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1. As I sit at my computer thinking about the future of higher
education, I have before me the final version of a collaborative
document with its stunned, startled gaze fixed on the past. It is
the Modern Language Association's report from its Committee on
Professional Employment, issued in December 1997. The report,
which is the product of a series of discussion sessions, was
assembled and drafted by Sandra Gilbert with assistance from her
fellow committee members. The astonished gaze its collective
author casts on recent history suggests the windswept visage of a
profession no longer in control of its fate. Eyes bulging, the
figure is nearly swept away by forces it cannot comprehend. In
stark terror at their oncoming fury, it dares not turn to glimpse
their destination.
2. The report gives us a reasonable -- if economically and
contextually impoverished -- account of the recent history of the
academic job market in the humanities. Its opening subheading, as
one reader pointed out to me, introduces a passage in the text
that refers to "the best of times at large contrasted eerily with
the worst of times in academia." Of course the millions of
underemployed or unemployed Americans, all those working at
poverty or near poverty-level wages, are not living in the best
of times. We are not alone and as long as our disciplinary
understanding of the national and global economy foregrounds us
as exceptional victims the chances for meaningful solidarity,
meaningful alliances, and significant change remain slim. But at
least we are now symbolically committed to recognizing that our
own house is in disrepair. Having argued for a time that jobless
Ph.Ds were primarily ungrateful, its principal author now more or
less announces "I feel your pain." The proposals for action she
and the others put forward in the final section of the report are
unfortunately less generous. Yet after more than a quarter
century of denial, with this report English and the other
literature and language professions have now condescended to
admit that there is a problem.
3. I would like to review some of the report's strengths and
weaknesses and in the process use it as an occasion to describe
the wider implications of the history we have hidden from
ourselves for decades. I will argue that English as a discipline
bears a special responsibility for making the precipitous decline
of higher education more likely in the coming decades. That is
partly because English departments have made the college teacher
what standard economic theory calls an elastic commodity, one for
which there are any number of substitutes. At the end of the
paper I will make some predictions about where we are heading,
based on the mounting corporatization of higher education and on
the increasing assaults on both tenure and academic freedom.
4. But I must first digress briefly, because I need to
acknowledge my own positioning and odd relation to this
committee. I have been writing about the profession for several
years and have sharply criticized the MLA and the series of its
presidents who were the center of power on the committee. In fact
the report's account of recent history depends in part on
uncredited arguments borrowed from two partly, but not entirely,
overlapping groups of scholars -- those who have written on the
political and economic status of the profession and those who
have addressed the job crisis. One might have wished that some of
the ground-breaking essays the American Association of University
Professors has published in Academe and Footnotes over the years
were cited here. One might have wished the work several of us
have done on the job crisis was acknowledged. So much for
standards of scholarship. I suppose that a score or so of us
might make the Chronicle of Higher Education by filing a class
action plagiarism suit against the committee members and their
sponsoring organization.[1]
5. Meanwhile we are treated instead to the report's unlikely
yoking of Association of Departments of English head David
Laurence and Harvard University Professor John Guillory as
disciplinary seers. This comical -- and imaginary -- pairing links
the MLA's most apoplectic staffer with one of the profession's
most admired new apologists for business as usual. Up until 1995
Laurence could be encountered at MLA meetings heatedly insisting
there was no job crisis; if there were one, he would add, it was
wrong to speak of it, since that would discourage people from
signing up for graduate study. Guillory's role has been more
recent, first with his effort to infantalize graduate students by
decrying their premature professionalization, then with his
condescending regret at their increasing politicization. Their
politicization and organized action is actually the only thing
that might save the profession, and Guillory's effort to subvert
it is part and parcel of the MLA leadership's steady attempts to
undermine the Graduate Student Caucus and resist its
initiatives.[2]
6. So it is more than a little ironic to have the CPE report
hailing them as the profession's prophets. "Thanks to Laurence
and Guillory," or "as Laurence and Guillory have shown us with
their typical trenchant insightfulness" or "Laurence and Guillory
again point the way" is the approximate effect of Gilbert's
repeated citation of their fortuitous faux collaboration. These Bobsy
Twins
haven't so far as I know coauthored anything, so
presumably it's their enlightening conversation Gilbert has in
mind. All this is hardly the most critical issue, but it seems
worth going on the record about these elements of a document
written in part in ignorance and bad faith.
7. On the positive side, however, the MLA has now effectively
removed its imprimatur from its official posture of denial. And
in one critical area the report recommends genuine action. It
takes up the suggestion I have been making for several
years -- that the association investigate unfair hiring practices
by individual departments -- and urges approval. Of course this
recommendation will have to survive extensive review, but it
could have real deterrence value if implemented effectively. But
the report for the most part decorously avoids advocating the
kind of activism we need and makes it clear the MLA will do
little more to highlight or criticize the educational practices
of departments and institutions.
8. The MLA's importance in this area should not be
underestimated. As the largest of our disciplinary organizations
it has considerable leadership potential. It also has a deep
structural responsibility for the present conditions of academic
labor, as the professional organization representing the single
largest disciplinary group of graduate student and part time
labor. So at issue here is not only the inadequacy of the CPE
report but also the discipline's special culpability. Yet if I
have been critical of the organization's reluctance to act
politically I must also say it has perhaps been the single most
activist large disciplinary organization. Most of the others are
even more frightened of the public sphere, more unwilling to
undermine faculty privileges and departmental autonomy. Thus the
MLA has been one of few such groups to defend NEH funding on
Capitol Hill consistently and aggressively. One would think all
humanities fields would have been in that battle for years, but
such is not the case. The MLA also cosponsored an important
conference on part time labor initiated by the American
Historical Association in 1997, working closely with the American
Association of University Professors, a group more experienced in
articulating basic statements of principle, and the work of that
conference should have major impact. Just by issuing its own
report on the job crisis and by collaborating on the part-time
employment report, the MLA this year has put itself ahead of most
disciplinary groups. But the hour is late, much more needs to be
done, and more than two decades of inaction will cost us very
dearly indeed.
9. One relatively minor but telling example of an area where we
need tough action is in the MLA's response to efforts to create
new Ph.D programs. Although many faculty members find it
difficult to believe that institutions would attempt to establish
new doctoral programs in the midst of the current oversupply of
Ph.Ds -- because creating new programs is much like throwing
gasoline on an uncontrolled fire -- there are always several such
efforts under way. Often the pressure comes from above, from
administrators who want to move up the hierarchy of rankings by
institutional type, sometimes because that produces more state
support. A number of doctoral programs were forced on faculty
members at Michigan universities for that reason in the last
decade. Sometimes departmental faculty resist these efforts but
are overwhelmed by coldly unscrupulous administrators.
Professional organizations like the MLA should be leading the way
to block new doctoral programs, and they should be doing so
simultaneously on multiple fronts. Working on the supply of new
Ph.Ds this way will not solve all our problems, but it is one
necessary component of a comprehensive approach to the job crisis
and can somewhat increase the employment prospect of the many
underemployed Ph.Ds now seeking meaningful careers.
10. One reason we cannot simply attack the problem of supply is
that our economic situation is far more complicated than that.
Indeed, Marc Bousquet, former head of the MLA's Graduate Student
Caucus, recently suggested to me that there really is no job
market in English, and I agree. My own reasons follow:
1) Supply and demand are so thoroughly out of sync with one
another that the product being marketed -- the new Ph.D -- has
become almost valueless.
2) Supply and demand in the higher education job system are
not a function of need -- or even dynamically
interdependent -- but are rather each independent variables
shaped by quite different social and political forces.
3) The forces shaping supply and demand for new Ph.Ds are
not exclusively or even necessarily primarily economic but
rather cultural and institutional.
4) Supply has been artificially increased and demand
artificially depressed. This is not a simple economic
relationship, though new Ph.Ds are suffering the classic
economic consequences of dramatic oversupply.
11. Let's say, for example, that the country actually wanted to
guarantee that all college students could read texts critically
and write well on their own. Many of us have some idea of how
much close attention and tutoring we would need to achieve that
standard. We'd need a hell of a lot more English professors than
we have now if we actually wanted to do so. The same holds for
math professors, science professors, and foreign language
teachers. If we wanted undergraduates to be knowledgeable about
art or music, well, once again, demand might match supply. Yet if
the need exists to hire large numbers of faculty, the cultural
and political will to pay their salaries is nowhere to be found.
THE UNDERPRODUCTION OF JOBS
12. Ph.Ds are produced in large numbers meanwhile, not because
of a massive demand for new faculty but because of an
institutional demand for cheap graduate student labor and because
of faculty desire to maintain the perks and pleasures of graduate
education. It's basically a pyramid scheme, most dramatically not
only at the Ph.D level but also for the MFA in fields like
creative writing.
13. Bousquet and other members of the GSC would argue that there
is thus really a job system, not a job market. Certainly they are
right that there is no independent market for full-time academic
employees registering supply and demand. Rather the job system we
have is an interlocking structure of employment patterns, job
definitions, salary constraints, hierarchized reward systems,
training programs, institutional classifications, economic
struggles, ideological mystifications, differential allotments of
prestige, and social or political forces. Together, all these
mechanisms produce an artificially restricted number of full-time
jobs for Ph.D holders. Graduate students or adjunct faculty
employed to teach introductory courses at brutally exploitive
wages are part of that job system; so are the dwindling
percentage of tenure-track faculty. They are all part of one
system that severely limits the number of decent jobs for new
Ph.Ds.
14. As a first step, then, we need to visualize new full-time
tenure-track jobs as one slice of a single employment pie in
higher education. Such a pie graph may help us realize that the
system of employment is relational and interdependent. But the
whole job system has many other components as well. The
mystification of humanities teaching that makes it seem just and
reasonable for English professors to teach four times as many
courses as microbiology professors is part of the system. All the
elements of the system work together to regulate and normalize
it. New jobs are not independent functions of the number of
students we need to teach or the courses we are expected to
offer. If the market for full-time positions flowed directly from
those needs all our recent PhDs would have jobs. So the MLA job
list is a highly manipulated and contingent phenomenon. It is a
small overdetermined segment of the job system.
15. Economic or cultural investment or disinvestment in one part
of the system affects other parts either immediately or over
time. Both the responsibilities individuals have and the benefits
they receive are functions of this system. Even rewards for
unique achievement are made possible and justified by it. That
means we are all responsible, that our different status positions
are interdependent. But many elements of this system are subject
to change.
16. So it's not simply "the economy" that has given us a job
crisis, as if the economy were our inexorable and monolithic
fate; it's a host of social, political, and cultural forces,
values, and constituencies that can be acted upon, that can be
influenced and modified. And the faculty members who tell us
otherwise -- who spread disinformation out of their own naive
ignorance and self-love -- are culpable. Just as the faculty
members who believe they bear no responsibility for institutional
practices are culpable. Just as the faculty members who believe
their sense of entitlement flows from nature not from
differential forms of exploitation are culpable. Failing to
acknowledge individual responsibility or to credit the potential
for collective agency are just two ways the CPE report fails to
view the crisis broadly enough. Both its narrow view of the
forces acting on higher education and its recommendations for
change have already been overtaken by events. What, then, has the
committee failed to understand?
17. One succinct way of highlighting the problem is to point out
a basic contradiction in the group's recommendations. Put
bluntly, they cannot recognize the tension between their realism
and their elitism. The report repeatedly urges us to prepare
graduate students to teach in the real world, to prepare them for
the jobs and responsibilities that will exist in the new
millennium. "An offer from a two-year institution or a high
school should not," the report remonstrates, "elicit the response
(as it recently did from a prominent academic), `Oh, well, it'll
put food on the table while you're looking for a job'." Indeed,
"the primary goal of graduate education should not be to
replicate graduate faculty." Departments "will have to reimagine
the size and shape of the graduate programs they offer and the
directions in which those programs ought to evolve, given the
range of educational needs our profession will have to meet in
the twenty-first century." Part of the accompanying rhetoric is
simply ignorant, as when they quote George Levine warning that
"graduate programs will have to find ways to incorporate into
their training `the sorts of material that would serve students
finding jobs at heavy teaching colleges'." Here in River City, as
in many other rural spots, we already do that; indeed we've been
doing it for decades. Our graduate students not only teach a
whole range of lower-level composition, literature, and film
courses; they also teach remedial rhetoric and composition for
disadvantaged students. Indeed, they train at intensively
tutoring remedial students. Short of practicing community college
groundskeeping or high school lunch room monitoring it's not
immediately clear what more our students should do to prepare
themselves for the service jobs of the future. Certainly not all
of them have set their dreams on the research track; some end up
sick of their dissertations and hope never to see another major
research project. Those who invest themselves in remedial
tutoring seem to do it with great dedication; they believe the
work matters and they are skilled at it. Whether any community
colleges will be willing to pay for this kind of individual
attention is the real issue, not whether our graduate students
are qualified and interested in doing the work.
18. Where the real contradiction in the CPE report arises,
however, is between its purportedly bracing dose of realism about
jobs in the new millennium and its recommendation about graduate
student teaching loads. The committee goes on to urge that
graduate student employees teach only one course per semester.
What the stern warning about preparing for the jobs that will
exist means, quite simply, is hurry and set up what far too many
faculty at elite institutions secretly think of as the Rhet/Comp
Droid assembly lines. These dedicated "droids," so many
literature faculty imagine, will fix comma splices, not spaceship
wiring. But why give Rhet/Comp Droids extra leisure time? What
are they going to do with time off? They beep and whir and grade,
that's all. They're not training for research.
19. My own department offers teaching at two courses per
semester and virtually every graduate student signs up for it.
They need the money for living expenses. For years I have urged
my department to reduce the teaching load but retain the full
salary. I want our students to have more time for their
intellectual lives. But the JOBS OF THE FUTURE so confidently
touted by the MLA will not have a major intellectual component,
not any substantial intellectual component, let alone research
time. That's not because they will be comp jobs, however, but
rather because the instructors will be so underpaid and so
overworked that they will have little time for reflection. So
there's no reason to provide graduate students facing that sort
of future with anything but job training and little reason not to
extract the maximum labor from them while they're at it. Indeed
extracting the maximum labor at the lowest cost has been the aim
of graduate training in English for decades.
ALTERNATIVE CAREERS ARE FOR OTHER PEOPLE
20. Because I have the research-oriented Ph.D in mind, my own
politicking to lower the teaching loads of graduate employees has
the aim of providing increased time first for seminar projects
and then for dissertation research and writing. But do the Droids
need to write dissertations? It's hard to see why many
traditional faculty would think so. Of course a number of people
have been doing serious and intellectually ambitious work on
rhetoric and technical writing for years, including political
analyses of corporate writing, but the current premium on
rhet/comp Ph.Ds, as opposed to M.A.s, in some corners of the job
system is partly a product of mystification. In the assembly line
comp course model a Ph.D has only limited pedagogical warrant.
Meanwhile, demand for rhet/comp Ph.Ds now generally exceeds
supply, but the profession will surely remain true to form and
eventually generate an oversupply. I doubt if we are more than a
decade away from that point.
21. All these forces will further undermine the value of the
Ph.D, something we cannot defend without a better understanding
of the dissertation's role in graduate training. What is at stake
in writing a dissertation is not just preparation for future
research. That is the general very narrow and, in my opinion,
spiritually and culturally impoverished view that prevails. You
write a dissertation to train you to do more such projects. If
you are not going to do them, why write one? That seems as well
to be Louis Menand's perspective on dissertation writing. Menand
argues for a 3-year Ph.D with no dissertation or with only a
moderately expanded seminar paper. Not only does he see
dissertation writing as unnecessary; he sees it as culturally
counter-productive, since it leads to inflated books that are
little more than "articles on steroids."[3]
22. But there is also a pedagogical reason for undertaking
elaborate doctoral research. A person who writes a dissertation,
one hopes, leaves graduate training with an understanding of the
discipline based on deep, extended, even obsessional intellectual
commitment. A person who writes a dissertation has ever
thereafter a certain model of intellectual devotion, of in depth
study and reflection, as the only entirely appropriate and
fulfilling way of coming to know anything well. It is that
experience of thorough intellectual devotion that grants you the
right to profess before a class. And every more casual
intellectual encounter thereafter -- every one of the hundreds of
thousands of such casual encounters one promotes and requires as
a teacher -- is undertaken with knowledge of its inherent lack and
limitation. You never thereafter believe the student who merely
does his or her homework, whether carefully or perfunctorily, or
who spends but a week on a seminar paper, has exhausted his or
her potential or really traveled to the end of any intellectual
journey. And as much as possible you try to embed echoes of more
thorough devotion into the transitory work that actually occupies
American classrooms. Writing a dissertation is thus part of the
appropriate training in how to represent and transmit
disciplinary knowledge. It is also provides a model of
intellectually committed writing, writing as a serious and
extended undertaking, that can inform the perspective of any
composition teacher. Do we really want our writing teachers to
have never written anything longer than a seminar paper? That is
what pedagogy loses when we stop hiring Ph.Ds or grant the degree
without a dissertation. And that is the bright new world the MLA
report is unknowingly offering to us with such pride in realism.
23. Proposals to dumb down the humanities Ph.D would have other
negative consequences as well. Since no one is suggesting that
physics or chemistry professors do not need to do dissertation
research to get a Ph.D, the possibility of a two-tier
credentialing and prestige system arises, with humanities faculty
even lower in the professorial pecking order than they are now.
Watering down the humanities Ph.D would help maximize the salary
spread between disciplines, make it still easier to hire people
without Ph.Ds to teach humanities courses, make humanities
departments less competitive in the battle for campus resources,
and turn us into less effective advocates in congress and
elsewhere. If all this sounds wonderful, I've got a bridge I want
to sell you.
24. Proposals like Menand's are also often linked with the
alternative career model for the Ph.D, a plan almost every
tenured faculty member thinks is the greatest thing since sliced
bread. Advocacy for alternative careers, which the MLA is ready
to embrace with giddy abandon, is without question the most
cynical and self-interested solution anyone has offered to the
job crisis. When I visited the University of Arkansas a few years
ago to talk about the job market, a senior colleague rose to say
he had little sympathy for people who viewed their failure to get
an academic job as a disaster: "There are lots of things a Ph.D
can do. You could go into the army." This was appropriately
greeted with groans and protest from the graduate students in
attendance, and I doubt if even an MLA president will have enough
of a tin ear to call for that solution.
25. MLA presidents will no doubt instead pick glamorous, high-
salary career alternatives with some creative component.
Screenwriting is one obvious fantasy that might bedazzle jobless
Ph.Ds. But no one needs a Ph.D to become a screenwriter. An
Illinois graduate student left for Hollywood some years ago and
became reasonably successful, but he bailed out long before
writing his dissertation. Meanwhile, dangling T.S. Eliot's bank
job before a new Ph.D -- dissertation and Routledge book contract
in hand -- is not likely to win any gratitude for the MLA.
26. Faculty members like the alternative career model for other
people for several reasons: it holds the promise of sustaining
large graduate programs, along with their faculty perks; it gets
complaining graduate students out of their hair; it allows
faculty to combine their contempt for commercial employment with
a hidden conviction that Ph.Ds who don't get academic jobs are
not as good as those who do. But no graduate student who loves
reading literature and being in the classroom wants to be told
cheerfully that insurance companies are hiring.
27. There is good reason to design terminal M.A. programs with
alternative careers in mind, since the skills we teach do have
wide applicability. Furthermore, M.A.s have generally not yet
fully internalized the classroom professor identity, so the
likelihood of psychic damage is much less. Such programs should
include courses and work experience linked to the alternative
career, an option easier to realize at metropolitan campuses. But
offering an alternative career to a talented Ph.D. is a cynically
self-interested move. Furthermore, it offers no programmatic
answers for the profession. There have always been some jobs
outside academia where the Ph.D is a valued credential -- including
jobs at foundations and government agencies -- but there aren't
enough of them to justify maintaining doctoral programs.
28. Yet that is far from the only misreading of the future built
into this document. When the MLA committee members imagine the
future of higher education they of think full-time jobs with
higher teaching loads, more service courses, less time for
research. Well, folks, that degraded future is already past. Late capitalism has more exploitive working conditions than those in store for us. What's
worse is that English more than any other discipline has helped
pave the way for the alternative academic workplace and the full
proletarianization of the professoriate. About this, the MLA's
committee had not a clue. The future is one of part-time work
dominated by corporate managers. Some of those managers will have
Ph.Ds; indeed that may in the long run be the only full-time job
market for the composition Ph.D. The rest of the M.A.s and Ph.Ds
will do piece work. Academic freedom will be nonexistent.
Salaries will hover at the poverty level except for those who
work past distraction. And English departments have helped make
this brave new world come true.
OUR HANDS ARE DIRTY
29. Confident for decades that literary studies opens Heaven's
Gate, the discipline is about to learn it has been praying in a
corporate lobby. English has in fact been an unwitting corporate
partner in a project to defund, defang, and deform higher
education as we know it. How has this happened? How can I make
these claims?
30. English, I would argue, is the discipline most responsible
for laying the groundwork for the corporate university. I refer
to our employment practices. For English departments above all
have demonstrated that neither full-time faculty nor Ph.Ds are
essential to lower-level undergraduate education. What's more,
we've shown that people teaching lower-division courses need not
be paid a living wage. We can no longer claim that such courses
have to be taught by people with years of specialized training.
Like many departments, mine puts people in front of a composition
class the semester after they earn their B.A. So the educational
requirement to teach rhetoric is apparently a B.A., a summer
vacation, and a week's training. A couple of years of graduate
study, having completed M.A. course work and a proseminar in
teaching, and they are then assigned "Introduction to Fiction" or
other beginning courses.
31. Any research university that wanted to would be
educationally justified in hiring such folks full-time at $3,000
per course. In my own department two thirds of the undergraduate
teaching is already done by graduate student employees without
Ph.Ds. We can hardly justify hiring full-time faculty with Ph.Ds
by arguing no one else is capable of teaching the courses, since
we have already "proven" otherwise. Indeed, after an ethical
decision to reduce the size of our graduate program, we were
forced to turn to graduate students in other fields to teach our
composition courses. We now hire more than a score of law
students to teach introductory rhetoric. These "apprentices" are
not even enrolled in the department's degree programs.
32. There is now some statistical support for these claims. Data
from the 1993 National Study of Postsecondary Faculty, based on
fall 1992 hiring figures, is now available as a CD-ROM. More up-
to-date figures will not be available for another couple of
years, but they will hardly be heartening. Ernst Benjamin of the
national office of the American Association of University
Professors has assembled the raw 1992 data into charts and passed
them on to me. English departments nationwide had the largest
percentage (8.2%) of the part-time faculty work force. Four other
fields with much smaller work forces overall (Law,
Communications, Computer Sciences, and Psychology) used a higher
percentage of part-time faculty -- English used 52.9%, whereas Law
used 65.3% and Communications and Computer sciences each used
about 55% -- but most of those other disciplines were employing
moonlighting professionals who were supplementing full-time jobs
for prestige or pleasure. Thus colleges of Law regularly hire
community lawyers part-time; notably, 99% of part-time law
faculty in four-year colleges and 79.8% of them in two-year
institutions have the appropriate professional degree.
Communication programs often hire local journalists part-time. A
number of other disciplines, like business and nursing, do the
same with full-time practitioners in their fields. Taken
together, English and Foreign languages -- the MLA's
constituency -- accounted for 11% of the part-time faculty in 1992.
And they amount to a block of people working at slave
wages -- people who depend on their instructional income for their
living expenses -- that dwarfs other small fields like philosophy,
which accounts for but 1.3% of part-time hires.
33. Finally, a number of these fields, like law, use their part-
time faculty to train students in professional schools, not for
basic undergraduate instruction. It is above all English and
foreign language departments that have proven that full-time
Ph.Ds are superfluous for at least the courses they offer for the
first two years of the undergraduate degree. If we then
considered what graduate students having completed all doctoral
course work might teach -- and what salaries we could hire them
at -- the picture becomes still more troubling.
34. Here and there across the country that picture is already
being filled out. At my own insitution, the large lecture courses
once categorically (and self-righteously) reserved for faculty
are now sometimes taught instead by advanced graduate students.
Thus the history and sociology departments sometimes have a
graduate student give all the lectures in the 750-student Survey
of American History or the 300-student introduction to Sociology.
Still other grad students teach the discussion sections. No
faculty members are involved. It's a great opportunity for the
graduate student lecturers, who may well deliver a fine course,
often replacing faculty who are far less eager for the task, but
it also further undermines the need to employ Ph.Ds.
35. Of course it is still English departments that have
pioneered the mass employment of college teachers at subminimum
wages. English department employment practices have demonstrated
that most -- or even all -- of the undergraduate degree can be
handled by severely exploited labor. Indeed, many courses are
taught at a profit. The gap between the tuition paid by the
students in an introductory course and the salary paid to a part-
time faculty member to teach it (from $1,000 to $3,500 per
course) can be considerable. Moreover, do you really need a
library, a gymnasium, a chapel, an auditorium, a student union,
or an elaborate physical plant to teach such a course?
Proprietary schools like the University of Phoenix have shown
that we do not.[4] As these forces come together in a moment of
recognition, the corporate takeover of the profitable portion of
the undergraduate curriculum becomes a possibility. As Arthur
Levine writes, "high-technology and entertainment companies are
viewing noncampus-based education as an opportunity"; we can look
for "the growth of private-sector competitors."[5] English has led
the way in turning college teaching into a low-level service job;
we are corporate America's fast food discipline.
36. It is worth calculating just what the hourly rate is for
Ph.Ds paid $1,000-1,500 per course, common salary levels at
community colleges and proprietary schools. East-West University
in Chicago, a four-year institution, paid $1,000 per course to
part-time faculty in 1997.[6] Assuming 30 to 45 classroom hours,
depending on the length of the term, assuming a rock-bottom
minimum of two hours preparation time for each hour of classroom
teaching, two hours a week of office hours, and a minimum of 75-
100 hours of paper and exam grading per term, the hourly pay rate
comes to under $4 per hour. But this calculation makes two
assumptions -- that preparation involves reviewing familiar
materials, not reading and researching new topics, and that paper
grading includes no extensive comments by the instructor. Getting
involved in either of these traditional forms of teaching, let
alone more extensive tutoring during office hours, can cut the
rate of compensation to $3 per hour or less. Meanwhile, ask
yourself how many $1,000-1,500 courses a person has to teach to
assemble a reasonable livelihood? How much attention can students
receive from someone teaching a dozen or more of such courses a
year? Are subminimum wages for Ph.Ds to become the norm?
37. Two things are clear enough. First, paying faculty
subminimum wages constitutes a genuine violation of professional
ethics. It must be characterized that way by everyone involved in
higher education. Second, this kind of brutally exploitive
salary structure represents the single greatest threat to quality
higher education and the greatest temptation for corporations
contemplating hostile takeovers of our enterprise. It is not
enough for organizations like the MLA to issue general statements
urging fair compensation for adjuncts and part timers. MLA's
report recommends that departments and institutions do "self-
study" to determine whether their enrollment and compensation
practices are fair. That's all well and good, but asking East-
West University to look into the depths of its soul is really
demanding they plumb the shallows.
38. The disciplinary organizations need to set minimum wages for
part-timers and work to enforce them; there is no alternative.
Full parity with full-time faculty is a necessary goal and a
useful logic to deploy even if the goal remains distant. But the
articulation of the principle alone will have little direct
effect on the wages paid academia's exploited teachers. More
direct and forceful action is needed from professional
organizations.
39. Each discipline should publish an annual "Harvest of Shame"
listing all departments and institutions paying less than $3,000
or $4,000 per course to instructors with Ph.Ds.[7] It is also
essential that abstract institutional responsibility for
exploitive labor practices be shared by those staff members who
benefit from that exploitation. Thus full-time faculty members
and administrators from those schools should be barred from
privileges like discounted convention room rates and barred from
advertizing in professional publications. That means publishers
could not advertise the books of those faculty in professional
journals. I would also consider barring full-time faculty and
administrators from such schools from publishing in journals
published by professional associations and urging a ban on
publishing in all university sponsored venues. Other ways of
highlighting faculty and administrative responsibility should be
found for institutions not oriented toward research. Regional
campaigns should condemn the institutions involved. And
professional organizations, as Karen Thompson of Rutgers
University suggested at the 1997 national conference on adjunct
and part-time faculty, should also consider censuring
institutions that treat part timers unfairly by denying them all
access to benefits like health care. Finally, a major national
effort must be undertaken to brand schools paying less than
$2,000 per course to any instructor as rogue institutions that
threaten the quality and survival of our higher education system.
40. There will be tremendous resistence among full-time faculty
members toward any suggestion they should be personally penalized
for their departmental or institutional policies. They will claim
powerlessness, and however false that claim may be they will
believe it. Some will argue with good reason that they are
fighting to change exploitive practices at their own schools.
Others will have so deeply entrenched a sense of entitlement that
they will be convinced underpaid teachers are underpaid because
they are inferior. Despite all this, I believe penalties must
promote recognition of individual responsibility and
accountability. Even the personal challenge built into the
prospect of individual penalties for institutional behavior would
be productive.
41. The only other argument mounted against an organized assault
on part-time hiring practices is a particularly confused and
defeatist one. I refer to the regular protest that some people
want to teach part-time. First of all, no one wants to be paid
$1,250 per course for their teaching. Underpaid labor is devalued
labor. I would have fewer complaints about part-time employment
if all Ph.Ds were paid at least $4,000 per course and had health
and retirement benefits, increased job security, and proper
grievance procedures. But the simple fact is that no power on our
corner of the earth will enable us actually to eliminate part-
time employment. The best we can hope for is to raise wages and
benefits, stop the trend toward shifting still more full-time to
part-time jobs, and perhaps alter the overall ratio of positions
somewhat. But we are not going to be able to eliminate part-time
employment in the academy. There will still be plenty of bad jobs
out there. Voicing fantasmatic fears that the freedom to be
exploited will disappear should not count as rational argument.
42. Indeed, the only sound reason to hesitate taking any of
these punitive actions is if the numbers of schools involved is
too large and the threat of censure thereby becomes ineffective.
Based on the national statement on part-time/adjunct faculty
published in the January/February 1998 issue of Academe, on
resolutions debated by the MLA's delegate assembly, and on the
ongoing accrediting challenge to institutions with excessive
reliance on part-timers, it seems the profession is beginning to
counter this threat on several fronts.[8] We must now intensify
this effort. For if we do not resist this exploitation, we will
eventually find corporate managed proprietary schools dominating
the education market.
43. Numerous other changes in the intellectual and professional
environment of academia would soon follow. Tenure of course would
disappear. Yearly or term contracts with very narrow and
vulnerable definitions of academic freedom are one certainty. The
Pew Charitable Trust has recently given Harvard Professor of
Higher Education Richard Chait a grant of over a million dollars
to develop alternatives to tenure, long one of Chait's interests.
"One size no longer fits all," he cheerfully announces about the
granting of tenure; "the byword of the next century should be
`choice' for individuals and institutions."[9] In what is a
remarkably disingenuous scenario he suggests that "faculty so
inclined should be able to forego tenure in return for higher
salaries, more frequent sabbaticals, more desirable workloads, or
some other valued trade-off." But of course exactly the reverse
is the case. We will forgo tenure in exchange for lower salaries,
no sabbaticals, and heavier workloads.
44. Most prospective faculty members will have less, not more,
"choice" in Chait's brave new world. But "choice" is not the only
slogan he cynically adopts; elimination of tenure and academic
freedom, he suggests, will also help promote "diversity" in work
arrangements. Meanwhile, other foundations linked to
corporations, including the Mellon Foundation, are also mounting
or supporting assaults on tenure. Some have suggested we measure
the strength or weakness of current tenure policy by the level of
public trust it elicits! Chait, on the other hand, has urged we
decouple tenure from academic freedom and devise contractual
guarantees for the latter. The proposals so far have been
chilling at best.
45. The American Association for Higher Education has been a
leader in seeking ways to restrict the intellectual freedom and
independence of the professoriate. As part of their "New
Pathways: Faculty Careers and Employment in the 21st Century"
project, they have distributed Chait's work and that of others in
a series of occasional papers that should be required reading for
everyone interested in the future we face. In a 1997 AAHE working
paper, J. Peter Byrne's Academic Freedom Without Tenure,
prospective contractual guarantees of and limitations to academic
freedom are expressed this way (the underlining is mine)[10]:
Faculty members have the right to teach without the
imposition or threat of institutional penalty for the
political, religious, or ideological tendencies of their
work, subject to their duties to satisfy reasonable
educational objectives and to respect the dignity of their
students.
Faculty members may exercise the rights of citizens to speak
on matters of public concern and to organize with others for
political ends without the imposition or threat of
institutional penalty, subject to their academic duty to
clarify the distinction between advocacy and scholarship.
Faculty members have the right to express views on
educational policies and institutional priorities of their
schools without the imposition or threat of institutional
penalty, subject to duties to respect colleagues and to
protect the school from external misunderstandings.
46. It is the last requirement -- to protect the school from external
misunderstandings -- that would have particularly amusing
consequences in the corporate university. Imagine what caution
these "guarantees" of academic freedom would instill in a faculty
none of whom had tenure, but any and all of whom could be fired
summarily. Moreover, once dismissed, the burden would be on
faculty to file suit and seek to overturn an improper firing. In
the present system the burden of proof in dismissing tenured
faculty is on the institution, which must supply that proof in
lengthy proceedings.
47. Imagine trying to defend your "reasonable educational
objectives" in a court committed to upholding the institution's
right to be protected from "external misunderstandings."
Astonishingly, Byrne's proposal underwrites dismissal for any
disagreement that produces public controversy, even for debates
about institutional policies and goals. And his demand that we
"respect colleagues" would obviously justify dismissal for a
sharp disagreement with an administrator; of course anything as
aggressive as a campaign to oust a dean or a president would
warrant immediate removal of a faculty member. Chait promises a
revised set of contractual guarantees for academic "freedom"
soon, but I would not expect much comfort from them.
48. Perhaps I may offer my own version of a faculty contract in
the hypothetical corporate university:
MOBILe OIL
brings you
MASTERPIECE CLASSROOM THEATRE |
The Corporate University's Principles of Governance:
1) The student consumer is always right.
2) Contract faculty will maintain a cheerful and friendly
demeanor at all times.
3) Contract faculty will avoid challenging, threatening, or
upsetting student consumers.
4) All courses will be graded on the basis of clear,
universally achievable goals. Divisive notions of excellence
and quality will play no role in evaluating consumer
performance.
5) All products of faculty labor are the property of the
corporation.
6) Termination without notice is available for faculty
noncompliance or insubordination.
7) All faculty members are provided with course syllabi and
textbooks without charge. Management is responsible for
course content.
8) All faculty possess presumptive redundancy. The need for
their services will be reassessed each term.
9) All faculty must submit an annual report detailing how
they can better serve the corporation's mission.
10) Faculty members have full academic freedom to accept
these principles or to resign.
49. If this is the world we are heading towards, the MLA's smug,
cautious, and constipated recommendations will do nothing
whatever to avert it. But in many ways this is the world adjuncts
and part-timers already inhabit, and the MLA is that much more
culpable for failing to address it, for limiting itself to
stating vague principles rather than taking actions. This
dystopian satire is no more than daily life for many academics,
and those in tenured positions who feel sorry for themselves need
to see their own working conditions reflected in this cultural
mirror. Many part-timers have little freedom to design courses,
no role in governance, no job security, no power to counter
irrational student complaints, and are subject to summary
dismissal for the most trivial, confused, or flatly inaccurate
reasons. Some work in fear or resignation, knowing their
livelihoods depend on not offending administrators or challenging
their students. And they work for wages comparable to those in
the worst illegal sweat shops in the country.
50. Thus we may no longer be able to confront the job crisis for
new Ph.Ds on its own. The multiple crises of higher education now
present an interlocking and often interchangeable set of
signifiers. Conversation about the lack of full-time jobs for
Ph.Ds turns inevitably to the excessive and abusive use of part-
time faculty or the exploitation of graduate student employees,
which in turn suggests the replacement of tenured with contract
faculty, which slides naturally into anxiety about distance
learning, which leads to concern about shared governance in a
world where administrators have all the power, which in turn
invokes the wholesale proletarianization of the professoriate.
51. When Richard Chait, therefore, in an introduction to the New
Pathways project, remarks, reasonably enough, that "technology
threatens the virtual monopoly higher education has enjoyed as
the purveyor of post-secondary degrees," we can and must
recognize the implications along all the other cultural and
institutional fronts his warning effects. But our own
programmatic responses and strategies, adopted under pressure,
can easily make things worse. Thus whatever external assaults on
humanities research, tenure, sabbaticals, teaching loads, and
other elements of university life are mounted will be
underwritten by disastrous compromises made in good faith by
departments themselves.
52. English departments, for example, are compelled financially
and structurally to hire non-Ph.Ds at a time when Ph.Ds cannot
get jobs. Doctoral institutions also hire postdocs at teaching
assistant wages -- often out of the altogether decent aim of giving
them additional years to get traditional jobs -- and in the process
undermine the status of the profession and the future job market
by proving that Ph.Ds can be hired at half or less the typical
current rate for new Assistant Professors. And the department
that hires a new Ph.D for $3,000 a course is placing itself
dangerously close to the salary scale adopted by the schools
hiring Ph.Ds for half that or less. Meanwhile, those with
instrumental visions of higher education have no patience with
the critical distance humanities faculty would like to maintain
from their own culture. Their goal is to strip higher education
of all its intellectual independence, its powers of cultural
critique and political resistance.
Cary Nelson, University of Illinois
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by
Cary Nelson
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