The Role of the
Faculty, Academic Freedom, and Unions in Universities
Outline For A
Presentation To Dr. Akens’ EDH 6066 Contemporary Issues
In Higher Education
Class on May 28, 2014
Copyright © 2014 Bruce W. Hauptli
I. An Overview:
I have had the opportunity to
serve in a number of different capacities at FIU and I have spent a good deal
reflecting on core topics in Higher Education.
While I have not published my reflections in this area in journals, my
web statements have drawn some attention, and I asked you to review several of
them for today’s class.
My views are hardly unique (or
original), and I do not believe they are absolute truths or the only
available alternatives. I have been
interacting for years with students, professors, administrators, university
personnel, trustees, university supporters, legislators, and others; and I
always seek to engage them on core issues regarding higher education.
Many of these statements were written to further clarify my views, and in
hopes of influencing the thoughts of such individuals as they think on and
develop their own critical views.
“My
View of the Nature of a Liberal Arts Education,”
provides both my general “philosophy of
education,” and my characterization of what an undergraduate education
should focus upon: the
development of
reasonableness—that
is, reflective critical thinkers empowered to think critically, write clearly,
and speak effectively whether they confront a mathematical problem, a scientific
theory, a political argument, or a musical composition.
Such an education is important both for individuals (as it facilitates
living well) and for society (as it empowers democracy).
I have endeavored to facilitate such an education both in my teaching and
in my other activities in the University.
Hopefully you will be encouraged to
develop your own views regarding your role in the higher educational
enterprise as you pursue your degree program, and to facilitate this long-run
project, I want to talk today about the role of the faculty, academic
freedom, and unions in universities.
It is a lamentable fact that in our educational systems today there is
very little interaction between faculty
members and student affairs professionals—since we work together in a
community which is centrally concerned with the development and education of our
students, and since we jointly participate in this activity, there should be
much more interaction (and, of course, far more
intentional and coordinated
interaction). It may be because I
believe this that I have been asked to interact with you today.
Of course faculty members are not a mystery to you—you have been students
after all! But oftentimes “within
the workplace” it seems as if the faculty and the student affairs professionals
inhabit different worlds—with, of course, the clear exception of the faculty
members generally teaching in this higher education program!
II. What, then, is the
Role of the Faculty?
Widest and longest in
the institution (instruction,
curriculum (degrees, courses, majors); research, scholarship, and creative
activities; and service (to institution, professions, and society).
They
play a
constitutive role—they
particularize the institution, and through their involvement in all these areas
they provide for the continuance
of the institution over time.
Theirs is, generally a life-long commitment.
Contrast this with the roles of
students, staff, professional staff, administrators, trustees, alumni, and
benefactors.
These characterizations are not about
power,
authority, or
entitlement—instead they point to the
role faculty members must and should play.
Imagine an institution where the
faculty instruct, but do not determine the curriculum; where they don’t engage
in research or scholarly endeavors; or fulfill any service responsibilities.
[Restaurant Example].
Now you can’t have a university
without students either—you can have a research lab, think-tank, or service
institution, of course but….
What about professional employees,
staff, and others—we’ll come to that!
It is important to note, that I was not talking just about
individuals—a
university is a community not a mere collection of individuals.
In fact this takes us to the second of the things I asked you to
read: “My
View of the Relation of Academic Administration and Collegial Governance”
which focuses attention upon the need to maintain the
academic community if a university
is to be the sort of institution which can fulfill its mission and
responsibilities. Of course it
isn’t just up to administrators to
maintain the community.
Faculty members must also make this a
priority, and together with administrators they should seek to actively
include and embrace others in the community—especially student affairs
professionals!
Focusing on the role of the faculty, however, leads us to the importance
of
Academic
Freedom, and another of
the readings.
What is it,
why is it important, and why is it
most commonly associated with the faculty?
Imagine a university without it….
Is it only for the faculty?
This also leads us to a discussion of
tenure, and
why it is important.
See my “Why
Tenure Is Important for Colleges and Universities”
Is it (/Should it be) restricted to
faculty members?
And to the importance of faculty
unions, and
the reading: “Why
I Belong To An Academic Union.”
Turning back to the importance of the
academic community,
let’s turn to the other employee members of the academic community:
professional staff and staff generally.
Here, I hope, two of the readings (“Business
Models Are Inappropriate For University Communities,” and “Why
Non-Faculty Senates Are Important to Universities”) are relevant.
Too many these days think of universities as
businesses, and this radically
misconstrues their nature, and the model for employee relations within
universities. This may, perhaps,
most easily be seen in the case of the professional staff.
While they do not have the breadth of participation or play the
constitutive role that faculty members play, they are centrally involved in the
core missions of the institution.
They don’t simply administrate, they
educate, engage in and facilitate research, scholarly and creative activities,
and participate more broadly in the mission of the institution than do the other
staff members.
I’ve been talking about the role of
the faculty, and it is, indeed,
important that you understand what that is (and, surely, you shouldn’t blindly
adopt and accept what I’ve said here), but all of this pales into insignificance
as you come to address what your
role(s) are within the academic community.
I intend my remarks to stimulate you to critically consider the nature of
your (current and future) roles in
higher educational institutions.
Please review these web materials prior to class:
“My
View of the Nature of a Liberal Arts Education,”
“My
View of the Relation of Academic Administration and Collegial Governance,”
“Education, Indoctrination, and Academic Freedom,”
“Why Tenure
is Important For Colleges and Universities”
“Why
I Belong To An Academic Union,”
“Business
Models Are Inappropriate For University Communities,” and
“Why
Non-Faculty Senates Are Important to Universities?”
There are many redundancies as these were written at differing
times in response to differing situations or inquiries regarding my “take” on
the topics. Together they cover the
core elements of my philosophy of education and my views regarding the nature of
the university, the roles faculty play, the importance of academic freedom and
collegial governance, the importance of tenure, and why I think and unions are
important for universities.
Last revised: 08/24/2023.