Tag Archives: The corporate university

Public university board’s secrecy disrespects faculty, public

The University of British Columbia’s problems with board secrecy, corporate mentalities, and presidential searches conducted under a shroud are not isolated occurrences, as you’ll see from the following account of what’s happening at Washington State University.

WSU regents’ secrecy disrespects faculty, public

April 5, 2016
Moscow-Pullman Daily News

By Terence L. Day

There would appear to be no cause to doubt Kirk Schulz’s qualifications to become the 11th president of Washington State University, but there is every reason to question the process by which he was appointed.

Let attorneys argue whether regents violated the state’s open meeting law. We don’t need lawyers to tell us what should be obvious to all: WSU regents disrespected the faculty and the public by conducting a secret search and faculty and citizens who support the university are rightly offended.

If what the regents did doesn’t violate Washington’s open meeting law, the law should be fixed.

In the good old days presidential finalists would be brought to campus and “run through the mill.” Finalists were expected to come to campus, conduct a public seminar, meet faculty and administrators and perhaps university constituents.

Unfortunately, today is a different time.

Sadly, secrecy in searches for new university presidents is becoming standard operating procedure throughout the nation. Secrecy is rationalized on the assertion that the best candidates for the job will refuse to participate in an open process, and that may well be true in some instances.

Private universities are entitled to conduct secret searches if they believe that best suits their ends; but public universities are public. What don’t WSU regents understand about the word “public”?

The very concept of public business requires openness, and speaking in code is an offense to reason.

Certainly all public business cannot be conducted in a fish bowl and appropriately isn’t, but selection of a public university president isn’t one of those things.

Regent Mike Worthy’s lame excuse that WSU’s attorney approved the secrecy with which Schulz was chosen is reminiscent of Mark Twain’s advice that youth should get up early with the lark, “… and if you get the right kind of lark, and work at him right, you can easily train him to get up at half past nine, every time.”

I asked WSU officials how long they have been conducting secret presidential searches. They haven’t been forthcoming, but I remember a day when they were very public.

WSU regents aren’t alone in using secret searches. My sources advise that many top-notch potential university presidents refuse to be candidates if their candidacy isn’t kept secret.

This dynamic is corrupting the search process from beginning to end. It encourages universities to turn the process over to “head hunters,” who work more for candidates than for the hiring university and claim a significant percentage of the successful candidate’s first year’s salary.

Regents are politically appointed and WSU’s regents, at least, are poorly equipped to understand the dynamic and culture of collegiality in higher education. Judging from their biographical sketches posted on the regents’ Web page, five and a half of nine members are in the business world, one is a politician and public administrator, one is an attorney, one a farmer and one is a WSU undergraduate student. I give Regent Lura Powell half credit for her experience as an administrator in the public technology sector and half credit for her experience as a manager in the private technology sector.

None of these backgrounds offer much understanding, sympathy or fealty to openly conducting the public’s business. Secrecy is the leadership style of the business world, not of academia.

Fortunately, faculty and students from sea to sea and from the heartland to the mountains are beginning to protest hiding searches from faculty and the public. It’s time the WSU community joined the protest.

Terence L. Day has been a Pullman resident for 43 years and retired in 2004 from the WSU faculty after 32 years. He has been a professional journalist for 54 years. terence@moscow.com

Senate Report Paints a Damning Portrait of For-Profit Higher Education

The Chronicle: Senate Report Paints a Damning Portrait of For-Profit Higher Education

For-profit colleges can play an important role in educating nontraditional students, but the colleges often operate as aggressive recruiting machines focused on generating shareholder profits at the expense of a quality education for their students.

That’s the unflattering portrait of the for-profit higher-education industry detailed in a voluminous report officially released on Monday by the Senate Health, Education, Labor, and Pensions Committee. The report, which also criticizes the accrediting agencies that evaluate the colleges, concludes a two-year investigation into the operations of 30 for-profit higher-education companies from 2006 to 2010.

Manifesto for universities that live up to their missions

Manifesto for universities that live up to their missions (to sign click here)

Publicly subsidized universities ought to fulfil three missions – teaching, research, and service to the community – as defined by their objectives and their mutual implication.

For signatories of the present manifesto these missions have the following objectives:

  • preserving knowledge as accumulated through history, producing new knowledge and passing on both old and new knowledge to as many students as possible along with the questions they have prompted;
  • training students in research methodologies, in critical analysis of the social consequences of scientific issues, practices and findings, in the development of free thinking, avoiding any form of dogma, with the common good as an objective as well as the acquisition of competence for a responsible professional activity;
  • contributing to the reflection of social systems on themselves, particularly on the kind of model they use for their own development.

Nowadays current modes of governance in universities run against the above definition of what a university ought to be. Their mantras are efficiency, profitability, competitiveness. Universities are invited to become the agents of maximum production in as little time as possible, to turn out scientists and professionals that are competitive, flexible and adapted to market demands – the improvement of humanity is then measured in terms of economic growth and technical breakthroughs, and the progress of universities in terms of ‘critical mass.’

Consequently, universities are subjected to more and more frequent international evaluations and audits that measure their respective productivity and contribute to their positions in various rankings.

Though they do not deny that university practices and their effects have to be assessed, the signatories note that current evaluations are based on narrow criteria, that are often formal and fashioned on standardized practices; that the competition they foster among universities leads to a race to publish, with the number of published papers sometimes prevailing on their interest; that procedures involve cumbersome red tape with recurrent reminders that the logic universities have to comply with is the logic of markets and globalization.

Beyond the minimum endowments granted to universities, the selection of research that can be financed is largely determined by calls for tenders and the size and reputation of the teams that apply. Such a situation distorts the purpose of university research, which ought to be open to projects carried by small, relatively unknown teams. Rather, it favours the submission of well presented projects rather than of projects that could further knowledge.

Subsidies granted to universities often depend on student populations. In the case of a closed envelope, this leads to ‘hunting for students,’ which in turn may entail a lesser quality teaching as well as the risk of doing away with important but small departments.

University teachers are expected to explain what profession-related forms of expertise they are to develop in students. While it is imperative to teach students the skills they will need in their professional activities, highlighting these skills might lead teachers to overly stress utilitarian and saleable knowledge at the expense of basic sciences and of reflexive and critical knowledge.

The involvement of university staff in domestic management and representation is more and more numerous and encroaches on services to society at large.

The above mentioned elements contribute to increase the strain to which university staff are subjected and may possibly destroy the ideals of once passionate teachers and researchers.

To support their vision of the university, the signatories of the present manifesto call for the following measures:

  • making sure that university research is allowed the kind of freedom that is necessary to any finding, the right to waver and the right to fail;
  • reaching a correct balance between critical and operational knowledge and between general and profession-related skills in the various study courses offered by the universities;
  • promoting services to society;
  • reining in the production of red-tape, the rat-race and other stress factors that prevent university staff from carrying out their duties properly;
  • assessing university practices and their consequences in view of the specific objectives of universities and not of market expectations.

To meet these requirements they consider that it is necessary:

  • to assert the objectives of the university as defined above;
  • to provide global subsidies for higher education;
  • to use criteria for awarding public money that promote diversity in research and that preserve the quality and plurality of study courses on offer.

They call upon:

Public authorities and academic bodies to recognize that universities ought to try and achieve objectives that are in tune with their identity and social function, and provide the means thereof;

University staff to oppose measures and practices that go against the positions defined in this manifesto; to promote an in-depth analysis of the growing unease among university staff, of its causes and of possible solutions; to participate in concrete actions – to be decided on depending on contexts – to put forward their positions and proposals wherever necessary; to support movements and actions outside the university that aim at the common good.

(to sign click here)