Negotiating a new academy: “ Making knowledge work ”

Negotiating a new academy:“Making knowledge work” Negotiating a new academy:“Making knowledge work”

Gary Rhoades

Professor & Director, Center for the Study of Higher Education, University of Arizona

Director, Center for the Future of Higher Education

Campaign for the Future of Higher Education

Gary Rhoades

Professor & Director, Center for the Study of Higher Education, University of Arizona

Director, Center for the Future of Higher Education


Mark Abbott - President – [email protected] Elsesser – Leadership Team – [email protected] Carr- Leadership Team – [email protected] Kant-Leadership Team [email protected] Anderson-Leadership Team [email protected]

Write to congratulate our colleagues

As you know, negotiating a first contract is a long process,and these colleagues could use our support

The privatized rhetoric:Individual(ized) informationdelivery

More…Managed/…Professionals

The negotiated reality:Collective professional domain

…or less…organizing

Management & labor, in higher education

In this negotiation, to stand on the sidelines is to side with management

Where we’ve been headed, for decades, “academic capitalism & the new economy”

Privatization of purpose New circuits ofknowledge production

Increased managerialcapacity

Extracting private profitfrom public entities

Heightened social, professional,& institutional stratification

Who will speak for the public good? investing in core missions, serving growth demographics

Privatizing hed’s purposes:Ac capitalism’s new circuitry

Equal opportunity for all persons, to the maximumof their individual abilities and without regard to economic status, race, creed, color, sex, nationalorigin, or ancestry is a major goal of American democracy. Only an informed,thoughtful,tol- erant people can develop and maintain a free societyTruman Commission, 1947

Obama administration (2012) announces 500 million incommunity college grants to expand job training throughlocal employer partnerships.New monies for cc’s in 2009 shifted to Dept of Labor, & restricted to workforce development (ec stimulus)

MOOCs

Short-cycle certificates:Pathways to …?

CBL

Heightened stratification & inequityHeightened stratification & inequity

◊ Rising costs, closing doors of access, tracking of low income students to for-profits/for-subsidy hed, & high levels of debt AND DEFAULT.

◊ No relative gains in access to most elite hed.◊ Far less spending per student in access colleges & univs.◊ Increased cost, reduced investment in faculty, evident in >

increases in adjunct & contingent fac, esp in access hed.◊ “Those students don’t need college.” ◊ Social stratification maps onto institutional & professional

stratification, and the inequities are growing.

◊ Rising costs, closing doors of access, tracking of low income students to for-profits/for-subsidy hed, & high levels of debt AND DEFAULT.

◊ No relative gains in access to most elite hed.◊ Far less spending per student in access colleges & univs.◊ Increased cost, reduced investment in faculty, evident in >

increases in adjunct & contingent fac, esp in access hed.◊ “Those students don’t need college.” ◊ Social stratification maps onto institutional & professional

stratification, and the inequities are growing.

• http://futureofhighered.org/•7 principles for affordable, quality hed for all http://futureofhighered.org/principles/•59 supporting organizations•Think tank reports & working papers: http://futureofhighered.org/research-center/ http://futureofhighered.org/workingpapers/•A grass roots faculty/staff voice On the Issues http://futureofhighered.org/on-the-issues/•Organizing days of action: mobilizing locally, coordinating nationally for a new direction.



We’re a campaign, not a competing organization--we have no fees: supporters include NEA, AAUP, AFT, SEIU, USSA, independents, fac/staff assocs & more).

We are FOR, not just against stuff: Our reports & papers feature our principles & propose real and realistic policy choices; & our commentaries offer reality checks & realistic paths.

We provide a faculty and staff voice on issues too long dominated by managers, CEOs & politicians.

We’re a campaign, not a competing organization--we have no fees: supporters include NEA, AAUP, AFT, SEIU, USSA, independents, fac/staff assocs & more).

We are FOR, not just against stuff: Our reports & papers feature our principles & propose real and realistic policy choices; & our commentaries offer reality checks & realistic paths.

We provide a faculty and staff voice on issues too long dominated by managers, CEOs & politicians.

Making knowledge (& technology) work for the public interest

Making knowledge (& technology) work for the public interest

CFHE papers (3) on MOOCs, & 10/9/13 national press call (getting interest inquiries from US News, & other natl press, as well as trade & local.

Forthcoming think tank report on negotiating tech & advice for practical action regarding MOOCs.

NEA Higher Education Almanac chapters on good technology language.

Book chapter I am working on regarding contract language and mobilizing in relation to MOOCs, hybrids, and web-enhanced face 2 face classroom modalities.

CFHE papers (3) on MOOCs, & 10/9/13 national press call (getting interest inquiries from US News, & other natl press, as well as trade & local.

Forthcoming think tank report on negotiating tech & advice for practical action regarding MOOCs.

NEA Higher Education Almanac chapters on good technology language.

Book chapter I am working on regarding contract language and mobilizing in relation to MOOCs, hybrids, and web-enhanced face 2 face classroom modalities.

Negotiating a high tech academyNegotiating a high tech academy

Too few provisions on technology. Too many provisions focused only on pay and/or

intellectual property. Too much of a focus only on individuals, not on

“collective” considerations (e.g., workforce, bargaining unit work, governance).

Too few speak to a progressive new unionism, & remain defensive/protective in posture.

Too few speak to the public interest. Too few go beyond distance ed to address hybrids, & too

few are positioning us well for new “innovations.”

Too few provisions on technology. Too many provisions focused only on pay and/or

intellectual property. Too much of a focus only on individuals, not on

“collective” considerations (e.g., workforce, bargaining unit work, governance).

Too few speak to a progressive new unionism, & remain defensive/protective in posture.

Too few speak to the public interest. Too few go beyond distance ed to address hybrids, & too

few are positioning us well for new “innovations.”

Bread & Roses, & health care too:Contingent faculty working conditions

Bread & Roses, & health care too:Contingent faculty working conditions

Kudos to you in IEA for fighting for adjunct faculty rights in relation to ACA (e.g., Oakton’s AFA & “adjunct affiliate” status for health care, which I realize is likely controversial, but it’s stopping the institution from stiffing all adjunct faculty).

Kudos for “Invisible No Longer” & AFA survey. Along those lines, ACA survey of NFM (New Faculty

Majority) with CFHE. Out next week, reported out on faculty in CEW, & announce a parallel survey for staff.

NEA Higher Education Almanac this year. CFHE/NFMF “Who is professor staff” report.

Kudos to you in IEA for fighting for adjunct faculty rights in relation to ACA (e.g., Oakton’s AFA & “adjunct affiliate” status for health care, which I realize is likely controversial, but it’s stopping the institution from stiffing all adjunct faculty).

Kudos for “Invisible No Longer” & AFA survey. Along those lines, ACA survey of NFM (New Faculty

Majority) with CFHE. Out next week, reported out on faculty in CEW, & announce a parallel survey for staff.

NEA Higher Education Almanac this year. CFHE/NFMF “Who is professor staff” report.

Making the invisible visible, virtually:Linking learning to working conditionsMaking the invisible visible, virtually:

Linking learning to working conditions

Report #2 (back to school employment practices):Who is professor “staff”…

and how does this person teachSO MANYclasses?

“Just in time” is not…for students/faculty/quality

A future contingent on common cause: We rise or fall together

A future contingent on common cause: We rise or fall together

◊ In academe, what managers are doing to adjunct faculty, they would like to do to all faculty: We are all contingent.

◊ It’s not just us. What managers are doing to adjunct faculty is what is being done to employees in & outside academe: We are all employees.

◊ It’s who and why we teach. What capital wants is compliant, surpluse, and undereducated, labor not critically thinking masses.

◊ Connecting employment rights to civil rights to voting rights: We rise or fall together.

◊ In academe, what managers are doing to adjunct faculty, they would like to do to all faculty: We are all contingent.

◊ It’s not just us. What managers are doing to adjunct faculty is what is being done to employees in & outside academe: We are all employees.

◊ It’s who and why we teach. What capital wants is compliant, surpluse, and undereducated, labor not critically thinking masses.

◊ Connecting employment rights to civil rights to voting rights: We rise or fall together.

Thank you…

Negotiating a new academy: “ Making knowledge work ”

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