Yesterday at Athabasca U, the AU Faculty Association hosted a talk by Len Findlay, U of Saskatchewan Distinguished Professor of English and Chair of CAUT’s Academic Freedom & Tenure committee. Professor Findlay’s talk was titled “Academics on Empty? Academic Freedom, Collegial Governance, and the Failure of Academic Leadership in Canada.” (Here’s the presentation from his talk.) This was galvanizing subject matter for a university and a province where academic freedom and collegial governance have been in question and imperilled for some time (as I’ve blogged previously).
Findlay critiqued the ongoing corporatization of Canadian universities, in the contexts of an increasingly authoritarian federal government that prioritizes resource extraction above everything, and an increasingly neoliberal (i.e. market-fundamentalist) governance of universities that’s restructuring them according to a reductive theory of value, entailing “intellectual species loss and desertification,” endangering academic freedom, and hollowing out collegial governance.
Findlay talked at length about his home institution’s “TransformUS” program prioritization plan, and how it was so effectively opposed by the joint efforts of faculty and students that it was ultimately abandoned.
Findlay is one of Canadian academia’s most gifted orators, and his talk was as witty in its form as it was worrisome in its content.
He recalled responding to a senior administrator’s claim that raising tuition would attract “the best and the brightest” by countering that it would instead attract only “the best-off and the whitest.” He described the colonization of education by business as a shift from the liberal arts to the “neoliberal arts,” and said (a few times) that “Austerity U is fracked.”
While that phrase resonated in the room, the ceiling – I kid you not – started to drip, likely from melting snow on the roof above. A few audience membes scrambled to get buckets and contact the building superintendent, while the rest of us marveled at the perfect metaphor trickling down into the middle of the room.
Findlay, undeterred, forged ahead with his talk. Maybe the most helpful take-away was that he identified two specific things that faculty and staff can watch for at any university that indicate collegial governance and academic freedom at the institution in question are under attack:
- Does the university president chair the General Faculties Council?
- Does the General Faculties Council (and/or other governing bodies, from the Board to departments and programs) use a “consent agenda” for conducting meeting business?
About the ironically named “consent agenda” (a trivial procedure in Robert’s Rules that has been rapidly adopted and widely abused “to bury sins”), Findlay suggested replacing it with a “dissent agenda.” The consent agenda concept seemed new to him, and may be news to many readers, so it’s something to watch for – as are ways to object to it.
About the managerial disempowering of Faculties Councils, he advised that a university president who chairs a General Faculties Council should be challenged about occupying that chair; “the Faculties Council should facilitate the faculty’s work, not impose the president’s will.” He talked about how U Sask students and faculty (including the faculty union) had organized to successfully relieve their president of the GFC chair. Findlay argued that these two governance trends suggest that “autocratic dictation” (in the guise of “institutional autonomy”) is supplanting “collegial discourse” in university governance.
Which should sound an alarm to faculty and faculty associations across Canada to mobilize towards protecting collegial governance, academic freedom, and the very university itself, as a public institution advancing the public interest – or, in Findlay’s words, as “the last redoubt of critique in Harperland.” In closing, Findlay exhorted us to work against the grain of possessive individualism (and the caricature it creates of the academic as self-interested careerist), and instead embrace advocacy and coalition-building as a vital part of the academic job description. (To which end, this post, along with all the live-tweeting, is one modest contribution.)
And, just for good measure, he also wondered aloud why tuition in Canada isn’t free. “Canada is a rich country, but not a generous one. We’re not generous to our young people, our Indigenous people.” Since Athabasca U’s particular mission is to remove barriers to university education – and tuition costs are the single most cited barrier – then free tuition is a public-interest ideal to strive for (especially in the wake of the abolition of tuition fees in places like Germany). But if that dream isn’t likely to become an imminent reality, neither can we justify raising tuition – as the government would now like to allow Alberta’s universities to do – without grievously jeopardizing Athabasca U’s mission and reputation. “For this university to become elitist by stealth,” warned Findlay, “would be a national disgrace.” I couldn’t agree more.
Lastly, in response to a Twitter query, I’ve put together, with Findlay’s help, a list of the research sources for his talk (along with some further recommended readings).
Works Cited in Len Findlay’s “Academics on Empty? Academic Freedom, Collegial Governance, and the Failure of Academic Leadership in Canada”
Collini, Stefan. What Are Universities For? London: Penguin, 2012. [Review in THE.]
Findlay, Len, ed. Rethinking the Humanities. Spec. issue of English Studies in Canada 38.1 (2012).
— and Paul M. Bidwell, eds. Pursuing Academic Freedom: “Free and Fearless”? Saskatoon: Purich P, 2001. [review in Canadian Literature]
Ginsberg, Benjamin. The Fall of the Faculty: The Rise of the All-Administrative University and Why It Matters. New York: Oxford UP, 2011. [Review in THS]
Kamboureli, Smaro and Daniel Coleman, eds. Retooling the
Humanities: The Culture of Research in Canadian Universities.
Edmonton: U of Alberta P, 2011.
MacKinnon, Peter. University Leadership and Public Policy in the Twenty-First Century: A President’s Perspective. Toronto: U of Toronto P, 2014.
Open For Business: On What Terms? CAUT. Ottawa. 2013.
Tuchman, Gaye. Wannabe U: Inside the Corporate University. Chicago: U of Chicago P, 2011.
Barkawi, Tarak. “The neoliberal assault on academia.” Al Jazeera 25 Apr. 2013.
Canavan, Gerry. “Universities, Mismanagement, and Permanent Crisis.” 25 Feb. 2015.
Coetzee, J.M. “Universities head for extinction” [foreword to John Higgins’ Academic Freedom in a Democratic South Africa]. Mail & Guardian 1 Nov. 2013.
Findlay, Len. Rev. of Cary Nelson’s No University is an Island: Saving Academic Freedom. CAUT Bulletin, ca. 2010.
Giroux, Henry A. “Public Intellectuals Against the Neoliberal University.” Truthout 29 Oct. 2013.
Hanke, Bob and Alison Hearn, eds. Out of the Ruins, the University to Come. Spec. issue of TOPIA: Canadian Journal of Cultural Studies 28 (2012).
MacDonald, Dougal and Natalie Sharpe. “Chapter 3: Online Teaching and the Deskilling of Academic Labour in Canada.” Equality for Contingent Faculty: Overcoming the Two-Tier System. Ed. Keith Hoeller. Vanderbilt UP, 2014. 65-74.
Marcus, Jon. “New analysis shows problematic boom in higher ed administrators.” Huffington Post 2 Jun. 2014.
Readings, Bill. The University in Ruins. Cambridge: Harvard UP, 1996.
“Report of the CAUT Ad Hoc Advisory Committee on Governance.” CAUT. 12 Nov. 2009.
Rooke, Constance. “The Engagement of Self and Other: Liberal education and its contributions to the public good.” The Idea of Engagement: Universities in Society. Ed. S. Bjarnason and P. Coldstream. London, The Policy Research Unit, The Association of Commonwealth Universities, 2003. 228-250.
Rumble, Greville. “Social justice, economics and distance education.” Open Learning 22.2 (2007): 167-76.
Turk, James, ed. Academic Freedom in Conflict: The Struggle Over Free Speech Rights in the University. Toronto: Lorimer, 2014.
Warner, Marina. “Learning My Lesson: Marina Warner on the Disfiguring of Higher Education.” London Review of Books 37.6 (19 March 2015).