Tenure

The Disemboweled University: Online Knowledge and Academic Freedom

Over the past several decades a number of scholars have examined academic freedom. By and large, and understandably, many of those examinations have been situated in social or political frameworks. Notable examples include Paul Lazarsfeld and Wagner Thielens, The Academic Mind, Ellen Schrecker’s No Ivory Tower, and two early examples, Jane Sanders, Cold War on the Campus, and George Stewart’s compelling first-person account, The Year of the Oath. Many of these works examine events at a single institution (as did Sanders), such as Lionel Lewis’s account of the Lattimore case at the Johns Hopkins University and Charles McCormick’s This Nest of Vipers.

Fundamental Freedom or Fringe Benefit? Rice University and the Administrative History of Tenure, 1935–1963

Despite deep historical roots, tenure as we know it today has a relatively short history. Although the most prominent professors occasionally received special tenure privileges as early as the Middle Ages, tenure as a general practice is a twentieth-century invention.

In 1915, the recently established AAUP published a Declaration of Principles recognizing that the “dignity” of the professorial office required “security of tenure.” But the declaration provided little detail about what exactly “security of tenure” might mean or which policies should be adopted. The meaning of tenure remained unstable until at least 1940, when the AAUP codified its evolving position in a new Statement of Principles. This platform outlined the need for a “probationary period” in tenure-track positions and also specified two goals: (1) “freedom of teaching and research” and (2) “a sufficient degree of economic security to make the profession attractive.”

Professionalization as the Basis for Academic Freedom and Faculty Governance

In 1994, the American Association of University Professors (AAUP) adopted a policy statement, On the Relationship of Faculty Governance to Academic Freedom. The statement asserted that these two principles—faculty governance and academic freedom—are “inextricably linked,” so that neither is “likely to thrive” except “when they are understood to reinforce one another.” The statement further noted that the close connection between academic freedom and faculty governance was reflected in the earliest work of the AAUP.

The Eroding Foundations of Academic Freedom and Professional Integrity: Implications of the Diminishing Proportion of Tenured Faculty for Organizational Effectiveness in Higher Education

The tenure system is the predominant faculty personnel system in the vast majority of universities and colleges, but a declining proportion of faculty actually hold tenure-track appointments. The full significance of this decline is often underestimated because an appreciation of the tenure system requires an understanding not only of its contribution to academic freedom, but also of how tenure contributes to effective academic organizations.

Ward Churchill at the Dalton Trumbo Fountain: Academic Freedom in the Aftermath of 9/11

How many of the three hundred people who gathered around the Dalton Trumbo Fountain in front of the University of Colorado’s student center on March 3, 2005, to hear Ward Churchill speak understood the irony of the location? Trumbo, a successful screenwriter and Colorado alumnus, had been one of the so-called “Hollywood Ten” who were imprisoned and blacklisted for defying the House Un-American Activities Committee in 1947. Churchill, like Trumbo an outspoken radical, had just become the target of a nationwide campaign to eject him from his position as a tenured professor of American Indian studies on the Colorado faculty. In a hasty essay, written to explain why the perpetrators of the attack on the World Trade Center would have been so hostile to the United States, he had characterized the 9/11 victims as “little Eichmanns.” That unfortunate phrase, unremarked at the time, emerged with a vengeance three years later in conjunction with a planned speech he was to give at Hamilton College in upstate New York. Catapulted into notoriety by right-wing bloggers and talk-show hosts, Churchill then came under attack by Colorado politicians, who forced the university to investigate and then dismiss its controversial faculty member.

Academic Freedom and the Digital Revolution

In spring 2009, the University of Michigan Press sent out a letter by e-mail to its authors announcing the end of business as usual at the press. Having entered into an agreement with the university library at Michigan, UM Press, the letter stated, had initiated “a transformative scholarly publishing model” in which all publications are to be made available primarily in digital format, with print-on-demand versions of texts available to bookstores, institutions, and individuals (Pochoda, letter). Long-term plans outlined by editor Philip Pochoda call for books to be “digitized and available to libraries and customers world-wide through an affordable sitelicense program,” as most academic journals currently are. The announcement stressed the revolutionary potential inherent in the shift online by suggesting that digital publications will be “candidates for a wide range of audio and visual digital enhancements—including hot links, graphics, interactive tables, sound files, 3D animation, and video.” This is not, in other words, simply a change in models of distribution, but also potentially a radical metamorphosis in modes of scholarship in the humanities.

Covenant, Contract, and the Politics of the Wisconsin Idea

For those concerned about the future of public higher education, the political shake-up in Wisconsin’s higher education system deserves our attention. In 2015, Wisconsin governor Scott Walker successfully delivered major budget cuts, ushered in governance changes, and eliminated tenure from state law.

Austerity and Academic Freedom

Higher education places the entire society in which it takes place on trial. Education indicts the commonplace notions upon which society is built. Its purpose is to produce people who question everything, especially the commonplaces. James Baldwin argued that although “no society is really anxious to have that kind of person around,” having such people around is “the only hope society has.” Higher education produces this hope and is therefore a public good.

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