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• W339934485 abstract "FOR SOME, THE ACADEMY SEEMS TO BE UNDERGOING FUNDAMENTAL CHANGES, ALBEIT in different ways depending on the institution (e.g., community college, liberal arts college, publicly or privately funded university, unionized or not). (1) Indeed, some see threats that call for action (e.g., Berube and Nelson, 1995; Aronowitz, 2000). At a minimum, some academicians hold that higher education faces qualitatively different challenges than it has in the past. As the National Center for Postsecondary Improvement explains: Historically, higher education has always wrestled with outside authority, first the crown, then the church, then the corporation. What is new today is the central role that markets and financial pressures play in this dynamic (NCPI, 2002: 17). Besides market and financial pressures, a corporate organizational and business mentality, a declining number of potential students, and a declining political will to fund academia all seem to be driving the university. This is especially worrisome for publicly funded universities. Consider that land grant institutions were set up to provide students with more opportunities to obtain advanced training, conduct research that stimulates local economies, and connect with the needs of the public (cf. Fretz, 2004). Over time, land grant universities have been at least partially successful in meeting these goals, and in doing so, they have benefited society overall. Yet they have done so partially because of generous public financial support, which is now dwindling due to shifting political and economic priorities. Moreover, some academicians have pointed to the deleterious effects that these changes are having on the university as an institution that can challenge social injustices (Kyle, 2001). Consider that publicly funded colleges and universities have played a critical role, second perhaps only to the military, in breaking down racial and socioeconomic barriers in the U.S. In doing so, they have afforded many the opportunity to rise above their initial social class standing; thus, they arguably have benefited society as a whole even as they furthered social justice. Yet rising tuition costs, driven in part by government defunding, are keeping greater numbers of people from rising in this manner. These changes in higher education are directly related to social justice concerns. Scholars who do critical theoretical, social justice-related, and interdisciplinary work may be pressured into specializing and working within exclusionary disciplinary boundaries and into engaging in more traditional work (see Berube, 1998; cf. Luke, 1999; Wallerstein, 1999). Not all academicians seem to be aware of these ongoing changes. Some appear to be unconcerned, unmoved, or perhaps nonplused. Over the last decade at my university, the Pennsylvania State University (PSU), our leaders have enacted policies that increased the workload of faculty, staff, and administrators. For example, student retention concerns and inter-unit competition for tuition dollars tied to credit hours are driving new policies that require all faculty members to extensively document their advising activities. A fundamental reorganization of the university resulted in greater insecurity for some employees. PSU's Capital College was directed to merge with another campus some years ago. Some resources were provided to facilitate the merger, but the move resulted in increased work for midlevel administrators, staff, and faculty as they had to realign curricula, create new strategic plans, etc. A recent decision to undo the merger will force employees to create new strategic plans, reorganize teaching schedules, etc. Yet I have heard relatively few strong voices of discontent and calls for action; instead, one hears resignation, quiet mumbling, or simply silence. My anecdotal experiences with faculty members in various disciplinary units suggest that some of my colleagues do not believe the challenges faced by PSU and by the academy are significant or warrant a unified reaction. …" @default.
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• W339934485 date "2005-09-22" @default.
• W339934485 modified "2023-09-23" @default.
• W339934485 title "To See or Not to See the Crisis in the Academy: A Call for Action" @default.
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