Archive for the ‘education’ Category
The organizational sociology of higher education is having a moment. Elizabeth Armstrong and Johanna Massé have written about it recently (and even more recently here), Michael Kirst and Mitchell Stevens have a new volume out on the topic (I’ll be writing more on that soon), and Amy Binder, whose work is very organizational, is chair of ASA’s generally strat-heavy Education Section.
Maybe it’s because there are so many changes going on in higher education right now that simply can’t be understood without thinking about organizations and the fields they are located within. From the Wisconsin budget cuts, to the effects of proliferating rankings, to the internationalization of universities, to the impact of organizational culture on student experience, tons of organizational questions are begging for answers.
Anyway, I’m editing a volume of Research in the Sociology of Organizations on “The University Under Pressure” with Catherine Paradeise, to be published in January 2016. We’ve got some great contributions from a trans-Atlantic group of authors including Dick Scott, Georg Krücken, Philippe Laredo, Christine Musselin, Amy Binder, Daniel Kleinman, Joe Hermanowicz, and others. And while the volume has mostly come together already, one free slot has opened up.
So if you have a paper in the works that you think makes a contribution to the organizational sociology of higher ed, send it my way. There’s some focus on comparing the U.S. and European experiences, but many of the articles look at a single country. And despite the title, it doesn’t have to be about universities: writing about community colleges from an organizational angle? Great.
The catch is that it needs to be either written already or ready for review quite soon — say, within the next month. On the plus side, if it’s accepted, you can expect it to be in print within the year. (And if it’s not, you’ll know quite soon.)
Just about all of us care about the future of the university. It’s time for organizational sociologists to do a better job of helping us understand it.
Ryan Boundinat is a former MFA writing instructor. He has some blunt talk about MFA programs:
- If you didn’t decide to take writing seriously by the time you were a teenager, you’re probably not going to make it.
- If you complain about not having time to write, please do us both a favor and drop out.
- If you aren’t a serious reader, don’t expect anyone to read what you write.
I may disagree with some points (e.g., he over emphasizes the “you are born to do it”), but overall, I agree with the article. The defining feature of the professional is … professionalism. For writers, that means organizing your like around books, reading books, writing books, and thinking about books. This is also true about academia. If you find your classes boring, research boring, and can’t get out of bed to do it, well, this isn’t the job for you.
I have often been a critic of the higher education system. My critique, roughly, is that the costs of college are often disconnected from the market value of the degree. Students are often left with substantial debt that may take a decade or more to pay off. Some, without proper counseling, take on the debt normally associated with buying a home. It is no longer the case that college finances are a matter of saving up some money for a few years or working it off over a few summers. Now, students can carry debt into their forties, or later, if they aren’t careful. This debt can displace other, possibly more important, forms of wealth building such as purchasing a home, financing a business, or simply saving the money.
Today, there is an effort to organize college loan debtors in an attempt to roll back this trend. The Debt Collective, an activist group, announced today that a group of fifteen volunteers will go on a debt strike. These former students all have debt acquired from their time in various for-profit colleges. I applaud this movement. But I think it needs to go farther. Why stop at for-profit colleges? It is the case that some for-profits have acted dishonestly in promising much higher wages and encouraging students to maximize loans. But many students from more traditional colleges leave with very debt loads as well and often with degrees that don’t correspond to better jobs. An excellent start and I hope to see more.
“there’s no rankings problem that money can’t solve” – the tale of how northeastern gamed the college rankings
There’s a September 2014 Boston.com article on Northeastern University and how it broke the top-100 in the US News & World Report of colleges and universities. The summary goes something like this: Northeastern’s former president, Richard Freeland, inherited a school that was a poorly endowed commuter school. In the modern environment, that leads you to a death spiral. A low profile leads to low enrollments, which leads to low income, which leads to an even lower profile.
The solution? Crack the code to the US News college rankings. He hired statisticians to learn the correlations between inputs and rankings. He visited the US News office to see how they built their system and bug them about what he thought was unfair. Then, he “legally” (i.e., he didn’t cheat or lie) did things to boost the rank. For example, he moved Northeastern from commuter to residential school by building more dorms. He also admitted a different profile of student that wouldn’t the depress the mean SAT score and shifted student to programs that were not counted in the US News ranking (e.g., some students are admitted in Spring admissions and do not count in the US News score).
Comments: 1. In a way, this is admirable. If the audience for higher education buys into the rankings and you do what the rankings demand, aren’t you giving people what they want? 2. The quote in the title of the post is from Michael Bastedo, a higher ed guru at Michigan, who is pointing out that rankings essentially reflect money. If you buy fancier professors and better facilities, you get better students. The rank improves. 3. Still, this shows how hard it is to move. A nearly billion dollar drive moves you from a so-so rank of about 150 to a so-so rank of about 100-ish. Enough to be “above” the fold, but not enough to challenge the traditional leaders of higher ed.
The legislature of South Carolina has allowed a budget to pass that will shut down South Carolina State University for a single year. According to news reports, the legislature tabled debate on a motion that would defund SCSU and close it for a year while they work on the finances:
The Higher Education Subcommittee’s plan would shut down the university on July 1, 2015 for fiscal year 2015-2016 and reopen in 2017. That plan would suspend all athletics programs, fire President Thomas Elzey, dismiss faculty and state employees, terminate the Board of Trustees.
During that year of closure, a Blue Ribbon Committee would look at the school’s finances, rehire necessary staff, reconstitute the athletics programs, and set curriculum before reopening the doors.
The state would also foot the bill for the university’s debts and loans.
Satellite campuses of state schools are occasionally closed and/or merged for all kinds of reasons. But I think this is a first in that the legislature intends to continue funding SCSU at a later time, just with different management. This happens occasionally with private colleges who might close and then re-open, as has happened with Antioch College. An interesting question is (a) whether the South Carolina legislature will approve this policy and (b) if successful, how often legislatures will use this procedure to manage other state college campuses.
Higher ed geeks, use the comments.
This weekend, I visited Bates College and participated in their celebration of the legacy of Martin Luther King, Jr. It’s a lovely campus and I enjoyed myself. At the beginning of my workshop, one of the Bates students gave a brief talk about the history of Black Studies at Bates. A key issue was that it was a late adopter. The protest in favor of the program used late adoption as a frame for their argument. The photo above is from a student publication and shows students pointing out that Bates isn’t following its peer group. The banner actually lists the peer organizations that have Black Studies circa 1988. Great example of how movements hook up into institutional environments.
Student debt is in the news a lot these days. It currently stands at $1.2 trillion in the U.S., having surpassed credit card debt in 2010. The Occupy movement pushed the issue onto the front pages with its call for debt forgiveness, and since then loans have bounced in and out of the news under headlines like “crisis” and “crippling.”
Of course, there’s always two ways of looking at things. Since the college wage premium (or, more accurately, the noncollege penalty) has increased, plenty of folks have argued that college, loans and all, is still a great deal despite rising tuition, and that many students should actually be borrowing more.
That’s hard to tell an underemployed 24-year-old, but never mind. In general, our shift toward loan-driven higher ed financing is a big problem. But there’s one important, and often overlooked, way in which things have gotten better. Much better.