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Creating Your Web Presence: A Primer for Academics

February 14, 2011, 8:00 am

This is a guest post by Miriam Posner (@miriamkp and miriamposner.com), Mellon Postdoctoral Research Associate in Emory University’s Digital Scholarship Commons (DiSC); Stewart Varner (@stewartvarner), Digital Scholarship Coordinator at DiSC; and ProfHacker’s own Brian Croxall (@briancroxall and briancroxall.net), who also works with DiSC. This post is an extended recap of a recent DiSC workshop on creating a web presence. You can watch a video of the whole workshop at the Internet Archive. Finally, this post has been adapted from one we posted on the Library Blog at Emory’s Robert W. Woodruff Library. —bc

Thinking about how to create and maintain a Web presence might strike some academics as distasteful. After all, why should we go about marketing ourselves? Shouldn’t our work stand on its own? Didn’t we get an advanced degree because we were above such pettiness?

Chances are, however, that if you’re reading ProfHacker, you understand that being visible on the Internet can benefit your scholarship, pedagogy, and even service. And if you’re going on the job market soon, you can reasonably assume that the search committees will put your name into Google (or Bing?) to see what they can learn about you. To get ahead of this game, you’ll want to Google yourself (something that Brian has written about previously). Depending on the results you get, you might want to spend some time cleaning up, standardizing, and generally retooling your online presence. Maybe your first, abandoned website is jostling up against the conference paper you presented. Maybe there are some unwelcome leaks from your Facebook account. Or maybe you’re just not there, lost in a sea of other people who share your name.

Luckily, you don’t have to be a tech genius to whip your Google results into shape. Here are some low-investment, high-return ways to maintain a consistent, professional Web presence.

The Basics

Whatever platform you’re considering, there are three basic principles of creating an effective online presence:

  • Familiarity: What are you getting into? Don’t sign up for a social networking platform or Web application without understanding what it does with your data, whether you can maintain the privacy you want, and the conventions that govern the way the community operates.
  • Consistency: It’s important to carry the same voice, image, and persona across multiple social networking platforms.
  • Participation: Social networking is a gift economy. The more you participate productively with others, the higher your own profile will be.

What Happens in Facebook Should Stay in Facebook

Even if your Facebook profile doesn’t show up in your Google results, it’s not unusual for an employer to look at a prospective employee’s Facebook page. So how do you keep those spring break photos safely among friends? You’ll want to tighten your privacy settings to control who can see what. Brian showed us how to do this last week when he covered the six steps for checking your Facebook privacy.

Google Profile: A Quick, Easy Public Face

One of the easiest ways to create a distinct identity for yourself on the Web is to create a Google profile page. This is a simple page that gathers a little bit of information about you, like your hometown, your photo, and the schools you’ve attended. It’s easy, but it has major benefits. First, a Google profile helps searchers distinguish you from people with similar names. Second, because Google Profile is a Google product (natch!), it appears to get a bump in Google search results.

Miriam's Google profile

Filling out your Google Profile is a snap: it’s a simple web form with a few fields. As with all these platforms, try to choose a profile picture, or avatar, that’s consistent and represents you professionally.

Academia.edu: A Social Network for Academics

Social networks tend to be ranked highly in Google search results, and Academia.edu—the social network that is devoted to academics—is no exception. Creating a profile on Academia.edu is quick: you just provide your name, email address, university, department name, and position.

Once you’ve created your profile, you can add various documents: a CV, syllabi, a statement of teaching philosophy, conference papers, journal articles, even a full book if you would like. You can also link to websites and blogs, add research interests, and, of course, upload a photo of yourself. The advantage of Academia.edu is that it’s a network that speaks the language of academe and is set up to provide you a profile that is explicitly professional. Even your profile URL is tied to the institution where you currently work; for example, Brian’s profile can be found at <http://emory.academia.edu/briancroxall>.

The social network aspect of Academia.edu allows you to “follow” other people’s work. Your home page on the website notifies you when people have added talks or articles to their profiles or when new work has been uploaded and categorized under one of your research interests.

A final neat trick is that Academia.edu will email you when someone has searched for you on Google and landed on your profile page. You can track what searches people are using to find by looking at your keywords page.

LinkedIn: Populating a Professional Space

Within the business community, a LinkedIn profile is a must-have. Within academia, however, LinkedIn, a networking site for professionals, is far from ubiquitous. In fact, Academia.edu is often touted—by itself and others— as the academic alternative to LinkedIn.

Still, a LinkedIn profile is worth considering. First, because LinkedIn is so widely used, it again ranks highly in Google search results. And, second, because it ranks so highly, LinkedIn is another great way to disambiguate yourself from other people who share your name. Finally, if you’re a someone who wants to keep all her career options open, a LinkedIn profile can signal to potential employers that you’re a serious professional.

Once you’ve filled out your basic profile information, there are a few things to consider:

Take a look at your “Public Profile Settings:”
LinkedIn Public Profile Settings

Choose a Public Profile URL that’s as close as you can get to your professional name:
LinkedIn Public Profile URL

In the same menu, be sure you’re sharing only the information you’re comfortable making public:
LinkedIn public profile privacy

If you’re serious about using LinkedIn to find work, be aware that employers often search by keyword. Populate the “Specialties” field with words that employers are likely to look for, like “project management,” “GIS,” or whatever your special skills happen to be.

LinkedIn will aggressively ask you to sync up contacts with other email and social-networking applications, such as GMail. If you allow this to happen, each of your contacts will receive an email asking for his or her permission to connect with you. Before you take this step, be sure this is what you want.

To Tweet or Not to Tweet?

Twitter generates strong opinions. In some fields, like digital humanities, participation in Twitter is near-essential for staying abreast of ideas, opinions, and job opportunities. In some cases, Twitter allows you to make connections that wouldn’t be possible any other way. In other fields, participation in Twitter is irrelevant or, worse, potentially damaging.

When you’re deciding whether Twitter makes sense for you, think about the kind of community you want to be a part of. And think about the kind of results you want potential searchers to see when they look for your name. Remember that the more you use Twitter, the higher it will rank in the search results for your name.

And as with any user community, Twitter only rewards participants who spend time learning the syntax, answering questions, and generally being nice people. If you’re on the fence about Twitter, don’t miss Ryan’s previous ProfHacker post about how to start tweeting and why you might want to. And this guide will get you quickly up to speed with all the Twitter lingo and conventions.

Keeping Up with RSS

It’s one thing to give your online presence a good spring cleaning. But the Internet never stops moving. You need to stay on top of developments in your field and news that pertains to you. And once you’re aware of these developments, you can maintain your participation by continuing to comment and keeping involved.

RSS, or Really Simple Syndication, is a great, low-maintenance way to do just this. Most frequently updated websites publish RSS feeds: streams that can be automatically read by any number of RSS readers. To subscribe to a feed, look for the orange RSS icon on pages you visit or enter the URL of your favorite page into your RSS reader to see if it has a feed.

Here are some feeds you might subscribe to:

So there are our tips for creating and maintaining your web presence. Of course, these tips are based on our own experience. So what did we miss? What would you still like to know? Let’s hear about it in the comments!

[Lead image by Flickr user barockschloss / Creative Commons licensed]

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  • trevorowens

    Nice post. That said, what about a domain of ones own? As far as Google juice is concerned I don’t know of a much better way to command the top slot than to buy yourname.com or yourname.org. Showing up in all of these different places and networks is nice, but your website is the spot you have complete control over. I tend to think of my presence on other sites and networks as each pointing back to my own webspace. These are going to come and go and if you want to have a history on the web your really going to need to get a domain and put up a site on it.

  • http://www.briancroxall.net Brian Croxall

    You’re absolutely correct, Trevor, that owning your own domain and having your own web space is critical for establishing your web presence. The reason we didn’t discuss that in this post is related to the workshop from which the post grew. To fit everything into the time we had, we didn’t discuss websites. Instead, we held an entirely separate workshop on that topic. It is the easiest and most visible way to get yourself noticed online, and we wanted to make sure that we didn’t skimp on covering it as a topic.

  • http://sarahwerner.net Sarah Werner

    Any chance the three of you will be posting a version of that workshop too? I know there’s been a ProfHacker post on this in the past by Julie Meloni, but it surely hasn’t been exhausted–it’s such a huge topic!

  • http://www.briancroxall.net Brian Croxall

    We’ll see. The second workshop doesn’t condense as well into prose like this, in part because it was more of a tutorial rather than a discussion of different things you can do. We got people started with WordPress.com and helped them create posts, pages, and choose themes.

  • http://twitter.com/miriamkp Miriam Posner

    Hey, as a matter of fact, we just finished uploading the video of the workshop in question. You can watch charming Brian and Stewart describe how to create a basic wordpress.com site, as long as you can tolerate the not-so-great sound quality. Here it is: http://www.archive.org/details/Creating_a_Web_Presence_II
    – Miriam

  • sherbygirl

    What about consistency when it comes to the username/handle you use when commenting on blogs, posts, sites, etc? How do we maintain consistency (considering usernames we created years ago), anonymity, and general professional discussions? What got me thinking about it is a discussion some of us are currently having on twitter regarding the changes in CHE commenting. Do I want to maintain my “identity” as sherbygirl (whom many people know who I am, but not that many), or use my twitter identity or even facebook? I guess one of the challenges really is not only what you put out there yourself for yourself, but what you put out there on everyone else’s stuff, if that makes sense.

  • http://twitter.com/ltlatnd NspireD2

    Thanks for these useful insights! As luck would have it, last night I posted this on my blog – Three easy ways to make academic websites.. — Chris Clark, Notre Dame

  • http://about.me/jbj Jason B. Jones

    Useful questions. I’m @jbj, or a close, obvious variant, on lots of services, and have, over time, migrated to posting comments and such that way. That took me a while, though, since “JBJ” is also my standard “we’re not on a first-name basis” e-mail signature, and so felt over-formal.

    Unfortunately, I have almost no experience with posting under a pseudonym, so can’t offer anything more direct.

  • http://www.briancroxall.net Brian Croxall

    These are indeed good questions. Unfortunately, we couldn’t capture everything we discussed in the workshop in this single post. But the importance of consistency (of username, avatar, etc.) is very real when trying to goose your web presence; that’s why it’s one of our three governing principles. Like Jason, I don’t have a lot of experience posting under a pseudonym. But you might find the comments that followed one of my first ProfHacker posts useful: “Being Yourself Online (of usernames and avatars)”.

  • cksyme

    Miriam-This is a great primer and good, real-time advice for academics who are wary of the web. Marketing is a fairly new, but necessary concept for higher ed people. RSS makes my social media day a lot easier. Great place to curate info. Also, we can follow on Twitter (great source of info links) and never have to tweet ourselves. I think it’s worth setting up an account just to follow people.

  • cksyme

    I bought my domain and used it as my blog URL, which is my website. You can also incorporate the same “url” into your Facebook page if you set up a fan page instead of a personal page. There are lots of options out there, but I like the idea of consistency. For instance, I am cksyme on Twitter, Facebook, all commenting, etc. And now that Google searches Twitter, LinkedIn, and Facebook, the real important thing to remember is use the same name everywhere and they will find you!

  • windfix

    Google Scholar alerts are another incredible way to stay tuned with your research interests. Every time Google Scholar indexes an article with your search terms, you get an email with the link.

  • frankfessenden

    Since ProfHacker readers are already familiar with Interfolio for managing and delivering dossiers, I thought you might find it helpful to know that Interfolio also has an online portfolio for academics.

    Here are two examples:

    http://www.interfolio.com/portfolio/Edward-Gitre/
    http://www.interfolio.com/portfolio/JessicaDeCou/

  • http://ProfHacker.com George H. Williams

    True! Check out Ryan Cordell’s ProfHacker post on this subject: “Automating Research with Google Scholar Alerts

  • http://www.briancroxall.net Brian Croxall

    Thanks for this, Frank. We totally spaced talking about Interfolio’s portfolios. We’ll have to incorporate that into future versions of the workshop.

  • http://twitter.com/rvidal Ricardo Vidal

    Great post. I’ve found it to be very important to be “discoverable” in the sense that it is not only important to have a profile with your personal, professional and academic information but moreso that you can make it easy to find.
    At Mendeley, it’s easy to setup and manage your personal profile and there is even a great tool that will allow you to embed your profile on any website. The embedded code keeps your profile up-to-date with any changes you make within Mendeley.
    My colleague William Gunn recently wrote a blog post about this topic which he nicely titled “If you publish a paper, but nobody reads it, does it make a difference?”

    You can read the full post here: http://www.mendeley.com/blog/academic-features/if-you-publish-a-paper-but-nobody-reads-it-does-it-make-a-difference/

  • teachercontinue

    Useful info. I am starting a new class for continuing education for teachers. It is an Independent Travel Study: Actual or Virtual Trip. I want to set up a web page. So thank you.

  • 22086364

    I appreciate your thoughtful response, and your articulation of things that could be more clear about the situation. It will be interesting to see what comes out, and I hope there’s some satisfactory resolution soon.

  • bloomthinking

    http://www.semissourian.com/files/class-action-petition-file-stamped.pdf

    Missouri Veterans Class Action Petition pdf link

  • http://granitesentry.com Granite Sentry

    Glad to hear he’s behind bars, hope he stays there. But you have to notice the contrast with William Ayers, who the last I heard was still a “distinguished professor of education” at the University of Illinois-Chicago. No convictions, but here’s how the New York Times quoted Prof. Ayers in Sept. 2001: “I don’t regret setting bombs…I feel we didn’t do enough.” http://www.granitesentry.com

  • http://twitter.com/akesha akesha

    I started offering similar workshops a year ago. There is a great need for this service. I would only suggest you include information about separating your public identity from your private one.

  • http://twitter.com/hwathington Heather Wathington

    About time someone started to ‘fess up. Online teaching is expensive…

  • richardtaborgreene

    Some issues never die——-yaaaawwwwwwwnnnnnnnnnnnn

    ALL THIS TERRITORY has been thoroughly examined, explored, and experimented with/in/by/on/under 30 years ago when industry had WAN then Web services to support business processses (which included first Corporate University–laughs—”distributed” courses). To wit:

    1) A WEAVE WORKS—of minimal e-mediated contact (the more minimal the better) WITH intense face–to-face mass workshop events (3-days each max).
    2) TUNE THE WEAVE—each course or process requires tuning of how much event how often of what type PUNCTUATES the isolation of e-mediation enough to keep morale, flows of assignments, and understanding growing well.
    3) INITIAL ERRORS—are always putting WAY TOO MUCH into the e-mediation system, and trying, however, unconsciously and indirectly, to eliminate the face-to-face component.

    Note—you CANNOT punctuate an e-mediated process with ORDINARY CONFERENCES AND MEETINGS AND CLASSES—you punctuate with, instead, Mass Workshop Events (I have a book with chapters on this—Knowledge Epitome). These are special events with social automata replacing usual discussions and meetings.

    Industry after industry reported convergence on this same formula from 1985 to 2000. Every single company tried to push too much onto the e-mediation stream or tried to punctuate it with usual conferences and meetings. Only those with especially structured and intense short term meetings face to face survived.

    Weave-Tune-WorkshopEvents

    I think the Bigger Problem the conference tip toe-ed around is this:

    All time spent on re-format-ing stuff for e-mediation, increases the datedness of the ideas and material. All faculty time spent on that, reduces journal publication, tenure, and institutional rank and fame. The vast formatting work involved in these systems of instruction push:
    contents to datedness
    faculty and institution to low rank.

    THAT is a problem a real long term big problem. To delve into these systems is to commit career suicide. Nothing less. Nice idea, wrong institutional matrix. context, etc. Nice try no banana

  • paievoli

    By nature the business model of tuition does not allow for enough margin to create sufficient revenue. Colleges must look at alternative revenue streams that have no cost associated with them in order to go forward and meet their goals. They have to come to realize this soon. “It’s not the movie it’s the lunchboxes” – Plain Yogurt

  • shandel

    Discourse on best practices in teaching and learning is healthy, but the tension evidenced in this article and comments over online programs in higher ed is more of a business model discussion that unfortunately may lead some to doubt the efficacy and value of the medium itself.

    What gets lost in conversations like this is the strength of partnerships between universities and outside development companies, the value that each party brings to the table, and the cost impacts of such relationships.

    Working with a faculty subject matter expert to develop a quality online offering leverages the skillsets of both the university and the online development company. While this investment of time is significant for the first launch of such a semester-length course (5 or more hours per week for 2-3 months), the instructionally-designed program that results from this collaboration enables the university to expand its audience and the qualiy of its brand, and therefore its revenue in ways that would be challenging in the absence of such a partnership. There is a cost of entry, but creative business modeling can help universities offset these costs. Given the model that Marc references in this article, where for-profit companies partner with a university for a share of the revenue, everyone has a stake in keeping costs reasonable and ensuring the success of the programs once delivered.

    There are two paradigms that have not proven entirely successful: One in which the company that develops the learning program delivers it and walks away and the one wherein the university depends on faculty working with minimal support to develop and deliver their own online courses. At the end of the day, most of the faculty we have aworked with tell us that while developing their online course with us was challenging, it has helped them reflect on their classroom teaching.

    The goal is not to replace one type of learning with the other but rather to sustain the great value that an on-campus learning experience provides and to extend the value of that excellence in teaching beyond the campus walls.

    -Sheri Handel
    http://www.logicbay.com

  • rich2

    The Chronicle has been inaccurate for years in its reporting on distance or blended learning, profitability, and programs offered by the 4-year land grant university. This article is a prime example. Online programs can be extremely profitable for the non-profits, without outsourcing or partnering with a for-profit entity, with little or no upfront investment. At my university, I have demonstrated time and again how new distance and blended program will be “profitable” by the time the first entering group of students graduate. The examples of failure listed in this article did the opposite: they invested in overhead, technology and training first then sought market development. The keys are obvious and since they are not mentioned by the Chronicle, I believe the explanation is that the Chronicle must “outsource” its reporting on this issue to someone who does not have practical experience in leading distance and blended learning programs. The keys are to launch programs were there is demonstrated market need for the program in an online format: professional degree programs, targeting the working professional, typically at the graduate level. It is not difficult at all. I have done it for a decade and this “mystery” over how to do it is nonsense. Why is this story repeated? I think it is because it is re-assuring and comforting for the readership of the Chronicle to read that online is not necessarily profitable. Five years ago, the Chronicle published articles questioning the “validity” of online pedagogy. Now the emphasis has shifted to the profitability of online education. Shame on you, Chronicle, for advancing a highly misleading story line.

  • raza_khan

    I am always amazed that why a campus should even begin to offer online courses. Is it for the money or the for the betterment of the students.

    If it is for the sake of money, the campus is a business! If not, then it is an academic institution that is seeking innovative avenues for student learning.

    Yes… you do not have to remind me as to how many academic institutions have been morphed into a business. I know… in few years time, this will have a ripple effect to K-12.

    There are many campuses who will tell you it is profitable and those who say with data that it is not. I, as faculty, am more concerned about the product – the online student!

    Raza
    ___________________________
    Raza Khan, Ph.D.

  • martlily

    The real question is why can a third party be profitable, when the institution itself cannot. The answer, a bunch of academics running it versus individuals with an operating focus to offer the best experience for the student while gaining operating leverage.

  • http://saurilio.blogspot.com Suzanne Aurilio

    Historically, that is, since the 19th century, distance education has often been touted for being economically desirable. The more systematized it’s become, the less transparent the economics of it have become too. Take for example, the so-called green argument. The cost of printing, heating and lighting is simply off-loaded onto students; the cost of e-waste is not even figured into the equation. The commute argument, as it relates to the U.S., is a bit dubious too, considering Americans’ driving habits overall. In short, we have neither evidence nor the cultural disposition to make a reflective or honest appraisal of the situation. Let’s not forget too that ideology more than anything, informs educational policy and practice.

  • pr_professional

    Universities committed to providing a quality online education experience for the student know this: the only cost saving is in “classroom rental.” And those savings are wiped out by other costs including the need to engage distance learning designers, who optimize courses for the Web (for instance, taking advantage of interarctive and social learning features). You still have the cost of instructors. No savings on scale there, Unless, of course, you treat an online course like a lecture hall of infinite size with limited or no meaningful interaction with instructors or between classmates. Or unless you deploy a cookie-cutter model, a one-size-fits-all curriculum with identical content and delivered in exactly the same way by multiple, interchangeable instructors who have no personal connection with that curriculum. These are not roads any university of prestige will take, because universities of prestige care about the student learning experience above all else. We’ll keep costs down by using open source learning management systems, for instance–but we’ll spend where we need to to give students the quality learning experience they deserve.

  • Guest

    There is so much apathy in these statements that it’s depressing. I think someone with an innovative idea and an entrepreneurial flair could create something which is both useful and profitable in the educational field. If schools are commissioned to create these for-profit ventures then they will have a higher probability of failure since this is not the mentality or business of universities. I have created a free site for educational purposes called http://Enterthegroup.com.
    Perhaps educational institutions can look to the private sector for cheaper solutions which can make a big difference for students and teachers.

  • allen_lind

    “Central Florida is a good example: Blended and online courses account for 30 percent of total credit hours at the institution. Not counting faculty salaries, the university generates about $20 for every $1 invested in blended learning, Mr. Hartman said.”

    “The rumor is USC got about a $6-million check the first year of that partnership,” Mr. Jarrett said during his keynote address. (The relevant section comes about 48 minutes into the speech.)”

    The article content does not seem to match the title “Think You’ll Make Big Bucks in Online Ed? Not So Fast, Experts Say”

  • fiscalwizard

    What is this “not counting faculty salaries” in proclaiming a return of $20 for each $1 spent? That’s like saying “not counting the words in it, the book is great.” How can anyone who can walk and chew gum at the same time write such silliness.

  • oldphilprof

    It is a bit disconcerting and worrisome that noone is addressing the issue of quality of education here. Perhaps that says something truly deep about the entire topic of online education.

  • Prof_truthteller

    Well said, pr_professinal. I would only add that it’s not solely the “universities of prestige” that care about student learning. It could be argued to be true of all non profit universities. It’s only the for-profits that, by their very nature, are forced to put profits ahead of any other goal.

  • http://jbdeaton.com Ben Deaton

    I thought I might share a related post I just wrote that details how to set up an academic website using WordPress and some alternatives, in case anyone’s interested. 

    http://jbdeaton.com/2011/05/13/how-to-build-a-great-academic-website/

  • abcde1234

    crickets

  • dopefein

    Exactly? Wood, what do you mean by this? Elaborate or don’t say it at all — otherwise, you are “throwing verbal bombs” just like the Berkeley students and Vice Chancellor. 

    More important, we really need to get away from this sort of sloppy, echo-chamber, storytelling about race and racism in America.  The cognitive and emotional processesing of individuals and collectives in regards to race, along with the deep structural and complicated cultural reverberations of race, make telling such stories utterly unhelpful, and often, destructive.  This goes for people on all sides of the issue.

    Wood, I don’t know that this incident can be so easily boilled down to the point you attempt to make.

    Reductionism is really sloppy thinking by anyone who employs it, you included Mr. Wood.

  • minnesotan

    Journalism is reductive by nature. If it were anything else, it wouldn’t be worthwhile.

  • blue_state_academic

    People may have different definitions of “middle class,” but we can all agree that a family income of $180K (or even $150K) is well beyond middle class

  • jamesebryan

    A while back I read a Chronicle article discussing what I seem to recall as the Australian system of funding higher education, with free tuition at public universities but with slightly higher income tax rates on college graduates who had received their degrees from government funded institutions.  To me that sounds like something that would remove financial barriers preventing the poor from going to college, and would probably provide a more reliable revenue stream for colleges than what we have now, so why do I never hear it proposed here in the United States?  Of course there would be massive up-front costs that the government would have to assume when the universities give up tuition but before their graduates start paying income taxes at the higher rates, and of course banks would probably stand to lose a lot of business in loans that can currently never be defaulted, but shouldn’t we at least discuss a bold change from the status quo? All of this fine-tuning of student loan arrangements strikes me as rearranging the deck chairs on the Titanic when the private sector more and more expects college degrees from job applicants while at the same time the disparity in the levels of wealth between the richest and poorest among us grows ever greater.

  • badger74

    For college educated people living in major cities having a family income of $150,000 does not make one feel like a member of any elite class. You do get to pay lots of taxes, until recently you had to pay too much for a decent house in a good area, kids are very expensive, etc etc.
    The nice thing is in this country instead of some academics or other technocrats running things we all get to vote and decide what is fair.  And I do not expect any of the focused tax relief programs for the income earning workers of this country to be curtailed anytime soon. We want the best for our kids too.

  • droslovinia

    I am genuinely curious about this: Why is it that when some states make what they deem as “bad” collective bargaining agreements, they seek to punish the people who benefited from the negotiations, rather than the people who failed?  That seems kind of counter-intuitive in a “free-market economy.”

  • johnfarley

    It is, indeed, time to re-unionize the private sector.  If public sector employees lose union protection and decent benefits and the hope of a decent retirement, nobody will have these things.  It certainly won’t do anything for anyone working in the private sector.  Rather, we should seek to not only  preserve the rights of public-sector workers, but restore them for private sector workers.  Otherwise, all of our kids and grandkids will be working for peanuts until they are 80 or older.

  • jffoster

    “…every one has a basic right—enumerated by Article 23 of the UN Declaration of Human Rights—to band together and pursue collective interests through a union….”

    1. To what extent has this, ”basic”, or rather, manufactured “right” , or indeed the UN Declaration of Human Rights, the force of domestic law in the United States of America? 

    2.  SB5 did not ban public workers unions nor forbid public workers from joining them.

    3. How about the right to work, i.e. hold a job without having to pay union dues or “fair share”         bargaining assessments?

  • kossack

    The media is making this vote a referendum on Tea Party politics and the Republican Party.  It is not that.  This was simply a vote about a governor who believed he could ram through any type of legislation that he wanted.  As SB5 was working its way through the legislature, the governor refused to negotiate whatsoever,  It wasn’t until sufficient signatures on petitions made it clear that SB5 was going to be on the November ballot that the governor expressed any willingness to negotiate.  This is simply about an impotent delusional governor who should have stayed at Lehman Brothers.

  • jffoster

    Kossack is quite correct.  Polls throughout the succession from governor’s bill crammed through as all or nothing to final outrageously false claims by the opponents of Issue 2 (Senate Bill 5) showed that the public actually supported some provisions of SB5.  It looks like that when the dust settles, parts of the bill will be reenacted by the Assembly General.

  • cwm4c

    ” Public-sector unions, who represent about the same proportion of employees today as private-sector unions did in their heyday, provide significant financing and manpower to Democrats in elections.” 

    Hence the reason Presidents Kennedy, Eisenhower, and Franklin Roosevelt were strongly against any public employee unions.  You cannot have an equal across the table to negotiate with if the union financed and elected that politician.  This conflict of interest has forever haunted us, and does still today across both parties in local/state/federal levels.

  • jffoster

    Even George Meany had doubts about collective bargaining for public employees. 

  • katisumas

    What “Franklin Roosevelt” are you referring to?

  • jffoster

    I think he has Franklin Delano Roosevelt in mind. The only Franklin Roosevelt who has been President of the United States. And as I understand it, …4c is essentially correct about FDR’s views about public employee collective bargaining.  

  • jamescurrin

    If Prof. Richard Kahlenberg wishes to have his interests represented by a public employee union, that is his right.  What I object to is his assertion that coerced contributions to a political power bloc that always supports the candidates of a single political party has something to do with “liberalism”.  It is the polar opposite.  Liberalism, if it means anything at all, is the freedom of the individual to determine for himself where his interests lie and how best to further them.  Faculty unions at public colleges are the most contemptible of all of them.  During a great part of my working life, I was forced to pay dues to a monstrosity called United University Professions, although I refused to join it.  As its name implies it purported to represent all university employees although their interests were often in direct conflict.
    Prof. Kahlenberg, in his last paragraph, presents himself as something of a Fascist by implying that everyone has an obligation to support the “progressive” movement in this country.  There is no such obligation.

  • shotookan

    Higher, post-secondary, tertiary, or third level education refers to the stage of learning that occurs at universities, academies, colleges, seminaries, and institutes … Scrabble cheat
     

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