Most Ph.D. Students will not get term-track faculty jobs due to having many more assistant professors than available positions. Brandes University is one of the growing number of institutions to face that reality. It encourages undergraduate students in humanities and social sciences, faculty members, and academic programs to complement traditional PhDs. Training with skills development and experience that does not focus on faculty work. Some departments have also adopted significant curriculum reforms.

Much of this work has been part of Brandeis’s attached Ph.D. Enterprise, now three years old. Andrew W. The program was launched with a four-year, 750,000 grant from the Mellon Foundation. For students, the program funds for professional development experience, including fellowships (something like internships provided) on campus or in an external location identified by the candidate. Past fellowships যার some of which have led to permanent jobs or other long-term connections for students রয়েছে include the Brandes Center for Teaching and Learning, Brandes University Press, Brandes’ Educational Justice Initiative, The International Institute of New England, the Sociology of New England. , National Women’s Law Center and Boston Public School.

Anthony Lipscomb, a PhD candidate in Near Eastern and Judic Studies, and one of two students receiving a combined PhD. Funded to work with Brandes University Press, now full-time coordinator of the pressNo. Coordinator of something? -SJ *** OK it’s small so I guess he’s the coordinator of everything– CF-A job he was offered to pursue his fellowship. He said he was initially interested in a press fellowship because of his previous experience as a research assistant on faculty publishing projects and a general desire to diversify his “possibilities” in light of the difficult faculty job market.

“Looking back, I’m very lucky to have this opportunity,” Lipscomb said this week. “I am now a full-time worker with the press at the time of my research writing. Where does this road lead, who knows? Academic publishing is an important work, a partnership between publishers and scholars to shape the fields of knowledge. I see myself improving on both sides of this partnership. ”

Sui Ramin, the press director, said her operation has benefited from being part of Connected PhD. Program, as well. Although doctoral studies are not a prerequisite for employment in publishing, he said graduate fellows bring valuable “freedom” to their work. It’s nice to have someone who, if they don’t know how to do something, works on how to do it. “

Although brand-based fellowships proved particularly practical during COVID-19, when lockdowns and travel bans limited some community-based work, external fellowships and engagements continued throughout the epidemic.

Kaitie Chakoian, a Ph.D. The social policy candidate, says her attached PhD-related work at the National Women’s Law Center in 2020 is an outgrowth of a previously directed research course on gender-based violence taught by Anita Hill that she took in Brandeis. At the center, Chaquan helped conduct a national survivor survey, contribute to the Survivors Agenda Policy Platform, and plan a national summit.

“It was an incredible experience, mostly thanks to the network of leaders, staff and survivors that I was able to work alongside that summer,” Chacoan said. “I was on committee with front-line staff, executive directors and community organizers from many groups and organizations who are working to support survivors and stop gender-based violence.” Now completing his research paper, he said, “The connections I’ve made with Connected PhDs have helped me frame my research.” He also works as Campus Policy Manager with Campus End Rape on Campus, an organization involved in the Survivors Agenda.

Some student funds have received attached Ph.D. Funding for skills-building and certification, digital tools, methods and design courses and to enroll in workshops outside of brands. The university now allows for a PhD. Students enroll in supplemental online courses through Brandeis’ RAB School of Continuing Studies, such as: Cognitive and social psychology of user-centered design, learning experience design and writing policy for the digital environment.

“As faculty, we have a moral obligation to prepare students for the jobs that are there, and those jobs are different than they were 10, 20, 30 years ago,” said Wendy Cage, dean of the Graduate School of Arts and Sciences. “It’s just realistic.Realistic? -sj ** no and apparently it is an adjective as well as a noun — CF I mean, if you’re going to invest in a PhD. Students, you want them to succeed. And I think they need a wide range of skills and the ability to be flexible — and, really, an awareness of what the job market looks like when they start their PhD. Programs – so they can make the best decisions for them. ”

In addition to the attached Ph.D. Funding opportunities, Brandeis doctoral students are guaranteed 9-month funding for five years.

Attached Ph.D. Also provides funding to faculty members for course development and program innovation.

A ‘bridge’ from academic to career

Jonathan Anjaria, Associate Professor of Anthropology, is involved in many aspects of the Associated PhD. Program as the first faculty director of Professional Development Brands for undergraduate schools. In this latter capacity, Angaria provides highly personalized career counseling with individual undergraduate students in the humanities, social sciences and arts (another mentor, and other services, available to undergraduate students in science). She plans career seminars and discussions, and engages with alumni working inside and outside the academy, who help guide current students in a variety of ways.

Anjaria recently stated that “the reason we consider this position so important is that we wanted to build a bridge, a position that bridges ongoing academic work and career services and other career support in departments at the academic level.” Often, he says, there is an “unspoken rule” for not discussing “practical,” “professional-related” or “financial” matters with faculty advisors, which immediately disrupts graduate students in the academic sense and their career plans.

“When I meet students, the general situation is when someone says, ‘Well, I’m in my fifth year, the sixth year of my PhD, and I feel like I’ve been trained to be an expert on this one. , And I now realize that my chances of getting a term job are very low. I’m really worried that I’m only trained to do this one thing, and I don’t have the ability to do anything else, “said Anjaria. “And a big part of my job is to explore careers, to get people out of that mentality. That is to say, ‘Actually, even if you are in the most human-centered field or whatever, there are many options,’ “including – but not limited to faculty work.

As these options grow with careful planning, Anzaria continues: “It is assumed that the two-grade school track is academic [job] Tracks or non-academic tracks, but what I’ve seen is that the two tracks are actually going through grad school thinking about jobs versus going to graduate school without thinking about jobs. ”

Sarah Gable, a PhD history candidate, has worked in the provost’s office through Connected PhD, researching how graduate majors can better align their course offers with direct learning goals. Since then he has moved on to other projects within the provost’s office and invested in career diversification (he said his interest and participation in career diversification was previously a PhD, partly because he worked outside the academy before graduating school and now has younger children , For whom he is not willing to “bounce” across the country for a series of temporary postdoctoral positions when in the term-track job market).

“I’m really excited about it because I want to protect people from the emotional turmoil of the job market,” he said, adding that even Gable’s own thoughts about the future of a faculty were more “practical,” he said. “I want people to be prepared and I want people to know বিশেষ especially in the humanities, where we wander around to justify our existence যে that PhDs are worth it, even if you don’t get on track for the term চাক the job is really about your skills and everything you learn. Need outside the academy, because a lot of people are talking about the things we talk about Humanities in the wider world, And not just talking to other educators. “

Brandes is now working to secure funding for the fellowship to continue even after the Mellon grant expires within a year. But other elements of the approach to PhD reconsideration. There is little cost for training, and will continue. Key points: Curriculum reform, which has already approved several programs.

John Bert, chair of English, says COVID-19 has begun discussions on curriculum change in his program in 2020. Studying the career outcomes of alumni was a big part of this effort. The changes, which will be rolled out over the next few years, include asking applicants to share a career plan at the time of admission to include work outside the traditional faculty track, extending a writing course for the academy to cover other types of writing (including grant proposals). ) And rewrite a course on pedagogy to include different types of education. Other plans include adding a fourth-year internship and making the final research project more flexible – meaning it doesn’t necessarily have to be “a proto-book” (in Bert’s words).

“This project has many features,” he said.

Thursday’s post, Trying to Attract Teachers in High-Demand Fields, was an attempt to find out if anyone has found a sustainable solution to what it takes to cut salaries to go to academia.

Answer: Barely.

Several responded, with some snacks, the answer was to pay them more. Of course, if it was an option, we would have done that years ago. The Harvards of the world can throw money at people; Community colleges usually can’t.

Some have responded with a variety of “sponsor their labs.” Again, this may make sense in the context of a research university, but it is not really a community college model. And we don’t necessarily need people at the cutting edge of the hot field; We need people who can teach the first few years of the hot field before sending the student to a place where they are actually doing research.

The most thoughtful response I received was this:

“There are several approaches to use when the salary level is limited by the structure / culture / financial reality of a union or organization: 1. Allow faculty members in high demand areas (such as accounting, finance, nursing, data science /) Security) To spend time providing services. Local experts who are looking for more of your students will probably understand and help make this happen. 2. Summer support related to translational research that increases the likelihood of IP creation that could generate additional funding for both individual faculty members and the school. 3. Use shared gains (marginal consideration surplus) as an incentive for faculty members to help create new online programs in high demand that can lead to a unique definition of your scale. . Sharing profits is a neglected part of the real and valuable sharing regime. “

Point two doesn’t really work here, and point three needs to be translated. (“For marginal consideration surplus,” alternative “grant funds.”) But there may be something in the first point. To the extent that local employers are demanding for students with certain skills, those employers should put some skin into the game, be it in the form of employee time or institutional funds. We already do this with local hospitals: they provide clinical experience for our students because they need our graduates. A similar IT model, say, may apply.

The model will certainly need tweaking. Although they prefer BSN degrees, hospitals and other sites regularly hire ADN nurses and give them time to finish BSN while working. In areas such as cyber security, employment may be more scattered among different employers and employers may require a bachelor’s or higher degree before starting work. The closer the connection between college and job, the easier it is to seek help. When the years of undergraduate (or higher) study come first, it’s a tough sell. But the basic idea is understandable: if employers are serious about seeking a bachelor’s degree in these fields, they should be prepared to take steps to help it happen.

In many ways, it already does. Community colleges have had industrial partnerships for decades. For example, each Perkins program has an industry advisory board consisting of local people from relevant industries. They help ensure that programs remain relevant and current as technology and practice develop. In that regard, apprenticeship is the highest level of industrial partnership. They focus on long-term occupations, such as plumbing and HVAC. At least for now, cyber security is not like that.

If anyone has a great idea, please don’t think you’ve missed the deadline — I’d like to see it! Judging by the response from other community college people, the challenge is broad; Any realistic and sustainable solution is welcome.

Program Note: To understand what our new Terp will do, we’re going to a parent adaptation at UMD early next week. The blog will be back in a week.

It’s no secret that many midcareer faculty members suffer from discomfort. After successfully navigating the gauntlet of requirements for tenure, they face new demands in their time, including additional services and administrative recruitment, as well as new uncertainties about how to reach the next step on the ladder of academic careers.

The challenges of pursuing promotions in mid-career and on time as full-time professors are seen differently for members of different faculties. Even before the COVID-19 epidemic, the faculty of color and the faculty of women were better known on the shoulders of the invisible labor associated with the profession. And inequality of responsibility at work and at home has only increased with the epidemic.

While many faculty members are facing burnouts, minority faculties have had to deal with their own individual stresses before and during the epidemic and even now it seems to be declining. Often, they have continued as the only faculty of color in their department. In the fall of 2018, only 6 percent of the associate professors at the country’s degree-granting institutions were black, 5 percent Hispanic, and less than 1 percent American Indian. These numbers are even smaller for full professors. In the fall of 2018, only 4 percent of full professors at degree-granting institutions nationwide were black, 3 percent Hispanic, and less than 1 percent American Indian.

It is time for those of us in higher education to acknowledge that such low numbers reflect the failure of our institutional processes and practices. To enable the Midcareer Faculty of Color to thrive, we must question the extent to which institutional and departmental policies and practices exist – and not – by acknowledging the contributions of those faculty members and providing the resources and support they need to succeed. It is important to acknowledge that academic norms and expectations for “excellence” were developed – and often maintained – by white, primarily male faculty, as Andrea Simpson suggested in a recent article Higher Ed inside. It is time to critically evaluate how these rules of excellence and often narrow definitions give advantage and privilege to the views and perspectives of the majority faculty – while minimizing and underestimating the ways in which other methods and perspectives contribute to academic excellence.

In order to enrich the Midcareer Faculty of Color, we need to consider other aspects of the work environment as well. Institutional leaders may ask: What are the professional goals of the Faculty of Color Midcare and what resources are we providing to help them achieve those goals? What are the institutional resources available for midcare faculties, and are they allocated in a way that recognizes the different needs, priorities, and approaches of different faculties? What external resources – fellowships, grants, awards, and more – are available to advance the careers of color midcare faculties, and what are we doing to help color midcare faculties achieve them?

Mentoring is a method of providing personalized support to midcareer faculties. Yet when institutions offer formal counseling programs, they focus on junior faculties. Formal mentoring programs can help ensure that all faculty – not just junior faculty or faculty with pre-existing connections with well-established senior colleagues – receive the information, feedback and support they need. Especially since midcareer faculty mentors can often be of a different gender, race or ethnicity, organizations should consider training counselors in culturally conscious mentoring practices so that they are aware of their own background and can alleviate any biases and prejudices they may bring. Experience. Effective mentors for the faculty of color work as collaborators, making the academy mysterious for Menti, providing psychological support, respecting teacher career decisions and much more.

Trainers and sponsors

Although mentors often focus on addressing the needs that mentors identify, they can be more effective if, by working as trainers and mentors, they help build a mentor’s skills and gain recognition for their work and help secure new professional opportunities. By Mentoring performance can create visible requirements and expectations for review and promotion, inform midcareer faculty members of decisions on which services and leadership requests should be accepted, and provide a real signal of institutional care and support. The trainers go further: they provide substantial feedback and constructive guidance on the manuscript and offer suggestions and encourage participation in programs that build leadership and other skills. Sponsors do too: for example, they nominate for prestigious awards and the opportunity to speak. Such advocates speak in Menti’s favor, clearing up misconceptions and putting the information in context for Menti’s benefit.

Indeed, all senior faculties, including the senior faculty of color, should stand up and support color midcare colleagues through their engagement in review processes. Senior faculties influence the outcomes of those processes through their promotions and tenure on committees and their services as external reviewers. In such roles, they can talk about the value and contribution of different perspectives and point out how gender and ethnicity can influence the assessment of education. And they may suggest that all senior faculty who vote for terms and promotions participate in racially biased training specifically related to the promotion and review process.

An excellent and diverse faculty is the foundation of an excellent college or university. Different faculty members come up with different perspectives and those diverse perspectives enhance our teaching and mentoring, research and scholarship, clinical practice and engagement with the community and our world. In order to fully realize the benefits of an excellent and diverse faculty, colleges and universities need to do more to enable color midcare faculties to improve and reach the highest positions.

The University of South Alabama has resolved a complaint about two uniforms worn by a dean (who has since become a faculty member) and another member of the faculty that annoyed many on campus.

The Halloween party at the business school took place in 2014, but pictures of it were published last year.

The then Dean, Bob Wood, came after the Confederate soldier’s uniform. She told the university that the dress was “one of the few dresses available in the costume store.” The professor, Alex Sherland, “came wearing a black dress with a white barrister’s wig worn by British judges. He carried a loop and a whip as a props, which he said was meant to portray British George Jeffries. The 17th century ‘hanging judge’.” The university said in a statement on the outcome of the two cases.

In Wood’s case, the university said: “Dr. Wood has been selected to pursue an informal trial. The plaintiffs’ unanimous conclusion was that Dr. Wood should return to university duties while engaging in the activities described below that are consistent with the principles. A method focused on community recovery. “

The conditions are:

  • “Dr. Wood will submit an official statement to the university community about his role in the event, including an apology for what he has learned, recognition of a clear understanding of the negative impact of his actions, and indicating how he wants diversity, equity, and inclusion efforts going forward. Contribute positively to go.
  • “Dr. Wood will participate in a moderate forum where he will address complainants and participants selected by the university. Nominated participants will have the opportunity to address Dr. Wood about the impact of his actions on them, their colleagues and the organization. Dr. Wood will have the opportunity to respond.
  • “Dr. Wood will not be hired to teach private courses for next year.”
  • “For at least three years, the university will make alternative arrangements for any student who is unwilling to take the classes taught by Dr. Wood because of this incident.”

In his statement, Wood said, “First and foremost, I want my students and colleagues to know how sorry I am that I have hurt people or doubt their commitment to my commitment to be the best person in this university. I apologize to them, to the university, and to the campus community in general. I am sorry that the school will have any negative perceptions because of my work. It is an excellent school, and I am proud of the college and its excellent achievements. “

“I sincerely apologize to everyone. I apologize for this error of judgment. I regret my decision and I understand the harmful nature of these symbols. This choice does not reflect my beliefs in any way, but I must I understand how the university and all of you can think that way… I learned from this mistake আমার my work happened about eight years ago, at a time when many Americans, including me, were not so sensitive about it. . “

Regarding Sherland, the university said that “a diversified committee consisting of two faculty members, two academic administrators and a student selected from the faculty complaints committee pool reviewed the relevant elements and unanimously decided that Dr. Sherland’s conduct was not violated.” [barring discrimination] But there was Still? Unacceptable in the workplace. The proposed bans included an admonition not to repeat behavior and participation in an educational program that addresses discriminatory and harassing behavior. The committee’s recommended ban has been confirmed. “

Because “the matter is now over, Dr. Sherland will return to his university responsibilities,” the university said.

Last year, Sherland apologized for the costume, saying, “In hindsight I can see why someone might find the image harmful, and I’m sorry this attempt at humor has clearly failed. It wasn’t my intention to hurt or offend, and if anyone I’m sorry to see this picture. ‘

‘Absolutely ridiculous’

Aaron Terr, a senior program officer at the Foundation for Individual Rights and Expressions, criticized the way the university handled the incident.

“The decision by the University of South Alabama to investigate allegations that a six-year-old photo of a professor wearing a Halloween costume at a Halloween costume party resurfaced was completely ridiculous,” he said via email. “Some may find the clothing offensive or tasteless, but the United States protects a public university and the First Amendment offensive expression. More needs to be done to meet stricter standards for illegal harassment or discrimination. Punishment makes the case even more serious and shows the folly of punishing speech under the subject of offensive criteria. After all, conventional opinion about which expression is socially acceptable is rarely fixed. Halloween costumes will be banned for five or ten years. Who knows from now on? “

Ter added: “To make matters worse, the university has allowed a professor to admit that his conduct did not violate university policy. Anyone can see how unfair it is. How do students and faculty know what conduct is and what is not? The university is just Is it forbidden to make rules?

Lynn Spiegel TV Snapshot: An Archive of Everyday Life (Duke University Press) is deeply illustrated by photographs set in the American living room in the late 1940s and early 1970s, with at least one television set always present, and usually prominent, in the picture. There are also people in the frame who often wear clothes according to early 21st century standards. The other extreme has several photos where women wear a little more than a smile. One of these, shown in 1949, to Marilyn Monroe – after a towel, not yet famous – is so small on a TV set that it is not easy to notice. Perhaps the TV was airbrushed by someone whose knowledge of new technology came second hand. Every other TV of that era looks big enough to hold its own generator.

The images have been collected from the author’s collection of nearly five thousand photographs, mostly the work of unknown photographers who did not expect to be promoted outside of friends and family. They found their way into the world through estate sales, secondhand shops and eBay, or were uploaded to various platforms – pieces of personal history, now free from personal memories and available for scholarly visits or, more generally, travel curiosity. Spiegel initially admits that “when I look at photos of a family that is not mine, I often feel snatched or even monitored.” On the other hand, in many films, people imitate poses from advertisements, movies and (of course) tubes. The audience becomes less snoopy than arriving too late to the imaginary audience for a performance.

It is impossible to know how many TV snapshots were taken over the years; Probably millions. Unlike selfies, however, it seems to have been a practice at the time without name or recognition. One of its archives now exists because Spiegel created one.

After reading Thirty or forty pages of the book, I thought I could only guess at what discipline Spiegel was working. History, media studies, and cultural anthropology seemed like possibilities. In fact, he is a professor of screen culture at Northwestern University, and his monograph portion of the study acknowledges the contemporary nature of situations where people watch television on a laptop, a tablet, and interact with it. A smart phone.

Several pictures from his album record an opening moment in the history of screen culture – the arrival of television at home, in massive form. Buying a TV set was once a nearby event, and in the early 1950’s magazine articles provided tips on navigating the challenge of dressing appropriately when hosting viewers at a “TV party.” (It turns out that the expression wasn’t created by the hardcore punk band Black Flag in the early 1980s.) Family device, snapshot camera, simultaneously with the other. The pair “formed a unique ‘gathering’ of social.” Spiegel writes, “which constitutes[d] Everyday experience in a medieval media home. “

The structure of the experience here involves much more than the reminiscences of buying a big-ticket. Since television has become a common feature of the home environment (Spiegel writes that 90 percent of American homes had at least one set in the 1960s), posing with it for a photo has become a kind of ritual – an element of family gathering, a scene that identifies someone. Departing for a party or graduation is a final moment in front of the bride’s camera before guests leave them alone.

Looking at such different images, it becomes clear that the set – like a piece of furniture or a stain on the wall – is not visible in the scene but is fundamentally irrelevant to it. Rather, it feels like something like a stove if not a family member. The living room is perfectly organized around the TV. But the screen does not simply or exclusively preempt all attention flow. The area in front of it has become a kind of stage, and Spiegel notes that the furniture often appears to have been moved to extend the space of the performance. People pose with musical instruments, or pull, or plan sequentially as if on a storyboard. Articles and cartoons from the 1950s seemed to engage men with losing interest in their spouses, attracting their attention through onscreen beauties or professional sports. Many pictures depict the counter-attack of glamor poses; A smaller number offer more obvious cheesecakes. Marilyn Monroe’s picture was the work of a professional photographer, as seen in some other pictures TV snapshot.But some amateurs seem to have taken it home, and probably evolved there.

A few years ago, Spiegel notes, a Dutch curator, Eric Kessels, “discovered TV snapshots from the People’s Republic of China (PRC) taken in the 1980s, when television became widely available on the PRC and, with a major feature of the domestic space,” ” The woman is using her TV set as the backdrop for a show to show off her clothes. ” Cross-cultural generalizations are always dangerous, even with many large data sets, but the parallels are interesting. Spiegel considers snapshots “as a source of questions rather than answers, as a way of looking at things that are generally considered unnecessary to go unnoticed.”

Their sudden visibility – the fact that they come to be seen as curious after such a long time – is now conditioned by culture to a greater extent than when the images were made. Spiegel hints that he worked on the book in the years when the center of gravity of television was shifted from broadcasting to digital streaming. The archive of his snapshots records a stage in the development of compressed media in the rearview mirror. But they are now the embodiment of something much more familiar. The compact camera and TV set match the two stages of image transmission: production and use, respectively. In these snapshots, the image cycle is limited: flow, not flood. The screen remains part of the home space – and not yet, it is now becoming a kind of home in its own right.

I have a few answers to Matt Reid’s request for ideas on faculty recruitment in high-demand fields.

All I have are three arguments I have for my digital learning colleagues (my non-faculty academics peeking out) who are thinking of moving to an edtech, OPM, publishing, consulting, service or other company. Maybe Matt can use this point.

Let’s determine some issues. There are many advantages to working in a non-profit educational institution compared to a non-profit university

Working in a company can provide an opportunity for mission-driven and ambitious educators to scale their influence. You work with many universities, as opposed to working inside one.

In an educational institution, things can go fast. Decisions are not made by consent but by company leaders. Company strategies are (sadly) more likely to be controlled by data than academia.

Companies, on average and in my experience, are much more talented (for employees) than universities. If you are good and work for a company, you will be promoted much faster than a university.

Oh… .and you make more money.

But but but ..

Argument # 1 – Instability:

Instability is a negative aspect of reach, speed and relatively fast career progression.

The good news is that things will change quickly for a profitable company. The bad news is that things will change quickly. And often, unexpectedly.

In five years, I hope to be able to do what I am doing now in my organization. In five years, I hope none of the companies I work with will be around.

That scratch. Give it a year, maybe two – and everyone I’ve built relationships with in the company will go into different roles. This rapid turnover makes it very difficult for those who work in higher companies.

If you move from a university to a company, be sure to enter the new gig with your eyes open. Most likely, you will not spend your career in the same company.

Moreover, whatever you do in the company – even what the company does – can be transferred. College and university time horizons are measured in decades. Companies are measured on the horizon of the year (what the CEO will say) or in the months (reality).

If you are good with change and want to increase the metabolism of new career innovations, then you are suitable for a company.

Argument # 2 – Collegiateity:

The best thing about working in higher AD is people. People at your school. And people in every other school.

The academy does not have exclusive rights over smart people. I know some naughty smart people in educational institutions.

There is a culture of higher education that encourages (even demands) the exchange of information across institutions. People who work in colleges and universities talk to people who work in other colleges and universities. We share what we know.

Yes, schools compete with each other. We compete for student and status, research dollars and faculty, ranking spots and tuition dollars, and more. But we compete by collaborating.

The big idea that educators live by is that we are here to create opportunities. We believe in making the pike bigger than fighting for a certain pool of anything.

If you work for a school, you can be much more transparent about how you go about your job than if you work for a company. Universities never (or almost never) produce the people we work with in the sign NDA. Often, our closest colleagues are colleagues in other organizations.

A company will be frowned upon to share what’s going on with competitors.

Argument # 3 – Autonomy:

The argument I want to make is that you will have more autonomy as a higher ad staff member than an employee of a for-profit educational institution.

Is that argument correct?

The worrying truth is that privilege and autonomy are firmly connected.

The higher your organizational status, the more free you will be as a non-term staff member to make your way.

Still … I think most university cultures are more likely to lend themselves to employee autonomy than most corporate cultures.

What am I thinking when I think of autonomy? Here, I am thinking about the ability of employees to express their opinions and thoughts publicly.

It would be a good research project to compare tweets (don’t blog anymore) between the university’s non-faculty teachers and the company’s non-faculty educators. Which party is more daring to take a critical view?

Universities, by their nature, are almost always less classified than companies. A university needs to form alliances to get things done.

The rewards and incentives for academic life are internal and mission-driven (even for employees) as opposed to transactions. We don’t get stock options or bonuses.

The most successful people who work in an educational company fully embody the values ​​and style of the organization that they are hired for.

The most successful university people I know often criticize their institutions and even the entire higher education sector.

No way of working is better than the other. You can get a great deal working in a company. Just keep in mind that if you want to criticize the role of profitable players in higher education, it is probably not the most appropriate to work for a profitable educational institution.

Or maybe I’m wrong. Perhaps there are great examples of educational company critics who have successful, influential and manageable careers from within the company. If you are one of those people, please get in touch.

Are you one of those co-workers who moved from university to a company? Am I getting it wrong and right? How are things working for you?

Are any academic digital learning colleagues thinking of going to an educational institution?

Matt, are these arguments helpful to you in your faculty recruitment efforts?

An internal review found that the University of Maine system had violated its own policy in a recent failed presidential investigation at the University of Maine in August, Maine Public Radio reported.

Systems Chancellor Daniel Malay ordered the review when it was revealed that he and the chairman of the search committee had withheld information from the committee, for example, UMA presidency candidate Michael Lalibert was the subject of two no-confidence votes. In his previous job.

Lalibert withdrew his candidacy, but only after a few campus teachers voted no-confidence in Malay.

According to a draft copy of the review, the UMA president’s investigation did not “follow” the employee’s background and screening policy.

Although “negative information” about a candidate is not an automatic reason for disqualification, the policy states, “An independent decision on eligibility for recruitment, transfer or promotion shall be made by the employer or recruiting department in consultation with the Maine System Human University. Based on the nature of the consideration and information.

The report recommends that in order to move forward, HR personnel should be included in the search process. It is in the final stages of the investigation to reveal the names and backgrounds of the candidates to the public and to announce to the provost and presidential candidates whether they have ever been the subject of a no-confidence vote.

Editor’s note: This story has led to this week’s Future of Learning Newsletter, which is delivered free of charge to customers’ inboxes every Wednesday, including trends and top stories about learning innovation. Subscribe today!

“What’s your most stressful challenge right now?”

This question was posed by Kim Smith, executive director of the Digital Promise League of Innovative Schools, to 250 district leaders and academics at a meeting of the organization a few months before the epidemic.

In the fight against cyber attacks, schools need versatile solutions that update, adapt and scale to support everyone inside and outside the classroom.

Cyber ​​attacks against educational institutions have skyrocketed এবং and keeping students ‘and educators’ information safe and secure is a top priority.

In a school news webinar, cybersecurity and school district IT experts share tips on how to implement Microsoft tools and systems to ensure your IT is secure, accessible and easy to manage.

Experts dive into the following tips:

  • Cloud Security: Monitoring, detection, and secure data protection.
  • Trust and Security Suite: To protect automatic consent templates and AI-powered protection devices and apps.
  • Compliant Director: Includes over 900 customizable controls and over 200 compliance templates, including FERPA and COPPA.
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A vote on whether or not Chile will adopt a radically new constitution with a bold promise of higher education reform is called for, as important polls draw closer and closer to the knife.

With the Times Higher Education logo, a red T, a purple H and a blue E.Public universities will be free as part of a broader change in the system, which currently boasts some of the highest education rates in South America.

A draft of the document was finalized by a constitutional assembly outside the formal political framework, but its success was seen as linked to the fate of the new president, Gabriel Boric, one of the leaders of the 2011 student movement who called for the establishment of the Augusto Pinochet dictatorship in the 1980s. Will be broken.

Critics say it is unclear how the changes will work in practice or how the costs of the promises will be met, especially since the government has promised to scrap student loans and increase funding for research from the current 0.4 percent of total domestic. 1 percent of the product.

Andres Bernasconi, professor of education at the Pontificia Universidad Católica de Chile, says that even if the public supports the document in the Sept. 4 referendum, something that was not certain, its sections on higher education will probably remain an “expression of aspiration.” More legislation could be passed at least three to four years in advance.

The mainstream commitment to free higher education in public universities, regardless of a student’s family income, is unclear about the future of the country’s large private university sector, whose financing and fee structure will be left to law to define.

Under Gratuity The program set by Michelle Bachelet, Chile’s last leftist leader, says the government pays tuition fees to the poorest 60 percent of society, whether they join government or non-government organizations, and it is unclear what elements of the system will be maintained.

Other proposed changes include a commitment to establish at least one public university in each region of the country and a new state funding system under which funds will be distributed to institutions through block grants rather than on the basis of enrolled students.

Maria Veronica Santelises, associate professor of education at the Pontificia Universidad Católica de Chile, said that if passed, the constitution would hold the concept of education as a right and give public institutions a stronger role than they have enjoyed in the last 30 years. The expansion of Chile’s higher education sector was largely left to the private sector.

But according to Carolina Guzman Valenzuela, a professor of higher education, the standards of public universities are vast, with many of Chile’s highly prestigious and selective universities, and many inferior institutions from the University of Santiago, Chile, which have been underfunded for many years. At Tarapaka University.

He said that in the face of a choice, many potential students who could not be admitted to the best public institution may decide that it is better to be admitted to a private university with a good reputation even if they have to pay a fee.

Bernasconi said Boric spoke of expanding the public system, which currently accounts for only 16 percent of student enrollment, but warned that in the long run it would be politically difficult “because the demands of students and families in the private sector will be too strong. Ignore.”

“In the short term, changing the student-to-student ratio in any system will require you to have enough students to choose from public to private so that it makes sense,” he added.

Bernasconi said private universities বিশেষ especially older institutions built before the Pinocchio era-objected to the proposal.

“They say we are basically a public university, regardless of our legal nature and the personal nature of our charter; We have been working as a public institution for many years. The Constitutional Convention ignores the contribution we have made to the welfare of the people, ”he said.

Kenneth Roberts, a professor of government and an expert on Latin American politics at Cornell University, says constitutional changes will face significant opposition from more conservative elements in Chilean society, but polls are likely to narrow as the polling date approaches.

He said Chile, the birthplace of neo-liberalism and an exhibition of private education, was being seen as a key battleground in the region as political change changed again after the election of leftist leaders in Peru, Colombia and Mexico.