Mutations dans lenseignement suprieur aux EtatsUnis

1
Mutations dans lenseignement supérieur aux
Etats-Unis

• Intervention le 18 mars 2009
• Michael Harris, Université Paris 7 et IUF

Avec mes remerciements à Peter Hogness, rédacteur
en chef du Clarion, journal du syndicat de la
City University of New York
2
Organisation de lintervention

• Présentation du système universitaire américaine
• Les étudiants
• Cout de lenseignement supérieur
• Le corps enseignant
• Financement des universités publiques et privées
• Gouvernance
• Les mutations
• Contingent faculty
• Corporatization
• Effets de la crise

3
Pour éviter des malentendus
4
Pour éviter des malentendus

• Lintervenant nest pas un expert du système
  éducatif américain.

5
Pour éviter des malentendus

• Lintervenant nest pas un expert du système
  éducatif américain.
• Il nest pas venu en France par préférence pour
  le système français.

6
Pour éviter des malentendus

• Lintervenant nest pas un expert du système
  éducatif américain.
• Il nest pas venu en France par préférence pour
  le système français.
• Il est membre de lIUF mais ce nest pas parce
  quil naime pas lenseignement.

7
Pour éviter des malentendus

• Lintervenant nest pas un expert du système
  éducatif américain.
• Il nest pas venu en France par préférence pour
  le système français.
• Il est membre de lIUF mais ce nest pas parce
  quil naime pas lenseignement.
• Il na aucune patience avec les idées reçues à
  propos du système américain, par exemple

8
(Le Monde du 5 mars)
Comme en France, cest rare mais ce nest pas
impossible. Aux Etats-Unis, les sociologues
sont autorisés à déterminer les origines
socioéconomiques et éthniques (!) des étudiants,
par exemple
Source Americas Untapped Resource, 2007
9
Mais je suis à peu près sûr que plus que la
moitié de lassistance tient des propos
comparables à ceux cités dans Le Monde.
Quant à lintervenant, il croit que
lenseignement supérieur public (contrairement à
léducation secondaire) a toujours été plus
démocratique aux USA quen France, mais que cette
tradition est ménacée
comme partout ailleurs
10
En fait, et selon un phénomène paradoxal mais
observable dans beaucoup dautres univers
sociaux largent (public) va plutôt dabord aux
héritiers et donc à ceux qui ont déjà le plus de
capital. Cest-à-dire que ce sont généralement
les étudiants dorigine favorisée qui bénéficient
des financements les plus importants, comme des
meilleures conditions détudes. Et ici je ne
parle pas du cas de ces élèves de grandes écoles,
dont les études sont intégralement prises en
charge par lEtat en échange de quelques années
de bons et loyaux services Ce constat de
linégalité de notre système denseignement
supérieur, et partant de ses fonctions de
reproduction sociale, est à peu près unanimement
partagé. Or ce qui est étonnant avec les réformes
lancées par Valérie Pécresse, cest que le souci
de la démocratisation semble avoir complètement
disparu de lagenda politique. En fait, il est
clair que les réformes actuelles, loin de vouloir
lutter contre ces inégalités vont plutôt les
amplifier et ce ne sont pas les mesures
cosmétiques du Plan réussite en Licence qui
contrediront cette tendance. SOURCE cours du
département de sociologie de Paris VIII
Vincennes- Saint Denis, effectué le vendredi 20
février 2009, devant lENA.
11

• Le système
• éducatif aux USA
• ést assez
• compliqué.

12

• Page suivante
• Les 24 meilleures universités des USA, selon le
  classement
• US NEWS AND WORLD REPORT
• A la différence du classement de Shanghai, celui
  de USNWR, qui classe les universités en (au
  moins)
• 4 catégories (Tier 1-4), sans compter les small
  liberal arts colleges, est très suivi par les
  administrations des universités

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14
Un peu dhistoire
American universities have their roots in the
establishment of the colonial colleges --
institutions such as Harvard, Yale, Princeton,
William and Mary -- that were founded in the
seventeenth and eighteenth centuries or shortly
after the American Revolution. These colleges
drew on medieval sources and the tradition of
Cambridge and Oxford to offer a prescribed
curriculum of ancient classics, rhetoric,
mathematics, Christian ethics and philosophy.
Their purpose was to educate a small, elite group
of leaders for the church, the learned
professions and citizens for the new nation.
Their goal was the preservation of learning and
its transmission through teaching to the next
generation. The large number of private liberal
arts colleges in the United States today, which
offer only four-year baccalaureate degrees,
continues the tradition of these colonial
colleges today in America. During the last third
of the nineteenth century, either just prior to
or immediately following the American Civil War,
an entirely new kind of university appeared on
the American scene. This new university
accompanied the spread of American settlement to
the west, both to the Great Plains of the upper
Midwest, and to the new states of the West Coast.
New lands were brought under cultivation, and the
continent was connected by the transcontinental
railroad. The United States was entering the
industrial age. The emergence of new
universities to serve this new society began with
the passage of the Morrill Act, legislation
passed in 1863 and signed by President Lincoln,
according to which the federal government granted
large tracts of land to each of the states, the
sale of which was to provide the money for the
establishment of universities in each of the
states. Thus was born a uniquely American
institution, the public, land-grant university -
universities like the University of Illinois, the
University of Minnesota, the University of
California and many others. These state
universities had several functions. They were
intended to educate a larger percentage of the
population for life in a democratic society. And,
without ignoring the classical disciplines, they
were intended to conduct research and provide
training in applied fields, above all, in
agriculture and engineering. These "land-grant"
universities were similar to the technical
universities in France and Germany. With the
addition of the agricultural extension service
later, these institutions were responsible for
"extending" the knowledge of modern agriculture
to the farmers in all of the states. SOURCE
The Privatization of Public Universities,
discours de R. Berdahl, Chancellor, UC Berkeley,
Erfurt, mai 2000 débarrassé dindigènes, bien
sûr
15
Un peu dhistoire
American universities have their roots in the
establishment of the colonial colleges --
institutions such as Harvard, Yale, Princeton,
William and Mary -- that were founded in the
seventeenth and eighteenth centuries or shortly
after the American Revolution. These colleges
drew on medieval sources and the tradition of
Cambridge and Oxford to offer a prescribed
curriculum of ancient classics, rhetoric,
mathematics, Christian ethics and philosophy.
Their purpose was to educate a small, elite group
of leaders for the church, the learned
professions and citizens for the new nation.
Their goal was the preservation of learning and
its transmission through teaching to the next
generation. The large number of private liberal
arts colleges in the United States today, which
offer only four-year baccalaureate degrees,
continues the tradition of these colonial
colleges today in America. During the last third
of the nineteenth century, either just prior to
or immediately following the American Civil War,
an entirely new kind of university appeared on
the American scene. This new university
accompanied the spread of American settlement to
the west, both to the Great Plains of the upper
Midwest, and to the new states of the West Coast.
New lands were brought under cultivation, and the
continent was connected by the transcontinental
railroad. The United States was entering the
industrial age. The emergence of new
universities to serve this new society began with
the passage of the Morrill Act, legislation
passed in 1863 and signed by President Lincoln,
according to which the federal government granted
large tracts of land to each of the states, the
sale of which was to provide the money for the
establishment of universities in each of the
states. Thus was born a uniquely American
institution, the public, land-grant university -
universities like the University of Illinois, the
University of Minnesota, the University of
California and many others. These state
universities had several functions. They were
intended to educate a larger percentage of the
population for life in a democratic society. And,
without ignoring the classical disciplines, they
were intended to conduct research and provide
training in applied fields, above all, in
agriculture and engineering. These "land-grant"
universities were similar to the technical
universities in France and Germany. With the
addition of the agricultural extension service
later, these institutions were responsible for
"extending" the knowledge of modern agriculture
to the farmers in all of the states. SOURCE
The Privatization of Public Universities,
discours de R. Berdahl, Chancellor, UC Berkeley,
Erfurt, mai 2000 débarrassé dindigènes, bien
sûr
16
Nombre détudiants inscrits, 2007
Source U.S. Dept. of Education 2009
17
Cout de lenseignement supérieurpublic
lexemple du système CSU (CaliforniaStateUniver
sities)
18
Cout de lenseignement supérieur public
lexemple du système University of California
A titre de comparaison annual fees at the
University of California have risen from zero in
1960-61, to 450 in 1971, to 3600 at the present
time, down from two years ago. Berdahl, mai 2000
19
Cout de lenseignement supérieur public
lexemple de SUNY (State University of New York)
et CUNY (City University of New York)
The SUNY Board increased undergraduate tuition
by 620 (14 percent) to 4,950 per year,
graduate tuition by 14 percent annually, and
non-resident undergraduate and graduate tuition
by 21 percent annually. These increases are
effective beginning in the Spring 2009 semester.
The 2009-10 Executive Budget also recommends that
the SUNY Board increase resident graduate tuition
by an additional 7 percent, effective with the
fall 2009 semester. The CUNY Board authorized
increasing undergraduate tuition by up to 600
(15 percent), to 4,600 per year. Additionally,
CUNY graduate tuition would increase by 20
percent.
Source New York State Division of the Budget,
6 dec. 2008
20
Les universités privées sont beaucoup plus
chères, mais les bourses sont très répandues
The College Board estimates that in 2008-09,
full-time students at independent colleges and
universities receive an average of 10,200 in
grant aid from all sources and federal tax
benefits. This aid reduces the average net
tuition and fee price that full-time
undergraduates pay from the published sticker
price of 25,100 to about 14,900. Full-time
students attending four-year public colleges and
universities receive an estimated average of
3,700 in grant aid from all sources and federal
tax benefits, which reduces their average tuition
and fees they pay from the 6,600 sticker price
to about 2,900.  
Source The Financial Downturn and Its Impact
on Higher Education Institutions   Prepared by
the National Association of College and
University Business Officers (NACUBO)   in
Partnership with the Association of Governing
Boards of Colleges and Universities (AGB)
21
Néanmoins, les dettes encourues par les étudiants
sont souvent onéreuses
22
Néanmoins, les dettes encourues par les étudiants
sont souvent onéreuses
Source Democracy Now! Le 12 mars 2009
23
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24
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25
Nombre denseignants, 2007
Source U.S. Dept. of Education 2009
26

• Mais les adjuncts (voir
• plus loin) gagnent
• beaucoup moins que
• les full-time
• In order to earn
• a modest yearly
• income, say 33,000,
• an adjunct would
• have to teach 20
• courses at 1,650 per
• course - an
• impossibility, and twice
• the workload of her
• salaried peers.
• (à noter le mot her)

27
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28
28 13 12 23
29
Gouvernance
In the United States, a college or university is
typically supervised by a President or Chancellor
who reports regularly to a Board of Trustees
comité directeur (made up of individuals
notables from outside the institution) and who
serves as Chief Executive Officer. Most large
colleges and universities now utilize an
administrative structure with a tier of vice
presidents, among whom the Provost (or Vice
President for Academic Affairs) serves as the
chief academic officer. Source Wikipedia
30
Gouvernance
31
Quelques-uns de 50 trustees de Chicago
Edition
Hotellerie
Edition
Industrie
Banque
Banque
Banque
Industrie
32
Quelques-uns de 26 Regents de lUniversity of
California
33
Shared governance

• Trustees/Regents
• President/Chancellor
• Provost (chief academic officer)
• Deans
• Department
• Faculty senate
• Syndicats? (uniquement dans les universités
  publiques)

34
CONTINGENT FACULTY
A quoi va ressembler luniversité américaine dans
une génération, selon Marc Bousquet, How the
University Works (2007)
35
RECRUTEMENT
Département de, Hiring committee
Département de, Hiring committee
PROVOST
Ad hoc committee
36

• Mr. Bowen President of AAUP, 2004 calls the
  "adjunctification" of the faculty one of the top
  two or three problems facing all of higher
  education. With half of the faculty now made up
  of part-timers, academe is moving toward a
  piecework system similar to that of farm
  laborers, he says. He recently met a part-timer
  in New York who teaches at eight institutions,
  juggling as many as 16 courses for a
  not-so-whopping total income of 45,000 a year.
• That looks a lot different than the ideal
  academic job, says Mr. Bowen, noting the tenured
  position he had at Maine's Colby College, in the
  political-science department. AAUP is always
  beating the drum for tenured jobs, even while
  they seem to be slipping away. we always say
  that our primary purpose is to guarantee
  academic freedom and that is inextricably
  linked to tenure. (Chronicle, June 11, 2004)
• Today, 48 of all faculty serve in part-time
  appointments, and non-tenure-track positions of
  all types account for 68 of all faculty
  appointments in American higher education. (voir
  graphique).
• Source AAUP,
• http//www.aaup.org/AAUP/issues/contingent/default
  .htm

37
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39
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40
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41
Syndicalisation des graduate assistants
(doctorants)
In 2000 the National Labor Relations Board said
that New York University was obliged to recognize
its graduate assistants' union, a decision that
led to a wave of organizing at private
universities across the Northeast. But the ruling
was reversed four years later when the board,
full of new appointees of President George W.
Bush, said graduate assistants at Brown
University were primarily students and were not
covered by federal labor law. Advocates of
unionizing may be helped by President Obama, who
is expected to appoint board members who support
labor rights. The AAUP has been working to
persuade Congress to pass both the Employee Free
Choice Act and the Teaching and Research
Assistant Collective Bargaining Rights Act. That
measure, which was introduced last spring but
never made it out of the U.S. House of
Representatives education committee, would
explicitly state that teaching and research
assistants can form unions with which
universities must negotiate. Source Chronicle
of Higher Education, Feb. 20. 2009.
Anecdote soutien exprimé par mes collègues en
2008 pour la syndicalisation des doctorants 0
(mais il semble que Alan Sokal est pour) En
2004 40.000 graduate assistants étaient membres
de syndicats.
42
Corporatization

• Academics in Canada are growing increasingly
• concerned about what they see as the expanding
• influence of corporations over their campuses.
• As government support for the universities
• has fallen -- from about 60 of campus budgets
• in the 1980s to 40 today -- the institutions
  have
• come to depend more and more on private funds
• for facilities, research, teaching, and other
• activities.
• The danger is that teaching and research are
• going to be steered by these infusions of money
• that our universities are only too eager to
• receive," said Bill Graham, president of the
• Canadian Association of University Teachers
• and a philosophy professor at the University of
• Toronto. "And the idea that knowledge only has
• value if it has commercial applications must be
• challenged. This is potentially the most
  explosive
• issue in postsecondary education in decades.

There are many ways in which corporations are
entering into university campuses. Obvious ones
include corporate sponsored classrooms, while
there are not so obvious ones like scientists
plugging away at the latest biotech crop and drug
research. The main goals of unversities'
governing boards and certain faculty and
departments are to secure investments from
corporations, develop patentable technologies,
create start-up/spin-off companies, and train
graduates to meet employer's goals. The federal
and state governments are playing a strong role
in strengthening corporate-university links, by
cutting back on funding for research at public
universities and at the same time enacting laws
encouraging corporations to invest in university
research. This has led to increases in tuition
fees and the underfunding of many academic
departments, especially in the liberal arts.
SOURCE Berkeley Watch
43
Corporatization

• the increasing dependence on private support
  leaves public universities vulnerable to
  influence from private sources. Last month, for
  example, the Chairman of Nike announced that he
  would withdraw his 30 million pledge to the
  University of Oregon because it had chosen to
  affiliate with the Workers' Rights Coalition to
  monitor conditions under which American companies
  were producing goods in Third World Countries.
  Critical of the decision and the political values
  he believed it represented, he simply withdrew
  his gift. (Berdahl, mai 2000)
• What are the dangers of a university-industrial
  complex?
• First, the loss of common ground, common
  purpose within the university. the
  university-industrial complex brings market
  forces into the university to an extent never
  before contemplated. salary differences
  between disciplines have grown enormously. At
  the level of assistant professors, there can be
  as much as 100 between humanists and business
  school faculty, for example.
• Second, with the new capacity for some faculty
  -- biologists, engineers, computer scientists,
  and business school faculty -- to earn
  substantial amounts outside the university, there
  can be corresponding devaluation of the work of
  humanists and social scientists. the new
  president-elect of Stanford said that his
  greatest challenge was to convince Silicon
  Valley's wealthy contributors to Stanford that
  the humanities were vital to the well being of
  Stanford.
• Who will guide us through the moral and policy
  thicket of this new age if the humanists and
  social scientists are weakened by the
  overwhelming drive of market forces in a
  university-industrial complex?
• And third, the university-industrial partnership
  lucrative and essential as it is for much of
  the basic research of the university, can
  undermine the belief in the basic objectivity of
  the research of our faculty.
• (Berdahl, mai 2000)

44
Capitalism, academic style, was once most evident
in the realm of patenting and technology
transfer, pursued by a few research university
faculty. But it now extends to education
transformed into a service mediated and delivered
through technology. The result is a standardized
and commodified education.
45
Capitalism, academic style, was once most evident
in the realm of patenting and technology
transfer, pursued by a few research university
faculty. But it now extends to education
transformed into a service mediated and delivered
through technology. The result is a standardized
and commodified education. Academic capitalism is
a cultural system within higher education. It
shapes the way we talk about and define our role
in the academy. University presidents
increasingly see themselves as CEOs, and ask to
be paid accordingly. More faculty view themselves
as small businesspeople, although they treat
their relatively secure academic salaries as
sinecures in public institutions, these faculty
amount to state-subsidized entrepreneurs.
46
Capitalism, academic style, was once most evident
in the realm of patenting and technology
transfer, pursued by a few research university
faculty. But it now extends to education
transformed into a service mediated and delivered
through technology. The result is a standardized
and commodified education. Academic capitalism is
a cultural system within higher education. It
shapes the way we talk about and define our role
in the academy. University presidents
increasingly see themselves as CEOs, and ask to
be paid accordingly. More faculty view themselves
as small businesspeople, although they treat
their relatively secure academic salaries as
sinecures in public institutions, these faculty
amount to state-subsidized entrepreneurs.
Another change that comes with academic
capitalism is the rise of nonfaculty
professionals on campus. Although these
professionals have advanced degrees, technical
bodies of knowledge, and professional
associations, they are hired, evaluated, and
fired by supervisors, not by peers, as faculty
are. Their presence on campus thus shifts power
to management. These managerial professionals
conduct some academic work and affect other such
work, including teaching. Some participate with
faculty in technology transfer to commercialize
intellectual property. Others are involved in
evaluating or developing the instructional
activity of faculty members. They promote the
use of technology in instruction, conflating it
with innovation and quality, and argue that
faculty should change their instruction to become
more interactive.
47
Capitalism, academic style, was once most evident
in the realm of patenting and technology
transfer, pursued by a few research university
faculty. But it now extends to education
transformed into a service mediated and delivered
through technology. The result is a standardized
and commodified education. Academic capitalism is
a cultural system within higher education. It
shapes the way we talk about and define our role
in the academy. University presidents
increasingly see themselves as CEOs, and ask to
be paid accordingly. More faculty view themselves
as small businesspeople, although they treat
their relatively secure academic salaries as
sinecures in public institutions, these faculty
amount to state-subsidized entrepreneurs.
Another change that comes with academic
capitalism is the rise of nonfaculty
professionals on campus. Although these
professionals have advanced degrees, technical
bodies of knowledge, and professional
associations, they are hired, evaluated, and
fired by supervisors, not by peers, as faculty
are. Their presence on campus thus shifts power
to management. These managerial professionals
conduct some academic work and affect other such
work, including teaching. Some participate with
faculty in technology transfer to commercialize
intellectual property. Others are involved in
evaluating or developing the instructional
activity of faculty members. They promote the
use of technology in instruction, conflating it
with innovation and quality, and argue that
faculty should change their instruction to become
more interactive. Capitalism, academic style,
then, is a mode of production. With
entrepreneurial universities comes a
restructuring of professional work. But the rise
of managerial professionals challenges not only
the faculty's expertise it also challenges the
prevailing model of shared governance that sees
two parties on campus, faculty and administrators
(with the latter serving the trustees). Gary
Rhoades (General Secretary, AAUP) Capitalism,
Academic Style, and Shared Governance
48
Corporatization and commercialization of
curriculum
Source Academic Capitalism in the New Economy
Challenges and Choices GARY RHOADES AND SHEILA
SLAUGHTER, American Academy (2006)
49
Corporatization and commercialization of
curriculum

• First, strategic decisions about the development,
  investment in and delivery of curriculum are
  being increasingly driven by short-term market
  considerations and are made outside the purview
  of shared governance.

Source Academic Capitalism in the New Economy
Challenges and Choices GARY RHOADES AND SHEILA
SLAUGHTER, American Academy (2006)
50
Corporatization and commercialization of
curriculum

• First, strategic decisions about the development,
  investment in and delivery of curriculum are
  being increasingly driven by short-term market
  considerations and are made outside the purview
  of shared governance.
• Second, the structure of professional employment
  on campus is changing in ways that moves faculty
  away from the center of academic decision making
  For example, other professionals (e.g., in
  teaching centers) are increasingly being
  identified as the experts with regard to
  pedagogy the emphasis is on learning, not
  teaching (making the teacher less central to the
  process) and the curriculum is being divided
  into a set of tasks performed by various
  personnel (un chaine de montage virtuelle).

Source Academic Capitalism in the New Economy
Challenges and Choices GARY RHOADES AND SHEILA
SLAUGHTER, American Academy (2006)
51
Corporatization and commercialization of
curriculum

• First, strategic decisions about the development,
  investment in and delivery of curriculum are
  being increasingly driven by short-term market
  considerations and are made outside the purview
  of shared governance.
• Second, the structure of professional employment
  on campus is changing in ways that move faculty
  away from the center of academic decision making
  For example, other professionals (e.g., in
  teaching centers) are increasingly being
  identified as the experts with regard to
  pedagogy the emphasis is on learning, not
  teaching (making the teacher less central to the
  process) and the curriculum is being divided
  into a set of tasks performed by various
  personnel (un chaine de montage virtuelle).
• Third, commercialization of the curriculum is
  moving institutions away from a commitment to
  providing access to low-income and minority
  students and toward providing education to
  student populations more advantaged and
  already being served in our higher education
  system. the emphasis is on students who cost
  less to serve and who can afford to pay more, at
  the expense of less privileged and historically
  underserved student populations.

Source Academic Capitalism in the New Economy
Challenges and Choices GARY RHOADES AND SHEILA
SLAUGHTER, American Academy (2006)
52
Corporatization and governance

• The faculty is depicted asand probably isthe
  biggest obstacle to the new bureaucratic-commercia
  lizing model of the university. One conservative
  university president expressed the wish that the
  twenty-first century would be "the century of
  management," while the twentieth (happily over)
  had been "the century of the faculty."

Source The Critical State of Shared Governance,
Joan Wallach Scott, Academe (bimensuel de
lAAUP), July-August 2002
53
Corporatization and governance

• The faculty is depicted asand probably isthe
  biggest obstacle to the new bureaucratic-commercia
  lizing model of the university. One conservative
  university president expressed the wish that the
  twenty-first century would be "the century of
  management," while the twentieth (happily over)
  had been "the century of the faculty.
• There has been a widespread campaign (variously
  referred to as culture wars or science wars) to
  ridicule the university, to attack it as a center
  where 1960s radicals hold sway or irrelevant
  activity is pursued, where standards are slack
  and faculty wasteful in their use of time. A few
  years ago, the chief executive of Monsanto, who
  served on a university board, described as a
  "nightmare" having to deal with academic cultures
  of governance instead of the corporate ones he
  was used to.

Source The Critical State of Shared Governance,
Joan Wallach Scott, Academe (bimensuel de
lAAUP), July-August 2002
54
Corporatization and governance

• The faculty is depicted asand probably isthe
  biggest obstacle to the new bureaucratic-commercia
  lizing model of the university. One conservative
  university president expressed the wish that the
  twenty-first century would be "the century of
  management," while the twentieth (happily over)
  had been "the century of the faculty.
• There has been a widespread campaign (variously
  referred to as culture wars or science wars) to
  ridicule the university, to attack it as a center
  where 1960s radicals hold sway or irrelevant
  activity is pursued, where standards are slack
  and faculty wasteful in their use of time. A few
  years ago, the chief executive of Monsanto, who
  served on a university board, described as a
  "nightmare" having to deal with academic cultures
  of governance instead of the corporate ones he
  was used to.
• There is a caricature of how faculties
  deliberate. The serious deliberation and attempts
  to find consensus that characterize good decision
  making are dismissed as endless nitpicking,
  talking for the sake of talking, and blocking
  obviously needed reform.

Source The Critical State of Shared Governance,
Joan Wallach Scott, Academe (bimensuel de
lAAUP), July-August 2002
55
Corporatization and governance

• There has been a sustained attack on tenure
  criticized as an ineffective form of job security
  in the age of downsizing that prevents the
  university from responding to market forces.
  Major foundations have funded studies aimed at
  finding economically feasible alternatives to the
  current tenure system.

Source The Critical State of Shared Governance,
Joan Wallach Scott, Academe (bimensuel de
lAAUP), July-August 2002
56
Corporatization and governance

• There has been a sustained attack on tenure
  criticized as an ineffective form of job security
  in the age of downsizing that prevents the
  university from responding to market forces.
  Major foundations have funded studies aimed at
  finding economically feasible alternatives to the
  current tenure system.
• Boards système prive and legislatures système
  public have insisted on post-tenure review
  cest-à-dire, évaluation as a way of ensuring
  faculty responsibility and of getting rid of
  supposed deadwood.

Source The Critical State of Shared Governance,
Joan Wallach Scott, Academe (bimensuel de
lAAUP), July-August 2002
57
Corporatization and governance

• There has been a sustained attack on tenure
  criticized as an ineffective form of job security
  in the age of downsizing that prevents the
  university from responding to market forces.
  Major foundations have funded studies aimed at
  finding economically feasible alternatives to the
  current tenure system.
• Boards système prive and legislatures système
  public have insisted on post-tenure review
  cest-à-dire, évaluation as a way of ensuring
  faculty responsibility and of getting rid of
  supposed deadwood.
• Faculty senates have been abolished, and boards
  of trustees have fired university presidents who
  side with their faculties on issues of governance
  and academic freedom. Boards have engaged in
  curriculum review and general micromanagement,
  and courses with specified ideological content
  have been funded.

Source The Critical State of Shared Governance,
Joan Wallach Scott, Academe (bimensuel de
lAAUP), July-August 2002
58
Corporatization and governance

• There has been a sustained attack on tenure
  criticized as an ineffective form of job security
  in the age of downsizing that prevents the
  university from responding to market forces.
  Major foundations have funded studies aimed at
  finding economically feasible alternatives to the
  current tenure system.
• Boards système prive and legislatures système
  public have insisted on post-tenure review
  cest-à-dire, évaluation as a way of ensuring
  faculty responsibility and of getting rid of
  supposed deadwood.
• Faculty senates have been abolished, and boards
  of trustees have fired university presidents who
  side with their faculties on issues of governance
  and academic freedom. Boards have engaged in
  curriculum review and general micromanagement,
  and courses with specified ideological content
  have been funded.
• Tenured faculty have been replaced by contingent
  workers.

Source The Critical State of Shared Governance,
Joan Wallach Scott, Academe (bimensuel de
lAAUP), July-August 2002
59
Corporatization and governance

• There has been a sustained attack on tenure
  criticized as an ineffective form of job security
  in the age of downsizing that prevents the
  university from responding to market forces.
  Major foundations have funded studies aimed at
  finding economically feasible alternatives to the
  current tenure system.
• Boards système prive and legislatures système
  public have insisted on post-tenure review
  cest-à-dire, évaluation as a way of ensuring
  faculty responsibility and of getting rid of
  supposed deadwood.
• Faculty senates have been abolished, and boards
  of trustees have fired university presidents who
  side with their faculties on issues of governance
  and academic freedom. Boards have engaged in
  curriculum review and general micromanagement,
  and courses with specified ideological content
  have been funded.
• Tenured faculty have been replaced by contingent
  workers.
• the outright abolition of tenure, the
  installation of a whole new system of teaching
  and hiring from above, and the firing of faculty
  who would object to such revolutionary
  transformation

Source The Critical State of Shared Governance,
Joan Wallach Scott, Academe (bimensuel de
lAAUP), July-August 2002
60
Corporatization and governance

• Writing in the January 4, 1998, issue of the New
  York Times, James Shapiro, a college professor,
  put it this way
• The danger today is that the administrations that
  now set policy at most universities are
  increasingly tempted to act as if they are
  running a business letting profit motives drive
  educational policy. In such a climate,
  revenue-generating programs and inexpensive
  part-time professors are winning out over a
  committed faculty, good libraries, and small
  classes. American universities have achieved
  their international prominence precisely because
  they have, until now, recognized the value of
  free inquiry, open expression, and discovery that
  is driven not by financial gain but by broader
  social ends.

Source The Critical State of Shared Governance,
Joan Wallach Scott, Academe (bimensuel de
lAAUP), July-August 2002
61
Un exemple extrême
The Benefits of Performance-Based Budgeting A new
budgeting procedure and fiscal discipline have
boosted the bottom line at Florida's Nova
Southeastern University. During the early
months of 1998, newly appointed President Ray
Ferrero Jr. and new Executive Vice President
George L. Hanbury, had performed a thorough
fiscal and operational review and realized that
they faced a major budgeting and financial
challenge if Nova Southeastern University (Fla.)
was to thrive and prosper. The South
Florida-based university, best known for its
distance education and graduate online programs,
needed more stringent fiscal discipline to ensure
long term-financial health. Ferrero immediately
realized that barely breaking even was not
acceptable and that it would take central
planning and goal setting in order to unite the
university and allow it to fulfill its mission
into the future. A strategic plan included
targeted financial goals. A five-year plan was
developed to move the university toward a goal of
centralized performance-based budgeting including
internal standards and external performance
measurements. Soon goals would be established,
from peer comparisons, generated from research of
like programs at comparable institutions as well
as year-over-year improvement standards.
Source http//www.universitybusiness.com/viewart
icle.aspx?articleid476
62
Pas si extrême que ça
63
La MOC
 Mettre en uvre une nouvelle méthode ouverte de
coordination ( 37)
64
Témoignage à propos de la radicalisation de
lAAUP
After it's founding in 1915 in the wake of
firings of 6 professors for their anti-war and/or
labor activism, the AAUP grew ever more cautious
in defending the vulnerable. In the 1930s, it
sometimes did not even acknowledge the trouble
that befell faculty members for their activities,
and did not speak out (at least not in its
publication, The Bulletin) about the launch of
the Dies Commission (precursor of HUAC) in 1938.
It didn't intervene in the infamous Rapp-Coudert
(anti-communist) investigation at CCNY and the
other CUNY colleges in 1941, either. It did note
the political decision not to allow Bertrand
Russell to take a professorship at CCNY in 1940,
however.  During my tenure on Comm. A
(2000-2006), it was clear that the Association
was undergoing some profound changes, far too
slow and tenuous for my taste. The membership
had fallen drastically since the 1960s and was
continuing to fall, the number of tenure-track
positions was declining and soon came to
constitute a minority of all the teaching done in
US colleges and universities. And, after 9/11,
there were firings of some (albeit not many)
academics who fell afoul of the Bush
administration, often  by accident.  The last
Pres., Jane Buck, understood all this and tried
to extend thereach ofthe AAUP, as did Mary
Burgan, the gen'l sect'y and her successor Roger
Bowen.  Yet some long-time staff at the AAUP, and
some sections of he membership, resisted these
changes, clinging to traditionally timorous ways
of doing things and refusing to recognize how
drastically the profession had changed.
65
Effets de la crise
Journal (presque-) mensuel du syndicat du système
CUNY (City University of New York), numéro de
février 2009.
66
Source NY Times, March 7, 2009
67
Arizona State University has eliminated more
than 500 jobs, including deans, department
chairmen and hundreds of teaching assistants.
Last month, Mr. Crow announced that the
university would close 48 programs, cap
enrollment and move up the freshman application
deadline by five months. Every employee, from Mr.
Crow down, will have 10 to 15 unpaid furlough
days this spring. layoffs and salary freezes
are becoming common at public universities across
the nation the University of Florida recently
eliminated 430 faculty and staff positions, the
University of Nevada, Las Vegas, laid off about
100 employees, and the University of Vermont
froze some administrative staff salaries, left
open 22 faculty positions and laid off 16
workers. The trend line is states disinvesting
in higher education. Dozens of states, hit hard
by the recession, made midyear cuts in their
financing for higher education.
Source NY Times, March 17, 2009
68
Universities aspire to prestige and that is
achieved by increasing selectivity, getting a
research mission and having faculty do as little
teaching as possible Research universities are
very expensive and you cant have one in every
county and every state. Your first obligation as
a public university is to treat the
undergraduates right. Thats going to need a
national attitude adjustment from leadership and
boards of regents. (M.G. Yudof, Président de
University of California)
Source NY Times, March 17, 2009
69
Chute de 25 par rapport à 2007