The good news: NYU and the UAW have agreed to allow graduate teaching assistants to hold a union election.
The "sigh" moments come in the first and last clauses here:
Outside the South, graduate student unions are common in public higher education (where collective bargaining rights are determined at the state level), but have been the source of years of organizing and legal struggles in private higher education.
In the discussion that followed Anca Gheaus' guest post on the gender situation in the German academy, there was some mention of the fact that in many European job-markets, faculty searches are not truly 'open,' so that internal candidates are strongly preferred to those from outside the hiring institution. Clearly, when taken to an extreme—institutions becoming highly resistant to hiring anyone but their own PhDs and/or post-docs—such a practice can be very detrimental to any process of diversification within the academy. But I wonder if there might not be other situations in which an over-emphasis on 'open' searches is actually detrimental.
I'm thinking of the situation in the U.S. academy, where the norm is very strongly against not only hiring a department's own PhDs, but also hiring any currently employed non-tenure track faculty into tenure lines, or even adjuncts into full-time NTT lines. Given that the galloping precaritization of the professoriate as a whole is fast becoming a structural crisis, I wonder if it is not time to examine the possible merits of encouraging departments to commit to making at least a certain percentage of their full-time and TT hires from within the ranks of their current part-time and NTT faculty.
The University of Florida has been given permission to hire "100 faculty members to fill new positions it will create as part of a push to join the nation’s top 10 public research institutions," The Chronicle reports. [HT Pete Boettke] According to the university, the main fields targeted for expansion "are life sciences, massive data, cybersecurity, Latin American development." Given demographics and geography, the first and last of these priorities make eminent sense, of course. (I ignore here the non-trivial issue to what degree Florida should be investing in higher education rather than, say, in K1-12.)
Now, earlier in the year this very same university made national headlines by acknowledging that it is basically terminating its PhD program in economics. Given that "massive" data-mining is increasingly taking over economics, there is some logic in this decision (recall and here, here). But before any philosopher has misplaced schadenfreude over the demise of the once-imperial human science in the face of market-forces, it is worth noting that the economics department was "offered the opportunity to move to the College of Liberal Arts and Sciences but opted to remain within the business college and become smaller." One wonders what is known about the investment priorities of the Gator's college of LAS. For more on the internal political economy at UF called "responsibility-centered management", see here.
Universities as corporate bodies are institutions with amazing longevity. They have a demonstrated record of adaptability, re-invention, and expansion. They have seen the rise and fall of Feudalism, the Reformation, the growth of capitalism, expanding suffrage, Communism, Nazism, and innumerable break-through technologies (including print, telescopes, radio, TV, etc.) One does not show such durability by exhibiting special moral courage nor by clinging to the status quo. Rather, one does so by shrewd opportunism and a firm eye on strategies that ensure long-term survival. None of this is to deny that there are not failed (e.g. Palencia) or zombie universities in which the academic ethos struggles against clientism, nepotism, state control, and a whole list of -isms taht promote mediocrity (many of which intimately familiar to us in Europe).
Only a fool bets against universities. One has to be a huge fool to bet against North American universities; these thrive in an extremely, competitive environment. To be clear: their thriving can come at the expense of many academics (e.g., adjuncts); their thriving is compatible with being a rich source of profit to alternative parties (e.g., Apple); their thriving is also compatible with providing governments with tools to spy on the whole world (enuff said). What's good for universities is not necessarily an unmitigated good. Now, for that whole, amazing history of the university, philosophy has had some place in the curriculum. Nothing lasts forever, of course, and philosophy may have changed essence along the way...because just saying.
Michael Kremer calls my attention to this post by Alex Usher (itself a response to this one). The significance of the post is three-fold: (i) one of the big corporate players in MOOC (massive open online courses) world, Udacity, is changing its strategy from competing with traditional universities to focusing on corporate training--this is accompanied by very forthright commentary by one of the intellectual (and corporate) pioneers of the very idea of MOOC; (ii) the mainstream press is silent on (i); (iii) there is, in fact, no mechanism to keep score on the opinion-leaders of the mainstream press (who have by-and-large been cheerleaders for MOOC and their corporate sponsors).
Anyway, here is a generous excerpt from Usher's post:
There was a big story in MOOC-world last week, which the mainstream press has surprisingly yet to pick up on; namely, that Udacity, one of the three big corporate MOOC players, has just left the building.
Udacity, if you recall, was created by one Sebastian Thrun, a computer scientist at Stanford. It was he who kicked off the current MOOC craze by opening up one of his computer science classes to the world, and then finding out that 160,000 people around the world had signed up. Thrun left Stanford to start Udacity which, along with Coursera and EdX, has been part of the Holy Trinity of the MOOC revolution.
Last Thursday, Fast Company Magazine put out a story (hagiography?) on Thrun, which contained some staggering statements from the man himself, including:
(on looking at data on drop-outs) “We don’t educate people as others wished, or as I wished. We have a lousy product”.
(on providing remedial education) “These were students from difficult neighborhoods, without good access to computers, and with all kinds of challenges in their lives… it’s a group for which this medium is not a good fit”.
(on the value of Udacity courses) “We’re not doing anything as rich and powerful as what a traditional liberal-arts education would offer you”.
From a guy who cockily said he was on the verge of finding a “magic formula” for education, and that by 2060, thanks to MOOCs, there would only be 10 universities, this is some funny stuff.
Male-only-invite philosophy conferences occur frequently in Germany (recall this discussion). The right thing to do is to contact organisers and, if need be, point out women who have been doing good work in the respective field. There may also be a case for male invited speakers to lobby for the inclusion of (more) women as invited speakers (see the petition initiated, in part, here at NewAPPS). Depending on the particular academic environment where the conferences happens, this can lead to an environment more accommodating to women. Due to the structural problems with the German academy, the beneficial results of gendered conference campaigns are likely to be limited to the expressive value of having women amongst speakers. This is, by itself, a lot.
This story about La Salle University's (Philadelphia) plans for a new business school really has it all: a manufactured sense of urgency, the decision to spend endowment funds and take on debt to finance construction of a luxury facility, the sense that the race for prestige trumps all other considerations.
Because of the steep competition, the university has chosen to pay for the building from endowment funds, a 2012 bond issue, and $15 million in alumni donations - 57 percent of which have been secured.
"We made the decision to do it that way rather than conduct a seven-year capital campaign," said Brother Michael J. McGinniss, La Salle president. "We wanted to get the business school up. It was more of a competitive and tactical decision."
In the end, the university’s rationale for the campaign relies heavily on a narrative of state defunding. For example, as a Detroit News article relates, “President Mary Sue Coleman called the campaign ‘audacious’ and said no gift is too small since universities need philanthropy with states no longer able to support them to the degree they must for schools to be globally competitive.” This narrative seems difficult to square with the actual role of the endowment in funding university operations. The endowment contributes only 4.5% (of its total holdings) to the general operation funds of university each year. The principal stays invested. Thus, if we look at the breakdown of revenue sources at the university in 2010 the endowment contributed only $253 million. Student tuition however generated over $1 billion, while state funding totaled $315 million.
The endowment clearly has very little to do with making up for lost state funding. Its purpose lies elsewhere. And that elsewhere is in the university’s move to behave more and more like a hedge fund, mobilizing donated capital to secure new revenue streams. It does this by taking advantage of its tax-exempt status to build up a hoard of money that it then invests around the world in shady funds and places it would rather the university community did not know about. In so doing, the university is slowly becoming an important player on Wall Street but to play with the “big boys” it needs more and more capital, which requires constant fundraising campaigns. This money is destined for investment not students. Little of it will ever reach students in the form of scholarships or be used to offset increases in tuition.
The SUM seems to be the sort of thing many universities should have:
Inspired by the Quebec student movement of 2012, the Student Union of Michigan (SUM) is an organizing platform based at the University of Michigan dedicated to fighting the privatization of higher education and instead building a truly democratic, open university run by students and workers. We stand in solidarity with student and worker struggles around the world.
McKenzie's review of McGinn's book raises three distinct, larger 'issues:'
(1) How much incivility in reviewing is still acceptable?
(2) Do Oxford UP and other prestigious academic presses apply different 'rules' for 'senior' figures?
Let's ignore (3), really. When I mention him in what follows, it is only to discuss (1-2).
In my opinion (2) is the more important issue because it gets at the political economy of our profession. For, let's be clear; McGinn and OUP are not isolated cases. Here are some other examples: today I read a polite, albeit devastating review of a book by Strevens (Harvard UP) that recounts a whole host of problems, including "failure to reference properly the remarkably rich research tradition." All the reviews of McGinn's 'triple' (see the links in discussion) make clear that he was permitted to allow himself to systematically ignore ongoing discussions in pertinent areas of scholarship. Whatever one might think of Nagel's Mind and Cosmos, however enjoyable and provocative, one cannot accuse it of generous engagement with informed, alternative views.
Nevertheless, the researchers had good news for colleges at the bottom line: Yes, college is still a worthwhile investment for both individuals and society. When the California Master Plan for Higher Education was enacted, in 1960, only 10 percent of Californians had a college degree, and the earnings gap between degree holders and non-degree holders was 35 percent. In 2010, they say, that earnings premium was 43 percent—higher than in the past, but still half the figure cited in the College Summit report. But, the researchers point out, the wage gap is higher now not because wages for college-degree holders have gone up, but because wages for people with only a high-school degree have gone down.
And the researchers note that getting that college degree has become increasingly risky, mostly because of the cost of education. As late as 1990, both men and women graduating from California public colleges would have almost no chance of “financial distress,” or what the authors define as having student-loan repayments in excess of 15 percent of their income. In recent years, however, those burdens have become more pronounced. Thirty-year-old men graduating from the University of California system have a 38-percent chance of financial distress, and women have a 55-percent chance.
The response of the political class to the university's claim to a
special status in relation to the polity has been crude but effectual:
if the university, which, when the chips are down, is simply one among
many players competing for public funds, really believes in the lofty
ideals it proclaims, then it must show it is prepared to starve for its
beliefs. I know of no case in which a university has taken up the
The fact is that the record of universities, over the past 30 years, in
defending themselves against pressure from the state has not been a
proud one. Resistance was weak and ill organised; routed, the professors
beat a retreat to their dugouts, from where they have done little
besides launching the intermittent satirical barb against the managerial
newspeak they are perforce having to acquire....
Philosophers should read this online issue of MLA Profession, since so far MLA > APA on professional issues. (Don't believe me? Check the date on this APA page.) Which doesn't mean it should stay like that; but it does mean we have a good model. Think of the leading folks writing on US HE issues: Bérubé, Massé, Newfield, Bady, Bousquet: they're all English folks. Let's fix that by developing a robust set of philosophers working on HE in general and philosophy work conditions in particular. IMO, these issues require us to drop the near-exclusivity of focus on the TT sector of the employment system, and to see it as one sector only. The last slides of this presentation tries to do that; the earlier slides are a stab at a brief historical survey. A conversation starter rather than a definitive statement.
An email landed in my inbox this morning about widespread non-payment of adjuncts in the CUNY system. I'll reprint it below the fold. IANAL, but those who are might want to comment on this in light of NY's "Wage Theft" law.
Here, though, read how Anthony Galluzo, one of those affected, describes his situation:
I'm supposed to be paid--finally--tomorrow, although classes started the last week of August. The explanation? Well, I was hired late--the week before said classes began--and there is a state mandated pay schedule. Fantastic. A system apparently designed with long term employees in mind, hence the glacial in-processing, even though it now runs on casualized permatemps hired at the last minute. This scenario was compounded by the fact that the secretary in the English department only submitted materials for one of my courses. I am teaching three. A fluke that happens all too often, as I've since learned from other adjuncts. Of the several adjuncts I talk to, I don't know one who was paid on time.
If you've been affected by non-payment, late payment, or partial payment, contact Debbie Bell firstname.lastname@example.org. To offer support of any kind, contact Jonathan Buschbaum. Below the fold, more details:
A "sardonic" tweet by a "Duke sociologist"* about this year's Nobels in economics generates an op-ed response in the New York Times by a MacArthur ('genius') fellow and Harvard economist, Raj Chetty. [HT Matt Zwolinski] It's been a few decades since an elite economist felt the need to notice a sociologist. Chetty reveals what is at stake:
the headline-grabbing differences between the findings of these Nobel laureates are less significant than the profound agreement in their scientific approach to economic questions, which is characterized by formulating and testing precise hypotheses. I’m troubled by the sense among skeptics that disagreements about the answers to certain questions suggest that economics is a confused discipline, a fake science whose findings cannot be a useful basis for making policy decisions.
If economics is not "a useful basis for making policy decisions," its seventy year, lucrative (jobs, funding, prestige, etc.) reign as the the privileged discipline in the policy sciences ends. (The only time I have discussed Chetty's views on the blog, I provided historical context for that claim.) Before I turn to Chetty's argument for why economics is "useful" in the relevant fashion, it is worth noting that he accepts the idea that consensus in methods ("formulating and testing precise hypotheses") and answers ("simple, unassailable finding") is an adequate proxy to a discipline not being a "fake science." Such consensus, need not prevent it being "ideology," too.
AMERICANS WHO WONDER what the heck is happening to their public colleges can find answers in the British case. While American educational and political leaders deny the negative outcomes of the actions they barely admit to be taking, the United Kingdom’s Tory government has offered explicit rationales for the most fundamental restructuring of a university system in modern history. The stakes are very high. Both countries have been downgrading their mass higher education systems by shrinking enrollments, reducing funding for educational quality, increasing inequality between premier and lower-tier universities, or all three at once.
Oddly, policymakers are doing this in the full knowledge that mass access to high-quality public universities remains the cornerstone of high-income economies and complex societies. The public has a right to know what politicians and business leaders are really doing to their higher education systems, why they are doing it, and how to respond.
Neil Levy writes with an aperçu that works, as do all the best ones, on both form and content levels: "What's supposed to be odd about that? Compare: 'Oddly, thieves take what does not belong to them in the full knowledge that the rightful owners might be upset.' "
The article is on Temple University, but I can't believe their financial problems are unique; readers are invited to comment on analogous situations at other shools:
"Poor operating performance and weak cash flow margins" at Temple University Health System will create "operating and liquidity pressures" that will suck up a lot of Theobold's time, writes Moody's analyst Diane Viacava and her team in a report to clients. Temple may end up needing to bail out its hospitals if Pennsylvania Gov. Tom Corbett's administration keeps cutting healthcare payments, Viacava adds.
Temple hospitals suffer "deep operating deficits", and Moody's cut their rating to Ba2, and threatened further cuts, in July. Viacava says Temple data shows operating margins in the last fiscal year fell below 2 cents on every dollar, down from more than 4 cents a year earlier, and are still dropping.
Total Temple debt has more than doubled, to $1.26 billion, in the past five years.
The CHE has a story on the placement study released at Philosophy News and commented upon here and at Leiter Reports. Unfortunately, the CHE story frames this as "Study Shows X." A better frame than that provided by CHE would have been
The first draft of an on-going, self-correcting, and in-need-of-improvement study of philosophy placement trends at some well-regarded American PhD programs has been published. The author of the study recognizes all its limitations, and has received incisive feedback from people in the profession, a sign that everyone recognizes the need for better placement studies.
Whatever the framing problems of the story, I want to try to list here the data that would make up an ideal placement study. For each school listed (the ideal study would incorporate the Carson study's initial data base, but would include others not listed there) we would want:
JPMorgan Chase plans to give $17 million to start a doctoral program at the University of Delaware...
As part of the plan, JPMorgan will renovate a building to house the program, put up money to pay program faculty and pay a full ride for students seeking a degree, according to an internal university plan. In addition, JPMorgan employees may sit on dissertation committees and advise the university on which faculty members should teach in the program, according to the planning document and a top university official....
The doctorate would be be in "financial services analytics," which relies on "big data." Bruce Weber, the dean of Delaware's business school, said working closely with industry will help academics prepare students for the real world, something some business school deans feel is not happening enough.
Meena Krishnamurthy has a blog post about the relative absence of political philosophy in the The Philosopher’s Annual since 2002. This surprised me a bit because it seems to me a field that has been very fertile over the last decade. From afar it looks as if the grip of Rawls on the field has been loosened, and there is a lot of important and urgent work on legitimacy, international (and inter-generational) justice, democratic theory, and, of course, the role of religion today. (Of course, a lot of this is pursued in critical discussion with Rawlsian ideals.) Not to mention that the period has seen Libertarian ideals articulated and renewed with remarkable philosophical ability, and ongoing formal work in social choice theory. Anyway, go read her post.
UPDATE: Ryan Muldoon points out that formal work in political theory by Peter Vanderschraaf has been recognized!
Speaking of placement, I can't get behind the paywall to this Chronicle article entitled "Scholarly Groups Chip Away at Taboo of Nonacademic Careers."
(This part should be read in a Troy McClure voice: "and I don't condone people sending me the PDF, because that would evade a key part of their business model.")
The headline seems off though, because for at least ten years now I haven't had any such "taboo" (and I don't think I'm exceptional here); my standard advice has been for grad students to prepare themselves for multiple job markets, academia being only one of them, so that if you don't get a TT offer, you are already prepared for non-academic fields. (To be precise, getting a TT offer only means moving from one sector to another in the political economy of philosophy instruction; TAs are *already* in the "job market.")
In fact, however, even that doesn't seem responsible, so starting this year I tell them that it's *academia* that should be their Plan B, that is, if you get a TT offer, sure that's great, give it some thought, but your primary plan should be the BGN sectors (business, government, non-profits). I also add in academic administration, too, because, hey, that's the growth market, right? No matter what I think of administrative bloat, I think I have an ethical obligation to counsel grad students as to all their career options.
[UPDATE: I have been unable to find any information on Andrew Carson, so I wonder if this is a real person or a pseudonym. I also hope that at one point the data will be released to interested parties, so we can check for accuracy; for all I know this is a hoax.--ES]
The numbers say....go to Yale, UMass, Amherst, or Northwestern! Andrew Carson (the person who crunched the numbers), explans the method here.
I haven't had a chance to look at his approach, so I will just report his bottom line:
If you are applying to graduate schools
in philosophy and are trying to decide which schools you want to apply
to or attend, and if you are concerned about your placement prospects
after graduation, you need to consider (1) how a school ranks in your
chosen specialty and (2) how well that school places students overall. You
cannot just rely on overall faculty rankings, for these bear no
relationship to how well a school places, although many will find these
rankings important for other reasons. What does appear to matter as far as placement is concerned is the school's ranking in your area of specialty. If it ranks well, then you have a much higher chance of getting a tenure track or permanent position in academic philosophy. And some schools just appear to have better placement rankings than others.
For example, both Northwestern University and University of
Massachusetts, Amherst are not ranked above a 3 in any category (except
Continental philosophy and Social and Political Philosophy,
respectively), but they have some of the best placement records.
Why is that? I wish I knew. That is a question worthy of further exploration...[Emphasis in original--ES.]
(1) Denigrate public education, and public institutions in general, as drains on private wealth and “job makers” to the point that no one would dare ask for increased support. This will assure that public universities are relegated to second-rate status with inferior facilities and loads of part-time faculty members, and will forever have a negative stigma placed on them relative to private universities.
(2) Take advantage of economic downturns to instigate “taxpayer outrage” in order to remove support from public universities so that they must either raise tuition or cut back on their programs. Afterward, condemn those institutions for raising tuition in order to support lazy, socialist professors teaching irrelevant subjects like anthropology and philosophy.
(3) As state support recedes, encourage a student-loan system that will create a “market for higher education.” Saddling students with lots of debt will make them enterprising and rational consumers of educational products and will encourage them to safeguard their economic interests. Refer to these changes as “empowering students.”
It goes on. Some of the comments aren't bad either. Emphasis on "some," however.
[I am grateful to
Vasso Kindi for accepting our invitation to contribute her reflections after The Guardian
reported that austerity measures pushed the University of Athens to suspend
Universities suffer from nepotism, political patronage, inertia, and structures
that breed favoritism and unaccountability. They are in desperate need of
reform independently of the current financial crisis. Moreover, most Greek graduates
were, until recently, channeled to the public sector where they were hired
merely by only showing their Universities degrees. This meant that, for a great
number of students, learning mattered less than obtaining the degree itself.
University of Athens (UoA) is currently shut down because there is a strike of
the administrative staff. They are protesting against plans, required by the
memorandum signed by the Greek government and its creditors, to reduce 12,500
employees of the public sector by the end of 2013. The universities, which are
all state-owned, will lose 1349 members of their administrative personnel and
the UoA 498 out of 1375. Those who are on strike have prohibited access to all
university buildings. We cannot have classes, exams, register new students. We
cannot even go to our offices.
Itis the profession of philosophers to question platitudes that others accept without thinking twice. A dangerous profession, since philosophers are more easily
discredited than platitudes, but a useful one.--David Lewis, Convention.
Of course, as philosophers, our commitment to challenging and
questioning norms is real, and important. Far be it from me to claim
that we’d be better off if we all had to be more conventional or
couldn’t play around with taboos. Doing so is essential to both the
philosophical method and the high quality of life we enjoy as
Recently, Rebeca Kukla published an insightful post at Leiter on the significance of the norm of social-norm violation among philosophers, including the one that encourages avoiding the appearance of concern with looks and dress. She argues that the benefits (i.e., "high quality of life") of the norm
of social norm violation are unevenly distributed within philosophy. Her cogent argument against the norm turns on "the cost of the most vulnerable members of the profession." While Kukla does not spell it out entirely, it seems she thinks that if we adjust the internal-to-philosophy norms we could distribute the current benefits to philosophizing more widely within philosophy without "undermining our commitment to challenging and
questioning norms." She, thus, views philosophy as a moral or at least professional community.
Seneca, too, is concerned with the norm of social norm violation and warns against "repellent atire, unkempt hair, slovenly beard..." (Letter 5.) Seneca rejects the excesses now associated with the Cynics, but apparently commonly thought to be the 'philosopher's way' (even if "discretely pursued"). Anticipating Mandeville and Veblen, Seneca treats these instances of social norm-violation as expressing the desire to be conspicuous [conspici]. The "self-display" associated with self-punishing [poenam] norms (or what Hume would label 'monkish virtues') comes at the expense of making a contribution to society [proficere].
One annoying feature of re-reading other people's scholarship, is the possibility of discovering that one's treasured ideas may well be anticipated by others. Memory and self-deception can be funny like that. So, it's probably not uncommon that folk really fail to attribute to others what is due to them without realizing they are in the wrong. Even when the mistakes are honest, they still involve injustices, and these may be quite large given that they may, say, reinforce gender related unfairness, too. Such injustices are not easy to excuse or forgive when one feels that one's work or presence has been silenced or unfairly ignored. Even so, we try to cope with this kind of injustice. Yet, faking data or copying (and pasting) texts without attribution is legitimately an unpardonable sin in the Academy, especially if it is part of a pattern of such (plagiarism/faking) cases. One might be willing to give a student a second chance, but recoil from letting a confirmed fraudulent senior scholar back into the fold. Paradoxically many of us treat such cases as worse sin than many crimes on the 'outside.' (Coetzee's Disgrace reflects on this.)
It is, thus, understandable that the good folk at Retractionwatch react with dismay that prominent scholars, including philosophy's very own Philip Pettit, are willing to endorse Marc Hauser's forthcoming book, Evilicious. What really rankles Retractionwatch is that Hauser has not owned up to his record of misconduct and "only acknowledged “mistakes.”" (As they write: "But we do prefer when those given a second chance acknowledge that they
did something wrong. That might start with noting a retraction, instead
of continuing to list the retracted paperamong your publications.")
Biochemical and Biophysical Research Communications (BBRC), a journal that proudly lists that it is "the fastest submission-to-print journal! Number 1 journal in the Thomson's JCR ranking for Biophysics in terms of Total Cites, Number of Articles and Eigen Factor ™ score." It is a "5-Year Impact Factor: 2.500." Apparently, sometimes speed does not pay because the journal has been victim of a spectacular hoax (recall). Naturereports:
Oddly enough, so far there is no evidence that the hoax was perpetrated to expose the vulnerability of scientific refereeing practices. In fact, Nature quotes a scientists (the one who alerted the editors to the hoax), who "believes that the paper was intended to hurt him and his lab."
Our very own Ed Kazarian writes in Inside Higher Edhere. (Congrats Ed!) He nicely summarizes our earlier discussion here at NewAPPS (here, here, here), and shows with patience how the NBER economists used very misleading rhetoric in their piece. Kazarian calls attention to why their bogus rhetoric (tenure vs non-tenure) matters. I quote his concluding remarks:
[T]here is nothing about teaching-intensive faculty that is incompatible
with their being eligible for tenure — especially if one fully intends
to build long-term relationships with them and keep them around.
Why, one is led to ask, can we not have "efficiency" and tenure? The
answer, if there is one, must have to do with other ways in which
non-tenured faculty differ from those with tenure. The authors mention
academic freedom — an important consideration.
But they otherwise ignore the degree to which non-tenured faculty lack a
secure position from which to question, criticize, or oppose the
actions of university administrators.
And here, indeed, is another sense of "efficiency" that administrators
at many institutions might well wish to cultivate, allowing them to
enjoy a pedagogically effective, but largely vulnerable, and therefore
easily controlled faculty.