Intergroup Solidarity and Collaboration in Higher Education Organizing and Bargaining in the United States

For too long in higher education, different worker groups have conceived of themselves as separated by distinct, even competing interests. The isolation between groups reduces communication, fosters unawareness of common interests, and hinders their ability to effectively collaborate in solidarity, as does the divided and largely independent structure of the unions and bargaining units representing them. Without greater collaboration and solidarity, members of the higher education community are less able to resist the harmful trends that have been transforming the sector over the previous decades, subjecting them to increasingly similar working conditions and distancing higher education from its student learning, community service, and research missions. We propose a combination of elements from anarcho-syndicalist and social justice organizing approaches, centering intergroup solidarity and a flexible commitment to shared missions, as ways for higher education workers to build greater power and have a greater influence on the transformations occurring across higher education

The Gig Academy: Naming the Problem and Identifying Solutions

Over the past few decades, workers (staff, faculty, postdocs, graduate students) in higher education face working conditions and employer relationships that are increasingly similar and exploitative. Higher education has seen the implementation, spread, and refinement of technologies of labor exploitation that have proliferated in the broader economy often termed the gig economy. In this article, we posit and articulate the features of the Gig Academy – a unique iteration of the gig economy. We first describe the shifts in employment structures that make up the Gig Academy. We then describe how this transformation of the academy has eroded community, shared governance, collective action and student experience and outcomes. Lastly we describe some ways that higher education change agents can resist this trend and help to turn the tide working within new forms of collective action. The ideas set forth here are reviewed in greater detail in our book – The Gig Academy

New directions for higher education

Publ. comme no 130, fall 2005 de la revue New directions for higher educationIndexBibliogr. à la fin des texte

New directions for higher education

Publ. comme no 110, summer 2000 de la revue New directions for higher educationBibliogr. à la fin des textesIndex: p. 115-12

Intellectual property, faculty rights and the public good

Comprend des références bibliographiques et un index1. The Legalization of Higher Education, Lara K. Badke, A comprehensive introduction to higher education’s legal context, from which the rise of legalistic criteria (or “legalization”) and current IP regime have grown.2. Faculty Rights to Courses and Digital Courseware, Shafiqa Ahmadi, A legal analysis of faculty rights to traditional and digital course materials, including a discussion of fair use and the work-made-for-hire doctrine.3. Faculty Rights to Scholarly Research, Molly Kleinman, This chapter provides a discussion of faculty rights to their scholarly work, with emphasis on the role of for profit publishers and the rise of open access scholarly publishing.4. “Owning” Knowledge: Looking Beyond Politics to Find the Public Good, Samantha Bernstein-Sierra, A theoretical discussion of openness as a movement in higher education, facilitated by technology, with its own set of values tied closely to the public good.5. Negotiating Whose Property It Is, for the Public Good, Gary Rhoades, An empirical examination of public good values as they are, or are not, expressed in the intellectual property policies of public and private universities.6. University Faculty and the Value of Their Intellectual Property: Comparing IP in Teaching and Research, Guilbert C. Hentschke, A global economic analysis of faculty rights to their teaching and research, and the monetary values associated with various types of intellectual property in academe.7. Faculty Voice in Intellectual Property Policies: Collective Action for the Public Good, Adrianna Kezar, A synthesis of all chapters, and practical discussion of the book’s ramifications for faculty members in the academy

New directions for higher education

Publ. comme no 105, spring 1999 de la revue New directions for higher educationBibliogr. à la fin des textesIndex: p. 121-12

New directions for higher education

Publ. comme no 116, winter 2001 de la revue New directions for higher educationBibliogr. à la fin des textesIndex: p. 119-12

Envisioning public scholarship for our time models for higher education researchers

"This book proposes a new paradigm of public scholarship for our time, one that shifts from the notion of the public intellectual to the model of the engaged scholar. The editors' premise is that the work of public scholarship should be driven by a commitment to supporting a diverse democracy and promoting equity and social justice. The contributors to this volume present models that eschew the top-down framing of policy to advocate for practice that drives bottom-up change by arming the widest range of stakeholders -- especially members of marginalized communities -- with relevant research. They demonstrate how public scholarship in higher education can increase its impact on practice and policy and compellingly argue that public scholarship should be recognized as normative practice for all scholars and indeed integrated into the curriculum of graduate courses"-