident in saying that any one of their high schools has more than 23 math teachers.

Also... as someone who's job is "content (curriculum) expert at the university level" I can assure you that I, in now way, work 8-5, have a lovely pile of grading to show you, and have never heard of staffing just the grading to an adjunct (student, yes, but adjunct, no). Now, I'm not asserting that somewhere there's a gig like that, but, none of my friends have one. Most of us have conversations like, "well, I try to only work one day on the weekend, but, usually I end up doing some work the other day too."
 
I don't think I said, or even implied, that those positions were a majority of teachers in our local schools, but I do know there were zero when I was a kid and I do see that those are how "star" teachers get a pay raise while less capable teachers take their place in the classroom. Or it could be that the numbers are constant so they look worse in a smaller district than yours.

As for college, you describe the old system, with all of that grading by the professor. (Been there, do that.) The future may well be a system where all of the labor is done by computers and adjuncts, overseen by a handful of faculty who do not teach. Only that small group, and the consultants that run the grading systems, will be paid well.
 
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