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Archive for the ‘Institutions’ Category

remaking higher education for turbulent times, wed., march 28, 9am-6pm EDT, Graduate Center

For those of you in NYC (or those who want to watch a promised live webcast at bit.ly/FuturesEd-live  http://videostreaming.gc.cuny.edu/videos/livestreams/page1/ with a livestream transcript here: http://www.streamtext.net/player?event=CUNY), the Graduate Center Futures Initiative is hosting a conference of CUNY faculty and students on Wed., March 28, 9am-6pm EDT at the Graduate Center.  Our topic is: “Remaking higher education for turbulent times.” In the first session “Higher Education at a Crossroads” at 9:45am EDT,  Ruth Milkman and I, along with other panelists who have taught via the Futures Initiative, will be presenting our perspectives on the following questions:

  1. What is the university? What is the role of the university, and whom does it serve?
  2. How do political, economic, and global forces impact student learning, especially institutions like CUNY?
  3. What would an equitable system of higher education look like? What could be done differently?

Ruth and I will base our comments on our experiences thus far with teaching a spring 2018 graduate course about changes in the university system, drawing on research conducted by numerous sociologists, including organizational ethnographers.  So far, our class has included readings from:

We will discuss the tensions of reshaping long-standing institutions that have reproduced privilege and advantages for elites and a select few, as well as efforts to sustain universities (mostly public institutions) that have served as a transformational engine of socio-economic mobility and social change.  More info, including our course syllabus, is available via the Futures Initiatives blog here.

Following our session, two CUNY faculty and staff who are taking our class, Larry Tung and Samini Shahidi will be presenting about their and their classmates’ course projects.

A PDF of the full day’s activities can be downloaded here: FI-Publics-Politics-Pedagogy-8.5×11-web

If you plan to join us (especially for lunch), please RSVP ASAP at bit.ly/FI-Spring18

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Written by katherinechen

March 21, 2018 at 4:53 pm

in NYC spring 2018 semester? looking for a PhD-level course on “Change and Crisis in Universities?”

Are you a graduate student in the Inter-University Doctoral Consortium or a CUNY graduate student?*  If so, please consider taking “Change & Crisis in Universities: Research, Education, and Equity in Uncertain Times” class at the Graduate Center, CUNY.  This course is cross-listed in the Sociology, Urban Education and Interdisciplinary Studies programs.

Ruth Milkman and I are co-teaching this class together this spring on Tuesdays 4:15-6:15pm.  Our course topics draw on research in organizations, labor, and inequality.  This course starts on Tues., Jan. 30, 2018.

Here’s our course description:

 

This course examines recent trends affecting higher education, with special attention to how those trends exacerbate class, race/ethnicity, and gender inequalities. With the rising hegemony of a market logic, colleges and universities have been transformed into entrepreneurial institutions. Inequality has widened between elite private universities with vast resources and public institutions where students and faculty must “do more with less,” and austerity has fostered skyrocketing tuition and student debt. Tenure-track faculty lines have eroded as contingent academic employment balloons.  The rise of on-line “learning” and expanding class sizes have raised concerns about the quality of higher education, student retention rates, and faculty workloads.  Despite higher education’s professed commitment to diversity, disadvantaged racial and ethnic groups remain underrepresented, especially among faculty. Amid growing concerns about the impact of micro-aggressions, harassment, and even violence on college campuses, liberal academic traditions are under attack from the right. Drawing on social science research on inequality, organizations, occupations, and labor, this course will explore such developments, as well as recent efforts by students and faculty to reclaim higher education institutions.

We plan to read articles and books on the above topics, some of which have been covered by orgtheory posts and discussions such as epopp’s edited RSO volume, Armstrong and Hamilton’s Paying for the Party, and McMillan Cottom’s Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy.  We’ll also be discussing readings by two of our guestbloggers as well, Ellen Berrey and Caroline W. Lee.

*If you are a student at one of the below schools, you may be eligible, after filing  paperwork by the GC and your institution’s deadlines, to take classes within the Consortium:

Columbia University, GSAS
Princeton University – The Graduate School
CUNY Graduate Center
Rutgers University
Fordham University, GSAS
Stony Brook University
Graduate Faculty, New School University
Teachers College, Columbia University
New York University, GSAS, Steinhardt

Written by katherinechen

January 8, 2018 at 8:12 pm

global resistance in the neoliberal university

intlconf
Those of you who are interested in fending off growing neoliberalism in the university might be interested in the following international  line-up at CUNY’s union, PSC.
You can watch a livestream of the conference via fb starting tonight, Fri., March 3, 6-9pm and Sat., March 4, 9:30am-6pm EST:
…an international conference on Global Resistance in the Neoliberal University organized by the union will be held today and tomorrow, 3/3rd-4th at the PSC, 61 Broadway.  
 
Scholars, activists and students from Mexico, South Africa, Turkey, Greece, India and the US will lead discussions on perspectives, strategies and tactics of resisting the neoliberal offensive in general, and in the context of the university in particular.
 
You can visit this site for a link to the conference program:
 
Due to space constraints, conference registration is now closed. But we’re thrilled by the tremendous interest in the event! You can watch a livestream of the conference here: https://www.facebook.com/PSC.CUNY.  If you follow us on our Facebook page, you will receive a notification reminding you to watch.  
 
We look forward to seeing some of you tonight and to discussing the conference with many of you in the near future. 
 

 

 

Written by katherinechen

March 3, 2017 at 11:29 pm

where are the institutionalists? answer: not sociology

Neo-institutionalism was and remains a major strand of organizational theory. However, it seems as if it has receded from sociology programs. Some of the esteemed senior scholars in this tradition, such as Art Stinchcombe and Lynn Zucker, are emeritus faculty. A number of key figures such as Woody Powell, Brian Rowan, and John Meyer work in professional schools (education). And the bulk of early and mid career institutional scholars work in the b-schools, with Oxford and Alberta being the center of much work.

So where in sociology do we still see institutionalism? If you look at, say, the top 20-30 PhD programs, you get the following count: Neil Fligstein (Berkeley), Paul DiMaggio (NYU), Tim Hallett (IU), me (IU), Melissa Wooten (U Mass – Amherst), Tim Bartley (Ohio State). And it would be easy to whittle this list down. Paul DiMaggio’s recent work is more culture and cognition rather than institutionalism. Tim Bartley is less of an institutionalist per se and more of a scholar of industrial regulation. Perhaps, you might add Berkeley’s Cristina Mora, whose book on pan-ethnicity employs some aspects of institutionalism. But once again, you could argue her work is mainly immigration and ethnicity, not an attempt to develop institutionalism. Still, out of the 300-400 faculty who teach in the biggest PhD programs, it says something when only about 5 of them actually work on one of sociology’s most important contributions to the social sciences.

Is this a bad thing? Probably not. There is no reason to believe a theory of organizations has to live in sociology programs. One might also argue that institutionalism in sociology has simply transformed into a different thing – a theory of fields/dynamics of contention school that focuses more on conflict and mobilization than isomorphism.  So perhaps the number of people I could have identified would be larger. But I suspect it would not be larger.

What are your thoughts? Is this another example of org theory migrating to b-schools?

50+ chapters of grad skool advice goodness: Grad Skool Rulz ($5 – cheap!!!!)/Theory for the Working Sociologist/From Black Power/Party in the Street  

Written by fabiorojas

February 28, 2017 at 12:46 am

commentary on “an austrian approach to class structure” by jayme s. lemke

I saw a link to an article called “An Austrian Approach to Class Structure.” It attracted my interest since it is rare for economists to delve into theories of social class. In this article, Lemke offers a theory of social class based on Austrian economics. It is an interesting choice given that Austrians are committed methodological individualists, and class analysis (usually) relies on holism.

So what does the paper offer? The core of the paper is an attempt to rebuild social in terms of methodological individualism. Class (page 179) emerges when:

  • Rules and norms apply to some people and not others.
  • Group membership is sticky.
  • Some people hold authority over people in other groups.

There are a few things happening in this definition. First, it doesn’t match up terribly well with traditional notions of social class, which are usually economic. For example, an ethnic group is a “class” in this definition. However, an ethnic group is usually not considered a class in the Marxian or Weberian sense of the word (“position in the mode of production” or “market position”). I think in Lemke’s definition is closer to Weber’s notion of status group, but adds the idea that that rules are not uniformly applied in society. It’s a bit closer to Shils’ notion of deference or DuBois’ analysis of Black/White inequality, which focused on the forms of privilege that White people enjoy.

Second, the definition is especially suited to the issues that Austrian might care about, such as how states grant benefits to specific people and not others. Sadly, the traditional sociological literature on class and status more generally treats this as an after thought. Lemke’s definition works well, for example, if you want to talk about people in the state, or those who enjoy favors (special interest groups, lobbyists). This does come up in neo-Marxist political economy, but I don’t think it has much of an impact in the broader world of sociology.

Interesting read for anyone interested in the contact point between sociology and heterodox economics.

50+ chapters of grad skool advice goodness: Grad Skool Rulz ($5 – cheap!!!!)/Theory for the Working Sociologist/From Black Power/Party in the Street 

Written by fabiorojas

February 17, 2017 at 12:48 am

surviving academic affluenza/midlife-crisis

Academia is an iron person sport – the marathon to the dissertation,  the quest for a tenure-track position, and the trek to tenure.  What happens after tenure and promotion?

In this podcast, Elizabeth Matsui (a professor and practicing doctor), Roger Peng (professor of biostats), and Brian Caffo, a recently promoted full professor in biostats, discuss the timeline of an academic career, including those on soft money.  Using a disease analogy (i.e., do you suffer from full professoritis?), they discuss various outlets where the tenured can channel efforts following the post-tenure malaise.  They outline possible routes: “staying the course,” mastering a new field, or taking on additional, different roles as an administrator, empire-builder, public scholar, editor, teacher/mentor, and consultant.  Around the 40: minute mark, Matsui raises the issue of familial responsibilities.

Elsewhere, in an article titled “Midcareer Melancholy,” sociologists Joya Misra and Jennifer Lundquist point out the structural conditions that make associate professorship feel especially soul-crushing to those who had imagined a euphoric, happily ever after post-tenure and promotion.  As they describe the academic profession, assistant professors are protected from service work while some full professors shirk it.  These generate overwork among associate professors, whose ranks have been decimated by the adjunctification of the academy and the depletion of tenure-track lines.  Associate professors are acutely aware of how much of their daily work is neither valued nor counted towards their bid to advance to the next step of full:

Associate professors may be frustrated by the immediate demands of service work that materialize upon earning tenure when it is almost exclusively their scholarship that earns them promotion in the long run.

On our campus, we heard these sentiments repeatedly: “There’s a contradiction between the pressure for service at the associate level and the devaluing of service for promotion to full”; “In reality, only research matters when it comes to… promotion, but service and teaching require lots of time”; “The criteria for promotion is research. Associate professors have time for everything but research.” Another referred to associate professorship as “the midcareer service gully that we find ourselves taking an extended stay in.”

Misra and Lundquist offer the following adjustments to address the midcareer malaise:

  1. Clear guidelines for promotion that align with the institution’s mission. Tenure criteria are often less ambiguous than those for promotion to full professor. A few research institutions have identified alternative pathways to promotion in the form of exceptional service leadership or scholarly teaching.
  2. Mutual mentoring programs and supports such as those developed by the National Center for Faculty Development and Diversity that help faculty members focus their work time on the factors that will be evaluated, such as research productivity.
  3. Strategies aimed at lessening service burdens on faculty, such as: more tenure-line faculty hiring, recognizing that relying on adjuncts damages the university broadly, as well as adjunct faculty; course releases for intensive service positions to ensure that they do not derail research agendas; more staff hiring that supports faculty leadership.
  4. Greater departmental transparency in service assignments and teaching loads to reduce inequalities in how less-valued activities are distributed.
  5. Professional development for midcareer faculty on how to run meetings and complete committee work without reinventing the wheel.
  6. Standardized policies that regularly assess promotion timing rather than forcing candidates to self-nominate or wait to be nominated by a superior.

 

 

Written by katherinechen

January 18, 2017 at 5:13 pm

a bunch of institutionalism

Written by fabiorojas

January 6, 2017 at 12:10 am