Holden Thorp and Buck Goldstein
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781469646862
- eISBN:
- 9781469646886
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469646862.003.0002
- Subject:
- Education, Higher Education
Using lists of great universities, the locations of Nobel laureates, or the extent to which folks from other countries attend colleges, American universities still stand as the world’s best. This is ...
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Using lists of great universities, the locations of Nobel laureates, or the extent to which folks from other countries attend colleges, American universities still stand as the world’s best. This is because the curriculum is anchored in the liberal arts, research is curiosity-driven, social mobility is central to the mission, governance is grounded in faculty autonomy and academic freedom, and the partnership with the federal government is unique and extraordinary.Less
Using lists of great universities, the locations of Nobel laureates, or the extent to which folks from other countries attend colleges, American universities still stand as the world’s best. This is because the curriculum is anchored in the liberal arts, research is curiosity-driven, social mobility is central to the mission, governance is grounded in faculty autonomy and academic freedom, and the partnership with the federal government is unique and extraordinary.
Julee T. Flood and Terry L. Leap
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781501728952
- eISBN:
- 9781501728969
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501728952.003.0005
- Subject:
- Education, Higher Education
Two key issues stemming from the First Amendment of the U.S. Constitution are discussed: freedom of speech and academic freedom. These two ideals are largely non-existent for faculty members working ...
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Two key issues stemming from the First Amendment of the U.S. Constitution are discussed: freedom of speech and academic freedom. These two ideals are largely non-existent for faculty members working at private colleges, and universities and they are probably more restricted than faculty at public institutions might imagine. This chapter focuses on U.S. Supreme Court cases (e.g., Garcetti v Ceballos) as well as AAUP definitions of academic freedom. Defamation and other free speech issues are also discussed.Less
Two key issues stemming from the First Amendment of the U.S. Constitution are discussed: freedom of speech and academic freedom. These two ideals are largely non-existent for faculty members working at private colleges, and universities and they are probably more restricted than faculty at public institutions might imagine. This chapter focuses on U.S. Supreme Court cases (e.g., Garcetti v Ceballos) as well as AAUP definitions of academic freedom. Defamation and other free speech issues are also discussed.
Holden Thorp and Buck Goldstein
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781469646862
- eISBN:
- 9781469646886
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469646862.003.0006
- Subject:
- Education, Higher Education
The role of faculty forms the heart of the university in terms of its scholarship, patient care, and teaching. It is important that the university and the faculty rededicate themselves to ...
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The role of faculty forms the heart of the university in terms of its scholarship, patient care, and teaching. It is important that the university and the faculty rededicate themselves to outstanding teaching; the erosion of teaching by tenured faculty is contributing to the strain in the relationship with the public. Tenure, academic freedom, and shared governance are all indispensable concepts in the functioning of a great university that are mysterious to those outside the academy. Communicating the importance of these concepts is a critical need for higher education.Less
The role of faculty forms the heart of the university in terms of its scholarship, patient care, and teaching. It is important that the university and the faculty rededicate themselves to outstanding teaching; the erosion of teaching by tenured faculty is contributing to the strain in the relationship with the public. Tenure, academic freedom, and shared governance are all indispensable concepts in the functioning of a great university that are mysterious to those outside the academy. Communicating the importance of these concepts is a critical need for higher education.
Julee T. Flood and Terry L. Leap
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781501728952
- eISBN:
- 9781501728969
- Item type:
- book
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501728952.001.0001
- Subject:
- Education, Higher Education
Using a risk management framework, the book discusses the landscape of U.S. higher education and faculty employment decisions. Topics include institutional differences, challenges facing colleges and ...
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Using a risk management framework, the book discusses the landscape of U.S. higher education and faculty employment decisions. Topics include institutional differences, challenges facing colleges and universities, the erosion of academic standards, administrative bloat, changing promotion and tenure standards, sexual harassment, and Title IX concerns about campus safety. Attention is also given to the manner in which faculty members are hired and mentored and the decision-making biases that affect the way in which faculty members are granted promotion and tenure. The social psychological aspects of faculty employment decisions have been largely ignored in the literature, and we attempt to shed some light on these issues as we deconstruct promotion and tenure decisions. Traditional legal concepts of contract and employment law are examined as they pertain to hiring, promotion, and tenure decisions along with the cherished, but changing, ideals of free speech, academic freedom, and collegiality that have altered how faculty must deal with the rising tensions of political correctness on campus.Less
Using a risk management framework, the book discusses the landscape of U.S. higher education and faculty employment decisions. Topics include institutional differences, challenges facing colleges and universities, the erosion of academic standards, administrative bloat, changing promotion and tenure standards, sexual harassment, and Title IX concerns about campus safety. Attention is also given to the manner in which faculty members are hired and mentored and the decision-making biases that affect the way in which faculty members are granted promotion and tenure. The social psychological aspects of faculty employment decisions have been largely ignored in the literature, and we attempt to shed some light on these issues as we deconstruct promotion and tenure decisions. Traditional legal concepts of contract and employment law are examined as they pertain to hiring, promotion, and tenure decisions along with the cherished, but changing, ideals of free speech, academic freedom, and collegiality that have altered how faculty must deal with the rising tensions of political correctness on campus.
Glenn C. Altschuler and Isaac Kramnick
- Published in print:
- 2014
- Published Online:
- August 2016
- ISBN:
- 9780801444258
- eISBN:
- 9780801471896
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801444258.003.0003
- Subject:
- Education, Higher Education
This chapter examines the anticommunist hysteria—the phenomenon known as McCarthyism—that engulfed Cornell University during the Cold War. It begins with an overview of the controversy involving two ...
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This chapter examines the anticommunist hysteria—the phenomenon known as McCarthyism—that engulfed Cornell University during the Cold War. It begins with an overview of the controversy involving two Russian émigrés, Joshua Kunitz and Vladimir Kazakevich, who had been hired to teach in the university's Intensive Russian Language and Culture Program. It then considers how Edmund Ezra Day and his successor, Deane Waldo Malott, addressed the issue of communism on campus. It also discusses Robert Fogel's role in putting Marxism on the postwar campus map; the House of Representatives's indictment of Cornell zoology professor Marcus Singer for contempt; and the involvement of two acting university presidents between June 1949 and July 1951, Cornelis de Kiewiet and Theodore P. Wright, in controversies over academic freedom issues that rocked the campus. The chapter shows that Cornell did not purge left-leaning faculty members and refused to exclude unpopular ideas from the institution's definition of academic freedom.Less
This chapter examines the anticommunist hysteria—the phenomenon known as McCarthyism—that engulfed Cornell University during the Cold War. It begins with an overview of the controversy involving two Russian émigrés, Joshua Kunitz and Vladimir Kazakevich, who had been hired to teach in the university's Intensive Russian Language and Culture Program. It then considers how Edmund Ezra Day and his successor, Deane Waldo Malott, addressed the issue of communism on campus. It also discusses Robert Fogel's role in putting Marxism on the postwar campus map; the House of Representatives's indictment of Cornell zoology professor Marcus Singer for contempt; and the involvement of two acting university presidents between June 1949 and July 1951, Cornelis de Kiewiet and Theodore P. Wright, in controversies over academic freedom issues that rocked the campus. The chapter shows that Cornell did not purge left-leaning faculty members and refused to exclude unpopular ideas from the institution's definition of academic freedom.
Nicholas De Genova
- Published in print:
- 2014
- Published Online:
- August 2015
- ISBN:
- 9780816680894
- eISBN:
- 9781452948799
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816680894.003.0013
- Subject:
- Education, Educational Policy and Politics
This chapter provides an account of the controversy involving Columbia University Professor Nicholas De Genova’s exercise with respect to free speech and the principle of academic freedom. It ...
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This chapter provides an account of the controversy involving Columbia University Professor Nicholas De Genova’s exercise with respect to free speech and the principle of academic freedom. It examines the suppression of dissent among academic intellectuals within—and against—the imperial university. Professor De Genova argues that the news media can never provide a genuine forum or platform for the substantive articulation or clarification of any complex ethical, intellectual, or political position, particularly any that radically disrupts or seeks to subvert the dominant order of society. The chapter also provides a historical outline of colonial conquest, genocide, slavery, and imperial warfare as forming the bedrock of U.S. nation-state formation. It then examines the important role of universities to encourage, nurture, and protect critical thinking and political dissent.Less
This chapter provides an account of the controversy involving Columbia University Professor Nicholas De Genova’s exercise with respect to free speech and the principle of academic freedom. It examines the suppression of dissent among academic intellectuals within—and against—the imperial university. Professor De Genova argues that the news media can never provide a genuine forum or platform for the substantive articulation or clarification of any complex ethical, intellectual, or political position, particularly any that radically disrupts or seeks to subvert the dominant order of society. The chapter also provides a historical outline of colonial conquest, genocide, slavery, and imperial warfare as forming the bedrock of U.S. nation-state formation. It then examines the important role of universities to encourage, nurture, and protect critical thinking and political dissent.
Vijay Prashad
- Published in print:
- 2014
- Published Online:
- August 2015
- ISBN:
- 9780816680894
- eISBN:
- 9781452948799
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816680894.003.0014
- Subject:
- Education, Educational Policy and Politics
This chapter focuses on the concept of campus democracy and academic freedom. It argues that the question of affordability of higher education is significant to any discussion of academic freedom. A ...
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This chapter focuses on the concept of campus democracy and academic freedom. It argues that the question of affordability of higher education is significant to any discussion of academic freedom. A survey from 2000 of 850 U.S. residents found that less than a tenth of adults who enjoy a family income of between $30,000 and $75,000 believe that college education is affordable. Those who make less than $30,000 fear that their children won’t be able to go to college. In addition, the survey found a majority worried more about college tuition than about the academic freedom of the faculty. The freedom to think is encroached upon by the encumbrances of money.Less
This chapter focuses on the concept of campus democracy and academic freedom. It argues that the question of affordability of higher education is significant to any discussion of academic freedom. A survey from 2000 of 850 U.S. residents found that less than a tenth of adults who enjoy a family income of between $30,000 and $75,000 believe that college education is affordable. Those who make less than $30,000 fear that their children won’t be able to go to college. In addition, the survey found a majority worried more about college tuition than about the academic freedom of the faculty. The freedom to think is encroached upon by the encumbrances of money.
Julee T. Flood and Terry L. Leap
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781501728952
- eISBN:
- 9781501728969
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501728952.003.0006
- Subject:
- Education, Higher Education
Collegiality is an elusive and poorly-defined concept—one that is hard to articulate but "We know it when we see it." This chapter examines cases in which the ideal of collegiality is at issue. But ...
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Collegiality is an elusive and poorly-defined concept—one that is hard to articulate but "We know it when we see it." This chapter examines cases in which the ideal of collegiality is at issue. But because of its vagueness, no one is exactly sure where collegiality fits in to hiring, promotion, and tenure decisions. The notion of collegiality is examined from the perspective of the literature on organizational citizenship behavior (commonly known as OCB). Included in the discussion are the similarities and differences between collegiality and civility. The chapter also examines the socialization process in academia and the possible dampening effect of collegiality on academic freedom.Less
Collegiality is an elusive and poorly-defined concept—one that is hard to articulate but "We know it when we see it." This chapter examines cases in which the ideal of collegiality is at issue. But because of its vagueness, no one is exactly sure where collegiality fits in to hiring, promotion, and tenure decisions. The notion of collegiality is examined from the perspective of the literature on organizational citizenship behavior (commonly known as OCB). Included in the discussion are the similarities and differences between collegiality and civility. The chapter also examines the socialization process in academia and the possible dampening effect of collegiality on academic freedom.
Thomas Docherty
- Published in print:
- 2018
- Published Online:
- January 2019
- ISBN:
- 9781526132741
- eISBN:
- 9781526138965
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9781526132741.003.0005
- Subject:
- Education, Educational Policy and Politics
Between 1945-1989 we can trace a growing conflation of economic liberalism with social and cultural liberalism, such that social liberalism becomes engulfed by neoliberal capital and subsumed under ...
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Between 1945-1989 we can trace a growing conflation of economic liberalism with social and cultural liberalism, such that social liberalism becomes engulfed by neoliberal capital and subsumed under market fundamentalism. As a consequence, there emerges a political debate about liberal societies – in Popper’s terms, ‘open societies’ – and their relation to authoritarian and totalitarian regimes and institutions. However, this misses the point that, when social values are essentially monetized, the institutional values of academic freedom – characterised by an ‘open university’ - are potentially compromised. The chapter examines the historical constitution of the UK’s ‘Open University’ – as an explicitly democratising institution - and sets that against the contemporary logic of zero-sum competition, which envisages the failure and closure of some universities as a sign of the success of the national and global system. The paradox is that, as more universities open, so the range of intellectual options for critical thinking actually diminishes. The consequence is the enclosure of the intellectual commons, and the re-establishment of protected privilege and the legitimization of structural social inequality. Organisations such as the Russell Group embody this entrenching of inequality.Less
Between 1945-1989 we can trace a growing conflation of economic liberalism with social and cultural liberalism, such that social liberalism becomes engulfed by neoliberal capital and subsumed under market fundamentalism. As a consequence, there emerges a political debate about liberal societies – in Popper’s terms, ‘open societies’ – and their relation to authoritarian and totalitarian regimes and institutions. However, this misses the point that, when social values are essentially monetized, the institutional values of academic freedom – characterised by an ‘open university’ - are potentially compromised. The chapter examines the historical constitution of the UK’s ‘Open University’ – as an explicitly democratising institution - and sets that against the contemporary logic of zero-sum competition, which envisages the failure and closure of some universities as a sign of the success of the national and global system. The paradox is that, as more universities open, so the range of intellectual options for critical thinking actually diminishes. The consequence is the enclosure of the intellectual commons, and the re-establishment of protected privilege and the legitimization of structural social inequality. Organisations such as the Russell Group embody this entrenching of inequality.
Thomas Docherty
- Published in print:
- 2018
- Published Online:
- January 2019
- ISBN:
- 9781526132741
- eISBN:
- 9781526138965
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9781526132741.003.0004
- Subject:
- Education, Educational Policy and Politics
The contemporary institution fails to understand the real meaning of ‘mass higher education’. A mass higher education should address the concerns of those masses of ‘ordinary people’ who, for ...
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The contemporary institution fails to understand the real meaning of ‘mass higher education’. A mass higher education should address the concerns of those masses of ‘ordinary people’ who, for whatever reasons, do not attend a university. Instead, the contemporary sector simply admits more individuals from lower social and economic classes. Behind this is a deep suspicion of the intellectual whose knowledge marks them out as intrinsically elitist and not ‘of the people’. An intellectual concerned about everyday life is now seen as suspicious, given the normative belief that a university education is about individual competitive self-advancement. This intellectual is now an enemy of ‘the people’, and incipiently one who might even be regarded as criminal in dissenting from conformity with social norms of neoliberalism. There is a history to this, dating from 1945; and it sets up a contest between two version of the university: one sees it as a centre of humane and liberal values, the other as the site for the production of individuals who conform to and individually benefit from neoliberal greed. The genuine exception is the intellectual who dissents; but dissent itself is now seen as potentially criminal.Less
The contemporary institution fails to understand the real meaning of ‘mass higher education’. A mass higher education should address the concerns of those masses of ‘ordinary people’ who, for whatever reasons, do not attend a university. Instead, the contemporary sector simply admits more individuals from lower social and economic classes. Behind this is a deep suspicion of the intellectual whose knowledge marks them out as intrinsically elitist and not ‘of the people’. An intellectual concerned about everyday life is now seen as suspicious, given the normative belief that a university education is about individual competitive self-advancement. This intellectual is now an enemy of ‘the people’, and incipiently one who might even be regarded as criminal in dissenting from conformity with social norms of neoliberalism. There is a history to this, dating from 1945; and it sets up a contest between two version of the university: one sees it as a centre of humane and liberal values, the other as the site for the production of individuals who conform to and individually benefit from neoliberal greed. The genuine exception is the intellectual who dissents; but dissent itself is now seen as potentially criminal.
Jerry A. Jacobs
- Published in print:
- 2014
- Published Online:
- May 2014
- ISBN:
- 9780226069296
- eISBN:
- 9780226069463
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226069463.003.0007
- Subject:
- Education, Higher Education
Chapter 7 considers the question of whether successful interdisciplinary lines of inquiry will congeal into new research fields or disciplinary subspecialties. The analysis suggests that the enduring ...
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Chapter 7 considers the question of whether successful interdisciplinary lines of inquiry will congeal into new research fields or disciplinary subspecialties. The analysis suggests that the enduring success of any interdisciplinary system will require the recreation of established organizational forms. The discussion emphasizes the importance of research communities to the vitality of the current disciplinary system. The emphasis here is on the role of disciplines or discipline-like units as functioning intellectual, social, career and political systems. The chapter includes a discussion of multiple meanings of the term “integration.” Chapter 7 also considers the theme of antidisciplinarity that is evident in the writings of some scholars in this area, as well as a brief review of extant interdisciplinary doctoral degree programs.Less
Chapter 7 considers the question of whether successful interdisciplinary lines of inquiry will congeal into new research fields or disciplinary subspecialties. The analysis suggests that the enduring success of any interdisciplinary system will require the recreation of established organizational forms. The discussion emphasizes the importance of research communities to the vitality of the current disciplinary system. The emphasis here is on the role of disciplines or discipline-like units as functioning intellectual, social, career and political systems. The chapter includes a discussion of multiple meanings of the term “integration.” Chapter 7 also considers the theme of antidisciplinarity that is evident in the writings of some scholars in this area, as well as a brief review of extant interdisciplinary doctoral degree programs.
