Previous:
Next:

Department Of Economics III: The Latest On Salaries And Benefits

October 28, 2010, 7:18 pm

We at Tenured Radical are starting to collate some interesting information from this week’s posts on faculty salaries.  Crunch the data yourself, but a few facts are revealing themselves:

The phrase “academic job market” does not describe an actual market.  Rather, it describes a frozen employment sector where a fair number of people who are fully employed are hanging on for dear life.  Only one commenter, Squadratomagico (who in addition to being a college professor also performs in a small circus, which I have always thought was interesting), is unperturbed by this situation.  You can read about her reasons, many of which I respect, particularly since she really doesn’t seem to care about money. The only point in this post that I disagree with completely is that paying faculty a low wage is alright because “Higher education is a not-for-profit enterprise.”  Such logic suggests that no wage is too low (the U.S. Army, for example, pays infantrymen less than $1500 a month; I’m not sure what nuns and priests earn.)  Does non-profit status give private institutions and legislatures the right to drive our salaries down, and require more work from us as they do?  Because honestly, no one said that in my job interview, and no Zenith administrator has used that as a reason for squeezin’ us the last couple years.  The other reason I would disagree with the non-profit rationale is that, while this is not the case for colleges the size of Zenith, large universities are increasingly for profit enterprises that copyright the work of their scientists, profit from media contracts for the big business of sports, sell vast amounts of booster gear, and employ lobbyists. Furthermore, explicitly for profit institutions pay their faculty even less than the annual salaries many of my readers reported.

Vast numbers of us are very, very, ill-paid.  The magic number that pops us most frequently is $57K, which I think is interesting:  it is as if some Karl Rove employed in higher ed figured out that $57K is the absolute minimum wage at which you can flat line salaries and still expect your faculty to come to work at all.

Being in a union doesn’t always help.  As several commenters have pointed out, it doesn’t hurt either, but many of the campuses from which we are getting reports of flat salaries and escalating benefits costs are union campuses.

Consciously or unconsciously, a great many people idealize teaching in ways that do not correspond to the actual pleasures and discomforts of our labor, causing them at times to confuse college teachers with missionaries.  I was variously told that I should feel “lucky;” be “grateful” for my job; and that it is “such a privilege” to teach the young I should not ever imply that injustice touches my life or that there is any wage too low to sell my labor for.  Ever.  Good fortune is mine, and when I am not openly articulating my guilt for the privilege that is mine, I should just shut up. Well, that’s not going to happen, but it’s peculiar that teachers draw this “oh how sharper than a serpent’s tooth” attitude (from other teachers, no less) when they try to adjust their working conditions and salary.  Anyone who has an analysis of this phenomenon is invited to contribute it in the comments section.

And finally:  As if it had been sent from the Goddess, yesterday featured a dramatic turn of events in the economics department.  Many of us at Zenith were stunned when our administrative staff received an e-mail from Human Resources telling them that the cost of their health insurance is going up dramatically:  our Admin expects to pay twice what she paid last fiscal year.  As their Union Steward wrote, less than a week before the election,  “I was informed today by (Big HR Dude) about the Health Insurance Premiums for 2011. As you know, in our contract, our insurance is scheduled to go up 18.5% to be at a level playing field with Administration which pays 33% of the premium. BHRD informed me that the increase for the Health Insurance Premium (that goes up every year around 3-5%) will be going up 14% mostly due to the Obama Health Care Reform Act. Therefore, we will not just have an increase of 18.5% but an additional 14% increase which will be rounded off to a total of 33% increase starting January 1, 2011.”

As we know, the actual name of the bill is the Affordable Care Act, and the “Obama Health Care Reform Act” is a phrase disseminated by right-wingers who spread untruths about the bill to try to make vulnerable people afraid of liberal reform agendas.  Having been called on this by a storm of angry emails by staff and faculty, a message arrived today saying that this was a mistake made by the Union Steward (who, as of this morning, was not responding to emails.)  Big HR Dude is shocked, shocked! by this misunderstanding, and writes, “The Healthcare Reform Act”  (still not the right name!) “is a factor in the cost, but a very small one. Our open enrollment information references some minor adjustments to our plan to conform to the legislation’s requirements. The increase in this year’s rates is overwhelmingly due to a very high experience rating in our university-wide claims….And of course the last thing I ever intended was a political statement of any kind.”  No data as to these excessive claims has been provided.

Perhaps it is so that this is all one big miscommunication, despite the Tea Party-ish stink.  And yet the lack of awareness of the timing, the language used, and the failure of HR to communicate directly with employees is worrisome, to say the least. And imagine how distressing to it must be to HR that those of us who pay for health insurance actually use it to pay for our health care.  No wonder they are frazzled.

On a lighter note, here’s a cheerful cartoon sent to me by a grad student who has the heart, intelligence and wit of one twice her age:  it is a student requesting a recommendation for graduate school in English.  Enjoy.

This entry was posted in higher education, just try not get sick, ok?, the Horror. Bookmark the permalink.

  • Print
  • Comment (51)
  • DanErnst

    TR, an analogous animated colloquy for the law is circulating among the law professors.

    http://www.youtube.com/watch?v=nMvARy0lBLE

  • frequentcommentator

    I generally comment under my blog pseudonym but right now I'm going to post anonymously so I can be a little more clear.

    I'm a graduate student (ABD) at one of the top Ivies. The attitude that being a college professor is a calling akin to being a monk, rather than a career path (emphasis on path, as in path to something), starts early. I was inundated with it at the outset of graduate school and I never understood it. People were going on about how they were getting sweet money to read, whereas I saw grad school as training to join the academic profession. For what it's worth, I think some of that blasé attitude could be in correlation with one's experience in graduate school. They had supportive advisors who took the time to train them; I didn't and spent all of graduate school floundering and then being punished for it. So for me grad school hasn't been a fun idyll; it's been the way to advance in the profession I've chosen. Nothing more. Nothing less.

    But I do not think it's a coincidence that nobody I know in my program who views things as I do, i.e. believes that our salaries should reflect our professional training and that we should be paid what we're worth, comes from a well-off/wealthy background. Certainly there are people from working-class/disadvantaged backgrounds who are fine with being underpaid and who have bought into the "we're so lucky" narrative but I've never heard someone who was well off stand up against that line. It's a lot easier to romanticize poverty when you haven't experienced it.

  • LaraineHerring

    I am full-time tenured faculty at a community college in a rural part of AZ. Our salaries have been frozen for three years. I have two master's degrees (one is an MFA, a terminal degree) and earn 48K. Since we're a community college, we are required to teach a 5/5 load as well as the usual college service (committee work, etc).

    I love love love reading your blog, and I really appreciate your raising the issue of faculty's seeming grateful-ness for any employment at all. I don't have any answer for why this is, except that perhaps it feels like we're being given a huge bonus when (if) we get hired full time. I was an adjunct for 12 years prior to getting hired full time. I frequently taught 9 – 10 classes per semester at various community colleges around the county trying to earn enough money to survive at all. I averaged between 14 and 15K those years. I gave up a very well paying job in marketing to return to school and to teach, and there are many many things I love about it, and I don't regret leaving the corporate world at all.

    We are trying to organize at our school. We do have an AAUP chapter, but a lot of the faculty seem to be anti-union (I'm in a right to work state, so that's kind of irrelevant) and many faculty don't have the time or the inclination to try and protest too much. The very real question: What else are you going to do? raises its head a great deal. There really are no jobs in this part of my state outside of the hospital and our college that pay much above minimum wage at all. My husband, who is also tenured faculty here, and I frequently discuss the golden handcuffs. 47K feels golden after $14K. Even though I know my colleagues at other institutions, many with less education and fewer publications, make many thousands of dollars more than I do, I do feel grateful for some salary. I also feel like most faculty are not paid adequately for the work they do and the countless hours they spend grading and responding to papers and projects and personal crises (just today there was a student meltdown in one of my classes from a young woman who'd just discovered that her boyfriend was an ecstasy dealer). Who deals with these things but those of us in the classroom? And what part of the contract specified that? Teaching at the community college level seems to be about 60 – 70 hours per week on a good week. When you divide 47K by that, well, it just ain't that much. :-) And did I mention I, like many of my colleagues, still owe tens of thousands in student loans.

    I don't have any answers, but I felt like I should weigh in. There aren't often comments from those of us in the community college trenches. Thanks for your blog!

  • Anonymous

    ABD from Big Nerdy Eastern City here. I'm particularly curious about the structural effects of low pay on people's non-work relationships, since adjunct/contingent pay rates in most places basically require support from a partner/spouse/foodstamps.

    Here in BNEC, adjuncting 2-2 brings in about $14-18k, no benefits; 3-3, which usually requires working at multiple institutions and a fortuitous alignment of the stars, can pull you up to the mid-20s, and then there's summer school. (Your students who get hired by management-consulting firms will get paid more than that for 80%-travel entry-level gigs.) At those incomes, a single person can get state-subsidized health insurance, but you won't be able to afford a 1BR apartment on your own without giving up many other things, since the 1BR market tends to be priced for young dual-income couples.

    A gradschool classmate and I have wondered aloud whether the faculty members of the future all have spouses whose well-paid work subsidizes our basic expenses, or who live in co-ops/roommate situations/etc. That seems like a possible outcome– not to mention situations where faculty stay in abusive (domestic) relationships because their exploitative work conditions don't pay them enough to get out. [There but for the grace of gods go I.]

    It's a sad, sad thing when smart people with 6+ years of professional training end up working for wages low enough that first-last-and-security on a 1BR apartment is a substantial financial strain.

  • shaz

    Unbelievable email. Please update us on the outcome! Quick Q: my Big State U has "banded" healthcare premiums: the more you earn (with broad categories), the more you pay. I think this is great, and even my Dr. (the real kind) friends in the highest band think it is fair that they pay more in premiums than the adjunct/sanitation worker earning 40K. Anything like that in your neck of the woods?

  • Anonymous

    33% increase in healthcare premiums? Looks like being in a union doesn't help much at Zenith! And how much are faculty premiums going up? No raises is one thing, but when accompanied by what are in effect huge cost of living increases, that is a real killer!

  • PhDstudent

    To what degree does the overabundance of PhDs on the market play a role in all of this? (particularly in the Humanities–since they often don't have obvious non-academic options.)

    As long as there are people lined up hoping for one of the few permanent (or even 3-year contract) jobs, from an institution's view, why pay better? Particularly when many of these people are publishing and have teaching experience.

    It seems some of the fields known for producing far more students than will ever get jobs never want to consider what harm they might be doing to the profession itself. I suppose part of it is that faculty who teach grad students don't want to give that up (the prestige, the ability to teach advanced courses), and then those students can then teach all of the introductory or comp courses.

  • LouMac

    PhDStudent – you might find this article interesting:
    http://chronicle.com/article/We-Need-to-Acknowledge-the/64885/

    Despite a lot of hand-wringing that's been happening over the "PhD surfeit" problem, nothing has changed. I'm on record at my Large State U as wanting to cancel our Ph.D. programme in a non-English literature (the one I teach in myself). I find our programme to be unethical: we don't have anything like the core faculty to support it, and students end up sinking or swimming by themselves. And then there's the job market issue. But I may as well have suggested that we all poison ourselves. Some colleagues, and (mostly) the administration, are very invested in prestige. And this attachment blinds even very smart people to economic realities. For unis that see themselves as tier 1 research across the board (even if their actual focus is almost all on the sciences), having a Ph.D. programme in almost every subject becomes its own goal. It's a vicious circle of performativity: we are prestigious because we have a Ph.D., and we have a Ph.D. because we are prestigious. And yes, the cheap labour in the form of TAs doesn't hurt their calculations.

  • squadratomagico

    I think there are two markets in academia, actually, which are largely separate and responsible for two different kinds of effects.

    -At the top end of the scale, there is a competitive market for "stars:" highly productive scholars who publish frequently, are cited often, who are networked with the right people, and who like to play the game of going on the market frequently. Those folks can elevate their salaries because they are willing to expend the energy it takes to be on the market, and because there is a perception (which may be right, actually) that publishing "stars" are rare.

    -At the bottom end of the market, there is a glut of recent PhDs available for adjunct positions, who have little power and even less choice. These people are paid scandalously low wages and often accumulate significant debt in order to meet the costs of living. These are the people I think need the most help.

    In the middle, where people like I am, there is no market: you're right. As a result, our institutions can, indeed, squeeze us somewhat.

    My response has been to disengage my professional identity from my sense of self-worth and personal satisfaction. In fact, I have very little satisfaction with my on-campus life: but for my occasional encounter with a student here or there with some genuine intellectual curiosity, it's pretty dreary. But I don't feel particularly ill used, in part because I don't think about work 24/7, as so many academics do. (Why do you think I joined a circus?) I am a very well regarded teacher; I've published some award-winning works of scholarship at the pace I want; I do what I am asked in terms of service but don't volunteer for more. Perhaps because I come from a working-class background, I find the pay liveable, especially compared with the truly exploited folks out there adjuncting. Certainly I live better now than I did growing up.

    But I also take my pay scale as an excuse, if you will, to redirect some of my passions and energies outside the university. Developing this way of operating has been one of the best and sanest things I've ever done — and I thought you were gesturing in a similar direction towards the end of your first post on this subject. I see no reason to drive myself crazy for the salary I get, and I feel little loyalty or gratitude to my institution. I suppose you could say I lack institutional ambition.

  • Anonymous

    Just as a point of information, I belong to a Catholic parish in NYC where the resident pastor is paid $16,000, plus free housing. I don't know if health benefits come out of the salary or not. He's somewhere in his late 40s, has a master's degree, works six days a week, and has been the pastor here for more than ten years, several of which have been without any other priests or professionals that can deal with any of the religious end of things, like religious education (though the parish does pay a secretary, a housekeeper, and a handyman.)

    It depends on how you look at it. On the one hand, this is scandalous pay. On the other hand, he lives pretty well, I think–the free housing is a huge deal in NY.

    But the pay for priests and nuns is quite variable; it depends on what job they're doing (if they're, say, tenured university professors, they make tenured university professor money; if they work for an inner city parish like mine, they make not very much; if they work for a social services agency, they make that kind of money, etc). There's also a distinction between priests who have taken a vow of poverty–in which case their salary is paid to their religious order, which in turn provides them with housing, food, and usually a personal allowance of some kind–and those who have not (most parish priests, for example, but also others), who are basically expected to manage their own lives on whatever salary they have. Confusingly, this latter type of priest is called "secular" (as opposed to "religious"–that is, belonging to a religious order like the Jesuits or the Dominicans.)

  • Anonymous

    I am a full time, non-tenure faculty member at a public 4-year University. That means I am not on tenure track and (in my present job) never will be, no matter what I do. This – even more than adjuncting – is the wave of the future, I'm told. I teach a 5/5 load. I have been teaching at this University for 10 years. My base salary is $32,000. This is "good" though, because when I started, my base salary in my first year was under $20,000.

    I actually have decent health insurance and a retirement plan where my employer contributes a generous percentage no matter how much/little I put in (equal to 10% of my salary). But of course, they only contribute such a high percentage because salaries are so low that it hardly amounts to much. And on a salary of $32k, let me tell you there's not much left over for me to put in, myself.

    There's no doubt I love my job and I'm egotistical enough to think I'm good at it, too. At times, I've also justified what I do with that bit about it being a "calling." But you know what, I'm getting pretty damn tired of being "called" to be poor. I don't remember taking a life-long vow of poverty anywhere along the way in grad school.

  • ComradePhysioProf

    I think there are two markets in academia, actually, which are largely separate and responsible for two different kinds of effects.

    This is correct in the biosciences as well, where people who manage to publish in high-profile journals as post-docs are competed for by elite institutions and obtain lavish millionaire start-up budgets to get their own labs going, and the rest scrap around from non-independent position to non-independent position.

    What I don't understand is why people think this is some unqiue feature of academia. Very few lawyers are law-firm partners, very few baseball players are major leaguers, very few musicians are rock stars or in metropolitan orchestras, very few writers sell enough books to make a profit, very few artists' works are for sale at David Findlay.

    This is how this shitte works. In winner-take-all professions, you have huge numbers of people willing to take the chance at the very unlikely prospect of winning the big prize. The fact that the vast majority do not win is not a bug in the system; it's a feature.

    Why academics think they should be immune to this–and that every incoming grad student should have a great shot at ultimately obtaining a tenured position at an elite university–is beyond my ken. The whole fucken reason academia is a winner-take-all pyramid structure is because the prize of a tenured position at an elite institution is considered so valuable.

    But yeah, this "calling" shitte is repugnant. It's a fucken job. A really awesome one, but a job.

  • j

    I am completely sympathetic to you, TR and everyone who has posted. I am not in the academy but a union tradesperson (who has been laid for 2 yrs). the "market", "economy" sucks everywhere right now but i know the situation in the academy is something separate and predates the "recession"–so, it is absolutely true that, in general, there seems to be a different set of expectations and guidelines for the labor of those doing nonprofit work, though this is totally bogus! so with that said, i get what you are saying and there is some truth to it, BUT something is missing.

    i guess, this brings me to my larger critique that i was getting at when i commented on the first posts re: unionization. that being: why do you all assume that the division of labor is somehow, accurately representative or reflective of a person's wage? when that division of labor is a subtext of the system (janitors vs. PhDs, economists vs. lit. people)– my critique is demonstrated in the video, when the professor is upset that janitors make more than PhDs. what i am trying to say is that this is a predominant ideology that remains unquestioned even within the context of well-educated, left leaning folks and is evident here. my point is, you affirm and reproduce the very structure that keeps your wages low in buying into the system in the first place. In other words, you don't make as much as economists or corp. lawyers b/c the strictures of capitalism and neoliberalism would have it this way. so the very argument you make participates in your own subjugation–the point is, the whole system is bogus and rigged. a PhD (the person holding it) is produced. so is the janitor. the same system that sets up arbitrary wages for labor is also responsible for who does what in the division of labor (who gets to go to grad school vs. who gets to clean your toilet). you participate in this charade when you make arguments that suggest there is some legitimacy or "truth" to this facile and banal reasoning. the whole system must be razed before we can begin to be invested in what real equality would like. and isn't this really a question of equality?

  • Anonymous

    I am a MA student finishing a thesis on death and health in a social science department. That video made me very sad, but I did laugh the whole way through. Thanks.

  • jenniferbille

    After six years of working in the educational field, this year’s graduation was one of the most touching heartfelt moments I have experienced.  As a young woman’s name was called, her son who was sitting across the building yelled, “Yay Mommy, we did it!”  Tears actually came to my eyes as I thought about that statement…so much sacrifice happens throughout one’s education…not only for the student but for the family.  As a teacher and an administrator, I have given speeches that talk about all the support and sacrifice that occurs to make dreams come true, but this little boy said it all in those five little words, “Yay Mommy, we did it!”

  • ronhunsberger

    Congratulations to Allie, her daughter, and all of their classmates on their very significant accomplishment – and to Endicott College for seeing a need and acting on it.

  • coco_rico

    Awwwww, she’s a little princess! Congratulations. My daughter was born while my wife was struggling to write her dissertation — I know what an accomplishment it must have been to do this! I wish you a great career.

  • 11196496

    Congratulations to all thee single parents who are graduating this term and to their children too.

    As the economy falters more families will see multiple members in school at the same time. Every college education is a family project, especially when a family member is a parent and returns to school after a hiatus. Both the person in college and the other family members give up something in the present and get something in the future. 

    My husband (also an academic) and children (daughters 8 and 15 at the time) stayed at home when I went on to a doctoral program in another state in 1985. One of the best things I did was to consult the school psychologist at my M.A. institution about literature on the impact of such a move on family dynamics. When he found very little on anything but dual-career couples, a different dynamic, my husband and I found this lack of literature both scary and liberating. We decided to try arrangements for a semester at a time, evaluate them and feel free to change them.

    We posed the project as a family project, one each member could be responsible for by their efforts and proud of in the product. Our children took well to this, realizing that their turns would come too when the whole family would support their times in college and later grad school. In this pre-internet era, telephone conversations were too costly to be more than occadional. We all made tape recordings every day and posted them (by snail-mail) twice a week. Our daughters’ participation in this family project paid off. They learned how hard but rewarding graduate work might be. One of them said (with no disparagment), “If Mom can do it, so can I,” and both of them did get advanced degrees in their fields.  

  • sabbaticalprof

    very inspiring.  congratulations, Allie!

  • nyceducator

    Yes @ Jenniferbille
    There is so much sacrifice…It’s an untold story! I was one of those single moms who graduated back in 1995…Today I have an MA and I am a Director for Student Programs. It is my goal to pursue a PhD  in the Fall of 2012. During my undergraduate days there were so many that supported and motivated me while others condemned or criticized me for being in college. I guess some preferred that I stay at home and live off public assistance. To this day I am confused by the lack of support in Higher Ed for single mothers…
    Trust me, collegs should invest in us more because we are a persistent bunch!

  • aegiscapital

    Why doesn’t this link work? Allie tell me your story….

  • electronicmuse

    Presidents of colleges have embraced online courses because it saves bucks.

    The public may be skeptical because they are aware that “correspondence” courses (inaugurated in 1890-gee, how “progressive” are online courses after all?) have always had a slightly malodorous whiff to them-right or wrong though this may be.

  • pkling5596

    Agreed — online saves bucks but — and it is an important one in my opinion — it also addresses the attraction or addiction modern kids have for technology.  We have changed nothing in higher education that makes a difference in today’s world.  Instead of identifying the barriers — the same ones that always have existed — we should be talking about how to change.  Unless of course, the orginal premise in this article is true.  We don’t change because it works.  I, for one, don’t think that is true. 

  • jsouza

    Another barrier to change in higher education is suggested in George Keller’s “Transforming a College” (2004). Change is sometimes hindered by a general distrust and distaste for business terms and strategies applied to the academy.

  • jeff_winger

    The teleological belief that education of the future will be and should be different than education of the past (not content, but structure, process, pedagogy, and university structure).
    Some things do not change just because technology advances. Love, friendship, etc are more the same across time than they are different. Education is this way as well.

    • kgodwin

      Except education has changed.  How many students completed 8th grade 400 years ago?  How many students needed even a high school diploma to be able to find a job 100 years ago?

      Maybe education hasn’t changed over time.  But it looks to me like it sure needs to.  In 1940, less than 10% of the US population had a bachelor’s degree or higher.  Today, it’s closer to 25% of the US population has a bachelor’s degree.  That’s akin to doubling the size of an honors program without increasing the quality of the students…there have to be some changes to education in order for it to be successful in its mission.  

      • jwsommer

        Godwin is correct in his observation, however, as I look over what was expected of a student to have learned after eight years of elementary education 100 years ago and what is expected today it isn’t clear to me that there has been much progress despite the credentialing.

        • kgodwin

          Isn’t that the truth!  If my grandmother had taught some of the stuff that my sister is expected to teach, she’d've been run out of town on a rail (I’m specifically thinking about sex ed here).  And if my sister teaches what my grandmother had taught, such as rote memorization of the presidents, she’d be run out of town on a rail.  

          The K-12 curriculum has changed drastically as we’ve pushed more kids through that system.  In my opinion, we in higher ed should expect nothing short of that kind of drastic change if we continue to “grow”.

  • nlasla

    I think other hurdles include the need to maintain the autonomy of higher education and tenure.  The first is basically an excuse for the resistance to change and the second helps maintain the status quo. 

  • jcas3309

    The interesting thing about change in higher education – many senior leaders and academics at institutions talk about it, many see the need, but very few put the real resources behind it and have the stomach to make real strategic change. The history, tradition, governance model, and security makes all feel safe. The academic and business models need to change, otherwise, higher education will never be affordable, accountable, or efficient in the public’s eye. I hope boards, presidents, senior administration, and academic leadership start to understand – change is needed…now!

    F. John Case, President
    FJ Case Consulting, LLC
    http://www.fjcaseconsulting.com

  • _perplexed_

    Barriers to what kind of change?  How can you have a serious discussion without specifying what you would like to change?  Do you want to increase access?  Increase faculty involvement in teaching?  Improve student learning?  Reduce time to graduation?  Barriers to each of these are all rather different.

    • jselingo

      Good questions to ask, although I think the barriers are related and not necessarily different. At its basis, I think the problem we’re trying to solve is access and completion.

      • _perplexed_

        I fear that at selective insitutions, access and completion rates are inversely related, and prioritizing between these is a serious institutional problem.

        • jselingo

          Tell me more — give me an example about how those two are in conflict and how that sometimes competes with institutional priorities?

        • _perplexed_

          Increasing access at selective insitutions often means admitting students who are less prepared to do the work.  Even if sufficient resources are available, getting these students through to graduation is more difficult as they require, on average, more remediation and/or attention.   At the state supported research 1 where I work, the full cost of additional students will not be covered by state funds.  Increasing access means larger classes, and more demand on ancilary and support programs (e.g., tutoring).  It is hard to maintain graduation rates under such circumstances.  One innovation that would help:  funding equations based not only on enrollment, but also on graduation numbers.

  • MChag12

    I think that there are actually many colleges in the U.S. where shared governance is strong and the college is seen as innovative.  They are mostly small, elite liberal arts institutions, and unfortunately, they are only available to a limited population.  But certainly the model is there, and despite their usual nit-picking at each other (faculty and administrators) they work quite well, and are almost always enjoyed by their students, who get innovation AND attention, with rigor.

  • MChag12

    In general, this article seems very vague and off-kilter.  It keeps on repeating the mantra THERE MUST BE CHANGE.  But the mantra is chanted without context, reason, or any analysis that would give the reader a reason to read on.  What needs to be changed?  What are the variables? Who is in charge, how does this all fit into the larger picture.  None of this is discussed, and the article comes off as faddish piece on the “crisis in higher education.”   

    • jselingo

      This is not an article. It’s a blog post meant to generate a longer conversation about change in higher ed. As I said above in response to a reader, the basis of change is to improve access and completion.

      • MChag12

        What’s the difference.  Same complaint.

      • unusedusername

        Then the blog should have entitled something like, “Why can’t we increase competion rates?”

        “Change” is just too vague.  Everyone is for change, we just don’t all favor the same changes.  I happen to think that completion rates are too high…too many people are going to college.  If I wrote a blog entitled, “What are the Hurdles to Change?”, the factors would be things like too many online degrees, not enough rigor in the classroom, and laws forbidding companies from giving aptitude tests to prospective employees, forcing them to use a college degree as a proxy for the attributes they are looking for.  That is obviously a different list than the one above.

        • jselingo

          Good point. I agree on some of your factors, especially rigor. Enrollment is the lifeblood of many colleges, so getting students in and through is most important. So what are your hurdles to improving rigor? Perhaps I’ll do a follow-up.

        • dale1

          The hurdles to rigor are well known.  Essentially enrollment is the lifeblood of institutions, as you state, Mr. Selingo.  Public institutions are rewarded for enrollment either explicitly through funding streams that privilege access for all (so-called input measures) or by output measures such as number of graduates.  Both of these, of course, rely on input measures – the number of students an institution attracts.  So the policies that are in place now reward larger class sizes and a factory mentality to higher education – get them through, get them out.  Very little regard for industry needs, for significant enhancements in quality (which takes time, money, faculty, and support services), and so on are in this model, because the point is not to create high quality graduates.  It’s to create graduates, period.  Many states, such as Ohio and Indiana, are under these “performance funding” regimes, where they are rewarded for creating more widgets (graduates).  These funding formulas do not take quality or rigor of education into account.  

          So the administrators say very rational things – get them out so we can get funding to do more of what we want.  To me, it’s pretty simple.  Rigor means we fail people because they don’t live up to the standards.  We are encouraged to set low standards because we have to get people out.  We have to get people out because we have to have money to survive.

          In other words, the incentives are against rigor in a major way.  Until the incentives change, behavior will not.

  • unusedusername

    “Good point. I agree on some of your factors, especially rigor.
    Enrollment is the lifeblood of many colleges, so getting students in and
    through is most important. So what are your hurdles to improving rigor?
    Perhaps I’ll do a follow-up.”

    Well, here goes:  My hurdles to improving rigor

    1) Student Evaluations–Actually, I do think student evaluations have some value.  If a professor gets bad evaluations, he is usually a bad professor.  However, the converse isn’t true.  You can be a bad professor and still get good evaluations, if you are easy.  Student evaluations are valuable as part of a larger evaluation process, including peer evaluations, but if they are used as the sole measure of effectiveness, this can lead to grade inflation and loss of rigor.

    2) Legislative pressure to increase completion rates–Right now, public colleges are being pressured by state legislatures to improve “student success”, which basically means completion rates.  The pressure rolls downhill from legislators to boards to administrators to faculty.  Pass them, pass them.  Since my view is that too many people are going to college even now, I think this is a wrongheaded policy.

    3) The assessment movement–We’ve already seen what micromanagement does to K-12 education.  The most creative teachers are driven out, and teachers teach to the lowest common denominator so that students can pass the standardized tests.  Any teacher that wants to push the students a little harder will find opposition from administration.  “You need to focus on what the test covers.”

    4) Differences in pass rates between ethnic groups–We all lament the “achievement gap”, and schools are looking for ways to close it.  The 2 easiest ways to close the gap are to (1) make classes so hard that nobody passes or (2) make them so easy that anyone can pass.  Nobody wants option 1, so 2 prevails.

    5) Money–More students in the seats means more short-term revenue.  Eventually, colleges that are too easy will be found out, and fewer people will go, but this takes time.  In the meantime, keep the seats full!

  • blowback

    What are the obstacles to change? Why not begin with this publication and the function it seems to play as The Wall Street Journal of Higher Education–of the status quo–of the DC lobbying and special interest whores who pay the AD dollars of this publication. What are your and the mass media’s failures–let me count the ways:
    1. A mass media that fails to cover higher eduction at all. Reviewing the coverage in the NYTimes and other national media one would think that middle school is the highest grade level Americans aspire to.
    2. political leaders at all levels that seem so uninformed about the nature of higher education in America that it speaks to their utter incompetence.
    3. This publication whose lack of reporting and analysis on just obvious issues is disgraceful. It would be difficult to know from reading CHE that there are in fact OTHER HIGHER EDUCATIONAL SYSTEMS IN THE WORLD THAT YOUR READERS COULD LEARN FROM IF YOU WOULD POINT OUT IN THE ARTICLES AND ANALYSIS THAT YOU OFFER THE WAYS THESE SYSTEMS DIFFER FROM THE AMERICAN SYSTEM AND HOW OUR SYSTEM IN AMERICA IS INFERIOR IN MANY WAYS. YOU COULD REMIND YOUR READERS HOW SO MUCH MORE EXPENSIVE AND WASTEFUL THE UNIVERSITY SYSTEM IN AMERICA IS COMPARED TO OTHER NATIONS
    4. Unlike any other western nation there is no national centralized authority with oversight of Higher Education in the U.S and without this there will never be any of the changes or reforms you have listed. How can you reform a system made up of 4,500 individual institutions that are accountable to no one. How many corruption scandals do you have to report on whether it concerns university presidents who steal(Stevens IT) or staff administrators who steal and never go to jail. Higher education would put the Mafia to shame when one takes into account the level of misdeeds one finds being reported and the many others that are never uncovered.
    5. The double standard in which talking heads speak about how overpaid public school teachers are never paid enough but who ignore the slave wages that are earned by adjunct professors who do most of the teaching at the college level.
    6. A President who calls for more students to go to college but who is silent on the obvious question of who will be teaching all these additional students? And who never gets called on it by the mass media or even this publication!! A president who wishes to spend billions on college buildings but who will not spend a penny on the people who do the actual teaching in college. Stop over praising public school teachers who get far too much money for the poor job they do considering the quality of students who enter through my classes semester after semester. And Jill Biden who is herself a community college professor should know better but whose silence on the issues can only be a testament to her ignorance.
    7. I could go on and on but then I would be doing your job and if I am going to be doing your job them maybe I should be collecting your salary. Obstacles? Why not look at your staff, at the editors who work at your publication, and at the people who you have writing for this publication and the people who you exclude.  And maybe–just maybe– you will have your answer as to why nothing ever changes in Higher Education.
     

    • dale1

      @chronicle-946c10afd267e31dc792e726586a8810:disqus : Wow, that’s quite a list.  

      Higher education has been successful in America for decades. It’s less successful now on a number of metrics.  I would say the number one issue is per-student funding.  If we can solve this problem, we can (a) lower tuition and become a high-aid, low tuition model and (b) provide full-time position to the literally thousands of academics who are unemployed.

      Now, that doesn’t mean we’ll all hire US PhDs, but I would say that we could fill these new buildings with students and faculty, if the per-student funding were restored and (I know this is a big if) health-care and other expenses could be flatlined.  One can dream, I suppose.

  • abbiatti

    The key to success for our students is not the infrastructure. The key is what you DO with the infrastructure. Kudos to the organizers of the international meeting.

  • clgillham

    The concerns of Cisco’s VP are echoed around the country about the skills students are graduating with. I hope that Cisco can begin working with more institutions to help facilitate the development of necessary skills for success in the workforce because I see far too many students lacking in effectives communication and the ability to work with diverse populations.

  • http://www.facebook.com/people/Irfan-Shah/100001056429521 Irfan Shah

    Join hands, prioritize education and get the world moving on right course.What we have to focus on more is that how we can collaborate with our various research projects. This can help in minimizing the problem of re-inventing the wheel again and again.   We can orient our attention toward areas that matter the most and that confront commonly to the whole world. Discovery of new Eco-friendly resources could be one such area where global collaboration among the universities could do wonders. Further more online and campus education could be another area to look out for, given the potential it promises especially to third world countries. By embracing diversity, we can expose countries to new education systems and hence a pure learning culture will develop.

  • riddle

    Today Global education has become really important. Today every company wants the best employee for them self.

    Thanks.

    • cynthiamblain

      There is competition in every field to get the best job, even there is competition among companies also to hire the Best candidates. Everyone wants the best for them.
      google apps security

  • http://www.facebook.com/digitalknight Doug Havens

    stories like this make me want to quit my current job and work in higher education – so inspiring.  I work on the periphery of higher ed now, and get to interview students as part of that – education is changing peoples lives.  

    Where do I apply?  

    Great story.

  • The Chronicle of Higher Education
  • 1255 Twenty-Third St, N.W.
  • Washington, D.C. 20037