“mutations” dans l’enseignement sup érieur aux etats-unis

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“Mutations” dans l’enseignement supérieur aux Etats- Unis Intervention le 18 mars 2009 Michael Harris, Université Paris 7 et IUF emerciements à Peter Hogness, rédacteur en chef du Clarion, journal du syndica rsity of New York

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“Mutations” dans l’enseignement sup érieur aux Etats-Unis. Intervention le 18 mars 2009 Michael Harris, Universit é Paris 7 et IUF. Avec mes remerciements à Peter Hogness, rédacteur en chef du Clarion , journal du syndicat de la City University of New York. Organisation de l’intervention. - PowerPoint PPT Presentation

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Page 1: “Mutations” dans l’enseignement sup érieur aux Etats-Unis

“Mutations” dans l’enseignement

supérieur aux Etats-Unis

Intervention le 18 mars 2009

Michael Harris, Université Paris 7 et IUF

Avec mes remerciements à Peter Hogness, rédacteur en chef du Clarion, journal du syndicat de la City University of New York

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Organisation de l’intervention

• Présentation du système universitaire américaine

Les étudiants

Cout de l’enseignement supérieurLe corps enseignantFinancement des universités publiques et privéesGouvernance

• Les “mutations”

Contingent faculty

“Corporatization”Effets de la crise

Page 3: “Mutations” dans l’enseignement sup érieur aux Etats-Unis

Pour éviter des malentendus

Page 4: “Mutations” dans l’enseignement sup érieur aux Etats-Unis

Pour éviter des malentendus

• L’intervenant n’est pas un expert du système éducatif américain.

Page 5: “Mutations” dans l’enseignement sup érieur aux Etats-Unis

Pour éviter des malentendus

• L’intervenant n’est pas un expert du système éducatif américain.

• Il n’est pas venu en France par préférence pour le système français.

Page 6: “Mutations” dans l’enseignement sup érieur aux Etats-Unis

Pour éviter des malentendus

• L’intervenant n’est pas un expert du système éducatif américain.

• Il n’est pas venu en France par préférence pour le système français.

• Il est membre de l’IUF mais ce n’est pas parce qu’il n’aime pas l’enseignement.

Page 7: “Mutations” dans l’enseignement sup érieur aux Etats-Unis

Pour éviter des malentendus

• L’intervenant n’est pas un expert du système éducatif américain.

• Il n’est pas venu en France par préférence pour le système français.

• Il est membre de l’IUF mais ce n’est pas parce qu’il n’aime pas l’enseignement.

• Il n’a aucune patience avec les idées reçues à propos du système américain, par exemple :

Page 8: “Mutations” dans l’enseignement sup érieur aux Etats-Unis

(Le Monde du 5 mars) …

Comme en France, c’est rare mais ce n’est pas impossible. Aux Etats-Unis, les sociologues sont autorisés à déterminer les origines socioéconomiques et éthniques (!) des étudiants, par exemple : Source : America’s

Untapped Resource,2007

Page 9: “Mutations” dans l’enseignement sup érieur aux Etats-Unis

Mais je suis à peu près sûr que plus que la moitié de l’assistance tient des propos comparables à ceux cités dans Le Monde.

Quant à l’intervenant, il croit que l’enseignement supérieur public (contrairement à l’éducation secondaire) a toujours été plus démocratique aux USA qu’en France, mais que cette tradition est ménacée :

comme partout ailleurs :

Page 10: “Mutations” dans l’enseignement sup érieur aux Etats-Unis

En fait, et selon un phénomène paradoxal mais observable … dans beaucoup d’autres univers sociaux… l’argent (public) va plutôt d’abord aux héritiers et donc à ceux qui ont déjà le plus de capital. C’est-à-dire que ce sont généralement les étudiants d’origine favorisée qui bénéficient des financements les plus importants, comme des meilleures conditions d’études. Et ici je ne parle pas du cas de ces élèves de grandes écoles, dont les études sont intégralement prises en charge par l’Etat en échange de quelques années de bons et loyaux services…

Ce constat de l’inégalité de notre système d’enseignement supérieur, et partant de ses fonctions de reproduction sociale, est à peu près unanimement partagé. Or ce qui est étonnant avec les réformes lancées par Valérie Pécresse, c’est que le souci de la démocratisation semble avoir complètement disparu de l’agenda politique. …En fait, il est clair que les réformes actuelles, loin de vouloir lutter contre ces inégalités vont plutôt les amplifier et ce ne sont pas les mesures cosmétiques du Plan réussite en Licence qui contrediront cette tendance.

SOURCE : cours du département de sociologie de Paris VIII Vincennes- Saint Denis, effectué le vendredi 20 février 2009, devant l’ENA.

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Le système éducatif aux USA

ést assezcompliqué.

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Page suivante :Les 24 meilleures universités des USA, selon

le classementUS NEWS AND WORLD REPORT

A la différence du classement de Shanghai, celui de USNWR, qui classe les universités en (au moins) 4 catégories (Tier 1-4), sans compter les “small liberal arts colleges”, est très suivi par les administrations des universités

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American universities have their roots in the establishment of the colonial colleges -- institutions such as Harvard, Yale, Princeton, William and Mary -- that were founded in the seventeenth and eighteenth centuries or shortly after the American Revolution. These colleges drew on medieval sources and the tradition of Cambridge and Oxford to offer a prescribed curriculum of ancient classics, rhetoric, mathematics, Christian ethics and philosophy. Their purpose was to educate a small, elite group of leaders for the church, the learned professions and citizens for the new nation. Their goal was the preservation of learning and its transmission through teaching to the next generation. The large number of private liberal arts colleges in the United States today, which offer only four-year baccalaureate degrees, continues the tradition of these colonial colleges today in America.

During the last third of the nineteenth century, either just prior to or immediately following the American Civil War, an entirely new kind of university appeared on the American scene. This new university accompanied the spread of American settlement to the west, both to the Great Plains of the upper Midwest, and to the new states of the West Coast. New lands were brought under cultivation, and the continent was connected by the transcontinental railroad. The United States was entering the industrial age.

The emergence of new universities to serve this new society began with the passage of the Morrill Act, legislation passed in 1863 and signed by President Lincoln, according to which the federal government granted large tracts of land* to each of the states, the sale of which was to provide the money for the establishment of universities in each of the states. Thus was born a uniquely American institution, the public, land-grant university - universities like the University of Illinois, the University of Minnesota, the University of California and many others. These state universities had several functions. They were intended to educate a larger percentage of the population for life in a democratic society. And, without ignoring the classical disciplines, they were intended to conduct research and provide training in applied fields, above all, in agriculture and engineering. These "land-grant" universities were similar to the technical universities in France and Germany. With the addition of the agricultural extension service later, these institutions were responsible for "extending" the knowledge of modern agriculture to the farmers in all of the states.SOURCE : The Privatization of Public Universities, discours de R. Berdahl, Chancellor, UC Berkeley, Erfurt, mai 2000

*débarrassé d’indigènes, bien sûr…

Un peu d’histoire

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American universities have their roots in the establishment of the colonial colleges -- institutions such as Harvard, Yale, Princeton, William and Mary -- that were founded in the seventeenth and eighteenth centuries or shortly after the American Revolution. These colleges drew on medieval sources and the tradition of Cambridge and Oxford to offer a prescribed curriculum of ancient classics, rhetoric, mathematics, Christian ethics and philosophy. Their purpose was to educate a small, elite group of leaders for the church, the learned professions and citizens for the new nation. Their goal was the preservation of learning and its transmission through teaching to the next generation. The large number of private liberal arts colleges in the United States today, which offer only four-year baccalaureate degrees, continues the tradition of these colonial colleges today in America.

During the last third of the nineteenth century, either just prior to or immediately following the American Civil War, an entirely new kind of university appeared on the American scene. This new university accompanied the spread of American settlement to the west, both to the Great Plains of the upper Midwest, and to the new states of the West Coast. New lands were brought under cultivation, and the continent was connected by the transcontinental railroad. The United States was entering the industrial age.

The emergence of new universities to serve this new society began with the passage of the Morrill Act, legislation passed in 1863 and signed by President Lincoln, according to which the federal government granted large tracts of land* to each of the states, the sale of which was to provide the money for the establishment of universities in each of the states. Thus was born a uniquely American institution, the public, land-grant university - universities like the University of Illinois, the University of Minnesota, the University of California and many others. These state universities had several functions. They were intended to educate a larger percentage of the population for life in a democratic society. And, without ignoring the classical disciplines, they were intended to conduct research and provide training in applied fields, above all, in agriculture and engineering. These "land-grant" universities were similar to the technical universities in France and Germany. With the addition of the agricultural extension service later, these institutions were responsible for "extending" the knowledge of modern agriculture to the farmers in all of the states.SOURCE : The Privatization of Public Universities, discours de R. Berdahl, Chancellor, UC Berkeley, Erfurt, mai 2000

*débarrassé d’indigènes, bien sûr…

Un peu d’histoire

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Nombre d’étudiants inscrits, 2007

2-year 4-year Total

Public 6,324,000

7,167,000

13,491,000

Privé 294,000

4,464,000

4,757,000

Source: U.S. Dept. of Education 2009

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Cout de l’enseignement supérieurpublic : l’exemple du système CSU (CaliforniaStateUniversities)

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Cout de l’enseignement supérieur public : l’exemple du système University of

California

`A titre de comparaison :

“annual fees at the University of California have risen from zero in 1960-61, to $450 in 1971, to $3600 at the present time, down from two years ago.” Berdahl, mai 2000

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Cout de l’enseignement supérieur public :

l’exemple de SUNY (State University of New York) et CUNY (City University of New

York) The SUNY Board increased undergraduate tuition by $620 (14 percent) … to $4,950 per year, graduate tuition by 14 percent annually, and non-resident undergraduate and graduate tuition by 21 percent annually. These increases are effective beginning in the Spring 2009 semester. The 2009-10 Executive Budget also recommends that the SUNY Board increase resident graduate tuition by an additional 7 percent, effective with the fall 2009 semester.

The CUNY Board authorized increasing undergraduate tuition by up to $600 (15 percent), … to $4,600 per year. Additionally, CUNY graduate tuition would increase by 20 percent.

Source : New York State Division of the Budget, 6 dec. 2008

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The College Board estimates that in 2008-09, full-time students at independent colleges and universities receive an average of $10,200 in grant aid from all sources and federal tax benefits. This aid reduces the average net tuition and fee price that full-time undergraduates pay from the published “sticker price” of $25,100 to about $14,900. Full-time students attending four-year public colleges and universities receive an estimated average of $3,700 in grant aid from all sources and federal tax benefits, which reduces their average tuition and fees they pay from the $6,600 sticker price to about $2,900.  

Les universités privées sont beaucoup plus chères, mais les bourses sont très répandues :

Source : The Financial Downturn and Its Impact on Higher Education Institutions 

 Prepared by the National Association of College and University Business Officers (NACUBO) in Partnership with the Association of Governing Boards of Colleges and Universities (AGB)

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Néanmoins, les dettes encourues par les étudiants sont souvent

onéreuses

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Néanmoins, les dettes encourues par les étudiants sont souvent

onéreuses

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Source : Democracy Now! Le 12 mars 2009

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Nombre d’enseignants, 2007

Professeurs

(full-time)Teaching assistants

Total

Public 877,000

266,000

1,143,000

Privé 494,000

63,000

557,000

Source: U.S. Dept. of Education 2009

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Mais les adjuncts (voir

plus loin) gagnent

beaucoup moins que

les full-time :

“In order to earn

a modest yearly

income, say $33,000,

an adjunct would

have to teach 20

courses at $1,650 per

course - an

impossibility, and twice

the workload of her

salaried peers.”

(à noter le mot “her”)

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28%13%

12%23%

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Gouvernance

In the United States, a college or university is typically supervised by a President or Chancellor who reports regularly to a Board of Trustees [comité directeur] (made up of individuals [notables] from outside the institution) and who serves as Chief Executive Officer. Most large colleges and universities now utilize an administrative structure with a tier of vice presidents, among whom the Provost (or Vice President for Academic Affairs) serves as the chief academic officer.

Source : Wikipedia

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Gouvernance

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Quelques-uns de 50 trustees de Chicago

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Hotellerie

Banque

Edition

Industrie

Edition

Banque

Banque Industrie

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Quelques-uns de 26 Regents de l’University of California

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“Shared governance”

• Trustees/Regents• President/Chancellor• Provost (chief academic officer)• Deans• Department• Faculty senate• Syndicats? (uniquement dans les universités publiques)

Page 34: “Mutations” dans l’enseignement sup érieur aux Etats-Unis

A quoi va ressembler l’université américaine dans une génération, selon Marc Bousquet,How the University Works (2007)

CONTINGENT FACULTY

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RECRUTEMENT

Département de…, Hiring committeeDépartement de…, Hiring committee

Ad hoc committeePROVOST

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• Mr. Bowen [President of AAUP, 2004] calls the "adjunctification" of the faculty one of the top two or three problems facing all of higher education. With half of the faculty now made up of part-timers, academe is moving toward a piecework system similar to that of farm laborers, he says. He recently met a part-timer in New York who teaches at eight institutions, juggling as many as 16 courses for a not-so-whopping total income of $45,000 a year.That looks a lot different than the ideal academic job, says Mr. Bowen, noting the tenured position he had at Maine's Colby College, in the political-science department. AAUP is always beating the drum for tenured jobs, even while they seem to be slipping away. “… we always say …that our primary purpose is to guarantee academic freedom — and that is inextricably linked to tenure.” (Chronicle, June 11, 2004)

• Today, 48% of all faculty serve in part-time appointments, and non-tenure-track positions of all types account for 68% of all faculty appointments in American higher education. (voir

graphique). Source: AAUP,http://www.aaup.org/AAUP/issues/contingent/default.htm

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In 2000 the National Labor Relations Board said that New York University was obliged to recognize its graduate assistants' union, a decision that led to a wave of organizing at private universities across the Northeast. But the ruling was reversed four years later when the board, full of new appointees of President George W. Bush, said graduate assistants at Brown University were primarily students and were not covered by federal labor law.

Advocates of unionizing may be helped by President Obama, who is expected to appoint board members who support labor rights.… The AAUP has been working to persuade Congress to pass both the Employee Free Choice Act and … the Teaching and Research Assistant Collective Bargaining Rights Act. That measure, which was introduced last spring but never made it out of the U.S. House of Representatives education committee, would explicitly state that teaching and research assistants can form unions with which universities must negotiate.Source : Chronicle of Higher Education, Feb. 20. 2009.

Syndicalisation des graduate assistants (doctorants)

Anecdote : soutien exprimé par mes collègues en 2008 pour la syndicalisation des doctorants : 0% (mais il semble que Alan Sokal est pour…) En 2004 40.000 graduate assistants étaient membres de syndicats.

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Corporatization“Academics in Canada are growing increasingly concerned about what they see as the expanding influence of corporations over their campuses.… As government support for the universities has fallen -- from about 60 % of campus budgets in the 1980s to 40 % today -- the institutions

have come to depend more and more on private funds for facilities, research, teaching, and other activities. …‘The danger is that teaching and research are going to be steered by these infusions of money that our universities are only too eager to receive," said Bill Graham, president of the [Canadian Association of University Teachers] and a philosophy professor at the University of Toronto. "And the idea that knowledge only has value if it has commercial applications must be challenged. This is potentially the most

explosive issue in postsecondary education in decades.’”

(Chronicle, November 12, 1999)

There are many ways in which corporations are entering into university campuses. Obvious ones include corporate sponsored classrooms, while there are not so obvious ones like scientists plugging away at the latest biotech crop and drug research. The main goals of unversities' governing boards and certain faculty and departments are to secure investments from corporations, develop patentable technologies, create start-up/spin-off companies, and train graduates to meet employer's goals. The federal and state governments are playing a strong role in strengthening corporate-university links, by cutting back on funding for research at public universities and at the same time enacting laws encouraging corporations to invest in university research. … This has led to increases in tuition fees and the underfunding of many academic departments, especially in the liberal arts. SOURCE: Berkeley Watch

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Corporatization“… the increasing dependence on private support leaves public universities vulnerable

to influence from private sources. Last month, for example, the Chairman of Nike announced that he would withdraw his $30 million pledge to the University of Oregon because it had chosen … to affiliate with the Workers' Rights Coalition to monitor conditions under which American companies were producing goods in Third World Countries. Critical of the decision and the political values he believed it represented, he simply withdrew his gift.” (Berdahl, mai 2000)

What are the dangers of a university-industrial complex?

First, … the loss of common ground, … common purpose within the university. … the university-industrial complex brings market forces into the university to an extent never before contemplated. … [salary differences between disciplines] have grown enormously. At the level of assistant professors, there can be as much as 100% between humanists and business school faculty, for example.

Second, with the … new capacity for some faculty -- biologists, engineers, computer scientists, and business school faculty -- to earn substantial amounts outside the university, there can be corresponding devaluation of the work of humanists and social scientists. … the new president-elect of Stanford … [said] that his greatest challenge was to convince Silicon Valley's wealthy contributors to Stanford that the humanities were vital to the well being of Stanford.

… Who will guide us through the moral and policy thicket of this new age if the humanists and social scientists are weakened by the overwhelming drive of market forces in a university-industrial complex?

And third, the university-industrial partnership … lucrative and essential as it is for much of the basic research of the university, can undermine the belief in the basic objectivity of the research of our faculty.

(Berdahl, mai 2000)

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Capitalism, academic style, was once most evident in the realm of patenting and technology transfer, pursued by a few research university faculty. But it now extends to … [e]ducation … transformed into a service mediated and delivered through technology. The result is a standardized and commodified education.

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Capitalism, academic style, was once most evident in the realm of patenting and technology transfer, pursued by a few research university faculty. But it now extends to … [e]ducation … transformed into a service mediated and delivered through technology. The result is a standardized and commodified education.Academic capitalism is a cultural system within higher education…. It shapes the way we talk about and define our role in the academy. University presidents increasingly see themselves as CEOs, and ask to be paid accordingly. More faculty view themselves as small businesspeople, although they treat their relatively secure academic salaries as sinecures; in public institutions, these faculty amount to state-subsidized entrepreneurs.

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Capitalism, academic style, was once most evident in the realm of patenting and technology transfer, pursued by a few research university faculty. But it now extends to … [e]ducation … transformed into a service mediated and delivered through technology. The result is a standardized and commodified education.Academic capitalism is a cultural system within higher education…. It shapes the way we talk about and define our role in the academy. University presidents increasingly see themselves as CEOs, and ask to be paid accordingly. More faculty view themselves as small businesspeople, although they treat their relatively secure academic salaries as sinecures; in public institutions, these faculty amount to state-subsidized entrepreneurs. Another change that comes with academic capitalism is the rise of nonfaculty professionals on campus. Although these professionals have advanced degrees, technical bodies of knowledge, and professional associations, they are hired, evaluated, and fired by supervisors, not by peers, as faculty are. Their presence on campus thus shifts power to management. …These managerial professionals conduct some academic work and affect other such work, including teaching. Some participate with faculty in technology transfer to commercialize intellectual property. Others are involved… in evaluating or developing the instructional activity of faculty members. … They promote the use of technology in instruction, conflating it with innovation and quality, and argue that faculty should change their instruction to become more interactive.

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Capitalism, academic style, was once most evident in the realm of patenting and technology transfer, pursued by a few research university faculty. But it now extends to … [e]ducation … transformed into a service mediated and delivered through technology. The result is a standardized and commodified education.Academic capitalism is a cultural system within higher education…. It shapes the way we talk about and define our role in the academy. University presidents increasingly see themselves as CEOs, and ask to be paid accordingly. More faculty view themselves as small businesspeople, although they treat their relatively secure academic salaries as sinecures; in public institutions, these faculty amount to state-subsidized entrepreneurs. Another change that comes with academic capitalism is the rise of nonfaculty professionals on campus. Although these professionals have advanced degrees, technical bodies of knowledge, and professional associations, they are hired, evaluated, and fired by supervisors, not by peers, as faculty are. Their presence on campus thus shifts power to management. …These managerial professionals conduct some academic work and affect other such work, including teaching. Some participate with faculty in technology transfer to commercialize intellectual property. Others are involved… in evaluating or developing the instructional activity of faculty members. … They promote the use of technology in instruction, conflating it with innovation and quality, and argue that faculty should change their instruction to become more interactive.Capitalism, academic style, then, is a mode of production. With entrepreneurial universities comes a restructuring of professional work. But the rise of managerial professionals challenges not only the faculty's expertise; it also challenges the prevailing model of shared governance that sees two parties on campus, faculty and administrators (with the latter serving the trustees).

Gary Rhoades (General Secretary, AAUP): Capitalism, Academic Style, and Shared Governance

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Corporatization and commercialization of curriculum

Source : Academic Capitalism in the New Economy: Challenges and Choices GARY RHOADES AND SHEILA SLAUGHTER, American Academy (2006)

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Corporatization and commercialization of curriculum

• First, strategic decisions about the development, investment in and delivery of curriculum are being increasingly driven by short-term market considerations and are made outside the purview of shared governance.

Source : Academic Capitalism in the New Economy: Challenges and Choices GARY RHOADES AND SHEILA SLAUGHTER, American Academy (2006)

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Corporatization and commercialization of curriculum

• First, strategic decisions about the development, investment in and delivery of curriculum are being increasingly driven by short-term market considerations and are made outside the purview of shared governance.

• Second, the structure of professional employment on campus is changing in ways that moves faculty away from the center of academic decision making … For example, other professionals (e.g., in teaching centers) are increasingly being identified as ”the experts” with regard to pedagogy; the emphasis is on learning, not teaching (making the teacher less central to the process); and the curriculum is being divided into a set of tasks performed by various personnel (un “chaine de montage virtuelle”).

Source : Academic Capitalism in the New Economy: Challenges and Choices GARY RHOADES AND SHEILA SLAUGHTER, American Academy (2006)

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Corporatization and commercialization of curriculum

• First, strategic decisions about the development, investment in and delivery of curriculum are being increasingly driven by short-term market considerations and are made outside the purview of shared governance.

• Second, the structure of professional employment on campus is changing in ways that move faculty away from the center of academic decision making … For example, other professionals (e.g., in teaching centers) are increasingly being identified as ”the experts” with regard to pedagogy; the emphasis is on learning, not teaching (making the teacher less central to the process); and the curriculum is being divided into a set of tasks performed by various personnel (un “chaine de montage virtuelle”).

• Third, commercialization of the curriculum is moving institutions away from a commitment to providing access to …low-income and minority students and toward … providing education to student populations … more advantaged [and] already being served in our higher education system. … the emphasis is on students who cost less to serve and who can afford to pay more, at the expense of less privileged and historically underserved student populations.

Source : Academic Capitalism in the New Economy: Challenges and Choices GARY RHOADES AND SHEILA SLAUGHTER, American Academy (2006)

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Corporatization and governance

• The faculty is depicted as—and probably is—the biggest obstacle to the new bureaucratic-commercializing model of the university. One conservative university president expressed the wish that the twenty-first century would be "the century of management," while the twentieth (happily over) had been "the century of the faculty."

Source : The Critical State of Shared Governance, Joan Wallach Scott, Academe (bimensuel de l’AAUP), July-August 2002

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Corporatization and governance

• The faculty is depicted as—and probably is—the biggest obstacle to the new bureaucratic-commercializing model of the university. One conservative university president expressed the wish that the twenty-first century would be "the century of management," while the twentieth (happily over) had been "the century of the faculty.”

• There has been a widespread campaign (variously referred to as culture wars or science wars) to ridicule the university, to attack it as a center where 1960s radicals hold sway or irrelevant activity is pursued, where standards are slack and faculty wasteful in their use of time. A few years ago, the chief executive of Monsanto, who served on a university board, described as a "nightmare" having to deal with academic cultures of governance instead of the corporate ones he was used to.

Source : The Critical State of Shared Governance, Joan Wallach Scott, Academe (bimensuel de l’AAUP), July-August 2002

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Corporatization and governance

• The faculty is depicted as—and probably is—the biggest obstacle to the new bureaucratic-commercializing model of the university. One conservative university president expressed the wish that the twenty-first century would be "the century of management," while the twentieth (happily over) had been "the century of the faculty.”

• There has been a widespread campaign (variously referred to as culture wars or science wars) to ridicule the university, to attack it as a center where 1960s radicals hold sway or irrelevant activity is pursued, where standards are slack and faculty wasteful in their use of time. A few years ago, the chief executive of Monsanto, who served on a university board, described as a "nightmare" having to deal with academic cultures of governance instead of the corporate ones he was used to.

• There is a caricature of how faculties deliberate. The serious deliberation and attempts to find consensus that characterize good decision making are dismissed as endless nitpicking, talking for the sake of talking, and blocking obviously needed reform.

Source : The Critical State of Shared Governance, Joan Wallach Scott, Academe (bimensuel de l’AAUP), July-August 2002

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Corporatization and governance

• There has been a sustained attack on tenure… criticized as an ineffective form of job security in the age of downsizing that… prevents the university from responding to market forces. Major foundations have funded studies aimed at finding economically feasible alternatives to the current tenure system.

Source : The Critical State of Shared Governance, Joan Wallach Scott, Academe (bimensuel de l’AAUP), July-August 2002

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Corporatization and governance

• There has been a sustained attack on tenure… criticized as an ineffective form of job security in the age of downsizing that… prevents the university from responding to market forces. Major foundations have funded studies aimed at finding economically feasible alternatives to the current tenure system.

• Boards [système prive] and legislatures [système public] have insisted on post-tenure review [c’est-à-dire, évaluation] as a way of ensuring faculty responsibility and of getting rid of supposed deadwood.

Source : The Critical State of Shared Governance, Joan Wallach Scott, Academe (bimensuel de l’AAUP), July-August 2002

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Corporatization and governance

• There has been a sustained attack on tenure… criticized as an ineffective form of job security in the age of downsizing that… prevents the university from responding to market forces. Major foundations have funded studies aimed at finding economically feasible alternatives to the current tenure system.

• Boards [système prive] and legislatures [système public] have insisted on post-tenure review [c’est-à-dire, évaluation] as a way of ensuring faculty responsibility and of getting rid of supposed deadwood.

• Faculty senates have been abolished, and boards of trustees have fired university presidents who side with their faculties on issues of governance and academic freedom. Boards have engaged in curriculum review and general micromanagement, and courses with specified ideological content have been funded.

Source : The Critical State of Shared Governance, Joan Wallach Scott, Academe (bimensuel de l’AAUP), July-August 2002

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Corporatization and governance

• There has been a sustained attack on tenure… criticized as an ineffective form of job security in the age of downsizing that… prevents the university from responding to market forces. Major foundations have funded studies aimed at finding economically feasible alternatives to the current tenure system.

• Boards [système prive] and legislatures [système public] have insisted on post-tenure review [c’est-à-dire, évaluation] as a way of ensuring faculty responsibility and of getting rid of supposed deadwood.

• Faculty senates have been abolished, and boards of trustees have fired university presidents who side with their faculties on issues of governance and academic freedom. Boards have engaged in curriculum review and general micromanagement, and courses with specified ideological content have been funded.

• Tenured faculty have been replaced by contingent workers.

Source : The Critical State of Shared Governance, Joan Wallach Scott, Academe (bimensuel de l’AAUP), July-August 2002

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Corporatization and governance

• There has been a sustained attack on tenure… criticized as an ineffective form of job security in the age of downsizing that… prevents the university from responding to market forces. Major foundations have funded studies aimed at finding economically feasible alternatives to the current tenure system.

• Boards [système prive] and legislatures [système public] have insisted on post-tenure review [c’est-à-dire, évaluation] as a way of ensuring faculty responsibility and of getting rid of supposed deadwood.

• Faculty senates have been abolished, and boards of trustees have fired university presidents who side with their faculties on issues of governance and academic freedom. Boards have engaged in curriculum review and general micromanagement, and courses with specified ideological content have been funded.

• Tenured faculty have been replaced by contingent workers. • …the outright abolition of tenure, the installation of a whole new

system of teaching and hiring from above, and the firing of faculty who would object to such revolutionary transformation

Source : The Critical State of Shared Governance, Joan Wallach Scott, Academe (bimensuel de l’AAUP), July-August 2002

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Corporatization and governance

• Writing in the January 4, 1998, issue of the New York Times, James Shapiro, a college professor, put it this way:

• The danger today is that the administrations that now set policy at most universities are increasingly tempted to act as if they are running a business— letting profit motives drive educational policy. In such a climate, revenue-generating programs and inexpensive part-time professors are winning out over a committed faculty, good libraries, and small classes. American universities have achieved their international prominence precisely because they have, until now, recognized the value of free inquiry, open expression, and discovery that is driven not by financial gain but by broader social ends.

Source : The Critical State of Shared Governance, Joan Wallach Scott, Academe (bimensuel de l’AAUP), July-August 2002

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Un exemple extrêmeThe Benefits of Performance-Based BudgetingA new budgeting procedure and fiscal discipline have boosted the bottom line at Florida's Nova Southeastern University.

During the early months of 1998, newly appointed President Ray Ferrero Jr. and new Executive Vice President George L. Hanbury, had performed a thorough fiscal and operational review and realized that they faced a major budgeting and financial challenge if Nova Southeastern University (Fla.) was to thrive and prosper. The South Florida-based university, best known for its distance education and graduate online programs, needed more stringent fiscal discipline to ensure long term-financial health.

Ferrero immediately realized that barely breaking even was not acceptable and that it would take central planning and goal setting in order to unite the university and allow it to fulfill its mission into the future. A strategic plan included targeted financial goals.

A five-year plan was developed to move the university toward a goal of centralized performance-based budgeting including internal standards and external performance measurements. Soon goals would be established, from peer comparisons, generated from research of like programs at comparable institutions as well as year-over-year improvement standards.

Source : http://www.universitybusiness.com/viewarticle.aspx?articleid=476

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Pas si extrême que ça…

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La MOC« Mettre en œuvre une nouvelle méthode ouverte de coordination (§ 37)

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Témoignage à propos de la radicalisation de l’AAUP After it's founding in 1915 in the wake of firings of 6

professors for their anti-war and/or labor activism, the AAUP grew ever more cautious in defending the vulnerable. In the 1930s, it sometimes did not even acknowledge the trouble that befell faculty members for their activities, and did not speak out (at least not in its publication, The Bulletin) about the launch of the Dies Commission (precursor of HUAC) in 1938. It didn't intervene in the infamous Rapp-Coudert (anti-communist) investigation at CCNY and the other CUNY colleges in 1941, either. It did note the political decision not to allow Bertrand Russell to take a professorship at CCNY in 1940, however.  During my tenure on Comm. A (2000-2006), it was clear that the Association was undergoing some profound changes, far too slow and tenuous for my taste. The membership had fallen drastically since the 1960s and was continuing to fall, the number of tenure-track positions was declining and soon came to constitute a minority of all the teaching done in US colleges and universities. And, after 9/11, there were firings of some (albeit not many) academics who fell afoul of the Bush administration, often  by accident.  The last Pres., Jane Buck, understood all this and tried to extend thereach ofthe AAUP, as did Mary Burgan, the gen'l sect'y and her successor Roger Bowen.  Yet some long-time staff at the AAUP, and some sections of he membership, resisted these changes, clinging to traditionally timorous ways of doing things and refusing to recognize how drastically the profession had changed.

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Effets de la crise

Journal (presque-) mensuel du syndicat du système CUNY (City University of New York), numéro de février 2009.

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Source: NY Times, March 7, 2009

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Source: NY Times, March 17, 2009

[Arizona State University] has eliminated more than 500 jobs, including deans, department chairmen and hundreds of teaching assistants. Last month, Mr. Crow announced that the university would close 48 programs, cap enrollment and move up the freshman application deadline by five months. Every employee, from Mr. Crow down, will have 10 to 15 unpaid furlough days this spring.

… layoffs and salary freezes are becoming common at public universities across the nation; the University of Florida recently eliminated 430 faculty and staff positions, the University of Nevada, Las Vegas, laid off about 100 employees, and the University of Vermont froze some administrative staff salaries, left open 22 faculty positions and laid off 16 workers. “The trend line is states disinvesting in higher education.”Dozens of states, hit hard by the recession, made midyear cuts in their financing for higher education.

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Source: NY Times, March 17, 2009

“Universities aspire to prestige… and that is achieved by increasing selectivity, getting a research mission and having faculty do as little teaching as possible…

“Research universities are very expensive… and you can’t have one in every county and every state. Your first obligation as a public university is to treat the undergraduates right. That’s going to need a national attitude adjustment from leadership and boards of regents.” (M.G. Yudof, Président de University of California)

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QuickTime™ and a decompressor

are needed to see this picture.

Chute de 25%par rapport à2007