Practicing academic anthropology in the USA

Cris Shore is mentioned in an article in Inside Higher Education on a session of the AAA meetings on teaching anthropology in a “red state” in the US. Hardly surprising that a pro-evolution, anti-racist, anti-sexist field would attract the ire of many.  I wonder if others in this group were present and have any reflections to share about this session or if Cris wants to elaborate?

Students as course evaluators

Chronicle of higher education on student roles in course evaluation

This Chronicle of Higher Education story is both welcome and disturbing. It is welcome because it credits students being intelligent enough to evaluate constructively what and how they are learning in classes.  So far so good.  But the rather breathless tone of this essay ignores the fact that the Tayloristic premises of higher education institutions as organizations has primarily created students as passive consumers of “education” rather than active partners in a process.  This reveals the native Fordist model that dominates and its associated “banking model”.

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A Response from Davydd Greenwood

Davydd Greenwood sends in a second response to Eli Thorkelson’s recent comments on Creating a New Public University and Reviving Democracy.

We are grateful for a review that invites a dialogue and we hope these topics will be discussed more broadly and from additional perspectives. Eli has been an important partner in this work ever since his undergraduate years and will continue to be long after we are gone.

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Daniel Kontowski, Liberal arts colleges and the liberal arts movement in Europe

I am writing to bring the work of Daniel Kontowski and his colleagues to your attention.  I met Daniel when we participated in Susan Wright’s “Universities in the Knowledge Economy” EU project and I became very interested in his doctoral work at the University of Winchester.  He has a diverse set of projects focused on the emergence and evaluation of liberal arts education in Europe.  It was, frankly, the first I knew of this movement having arrogantly assumed that the liberal arts college is a US institution.

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Speech, monuments, and the legacy of silence

While there is an extensive literature on campus speech codes and their increasingly coercive impact (see for example Greg Lukianoff, Freedom from Speech) on classroom behavior by faculty and students, private conversations, and the selection or dis-invitation of controversial campus speakers, the analysis has tended to focus on the politics of speech and freedom of speech and not on why speech has become so dangerous and controlled.  The current controversies over Confederate monuments and their consequences seems linked to this in various ways.  I have nothing of particular interest to say about these topics directly.

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Commentary on “The New Political Economy of Higher Education”

A brief commentary on:

“The New Political Economy of Higher Education”, Special Issue of the journal Higher Education, Editors: Johannes Angermuller, Jens Maesse, Tilman Reitz, Tobias Schulze-Cleven, Higher Education, Volume 73, Issue 6, June 2017. https://link.springer.com/journal/10734/73/6/page/1

Eli Thorkelson put me on to this special issue of the journal Higher Education. I confess I had not seen it and that I was pleasantly surprised to see the robust theoretical and empirical work coming from a group of scholars who I was unaware of. Since I read as much as I can on US and European higher education (in English and Spanish), the fact that I was unaware of this network of researchers suggests that others might gain as much as I have from learning about their work.

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Chris Newfield and Michael Meranze’s blog: Remaking the University

For those not familiar with it, this blog, though it focuses on the University of California system, frequently airs issues and analyses that are of broad interest to anyone interested in university reform.  In addition to the perspectives offered and the detailed, even meticulous analysis of policies and practices in the University of California system, one of the unique features is their willingness to engage university policies and finances head-on and in detail.  As we know from the work of Susan Wright, Andrew McGettigan, Walter MacMahon, Cris Shore, and a few others, subjecting the policies and numbers to critical analyses and alternative formulations is hard work but is effective in calling academic administrators and policymakers “to account”.  Enough accountability raining down on us. It is time to push accountability upward.

The blog entry page is http://utotherescue.blogspot.com/.  Here is the most recent example:

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Making invisible actors visible in universities as organizations

From an organizational perspective, it seems to me our grasp of how universities work remains quite spotty.  We have a variety of studies of students of different kinds: multicultural, international, by gender, fraternity and sorority members, adult students, not every kind of student and experience but a good start.  We have a stack of work on professors both by professors and about professors.  We have portraits of senior administrators and their self-portraits and their picture of the faculty and students and we have some work on admissions and “enrollment management” staff.  But universities and colleges do not operate simply by faculty teaching, students studying, and administrators “administering”.

There are all sorts of relatively invisible roles, however, that make these organizations possible and they matter a great deal to the functions and sustainability of the institutions.  Groundskeepers, maids, food service personnel, accountants and budget officers, human resource officers, buildings and properties managers, dining staff, alumni affairs staff, public relations staff, and so on are all part of the organizational structure.  They are diverse, ranging educationally and economically from the bottom and operating within a narrow organizational span to relatively well paid people with a broad span of responsibilities.

My point arises from my observations on my own campus over the years.  In every one of these categories, there are people who actively contribute to either the academic mission of the institution or to the quality of life makes it a better place to work than it would be otherwise.  In every one of these categories, I have found people who support the learning/teaching mission of universities and people who don’t.  I have seen two different people in a relatively high staff position with similar education and compensation, play their roles very differently. The actions of one undercut the organization in an authoritarian and self-interested way and the other helped make up for a variety of defective processes and structural linkages in a way that made the organization effective and more efficient.

I think positive staff contributors, often unrewarded and disregarded, should be represented in our ethnographic work.  They are part of the conditions of possibility of the institution, not mere “staff” to be hired and fired at will or to be outsourced without consequence.  By not making their roles visible and showing some of the ways they play their role, we allow senior administrators, faculty, and students to think that only they “are” the “university”.  Let’s help broaden the view.