Internationalization to what purposes?: Marketing to international students

Amidst global discourse about universities’ internationalization, how do universities position themselves and their purposes in recruiting international students? For professionals working to establish partnerships and increase cultural enrichment both on their home campuses and through international exchange, the purposes that are often foregrounded in professional associations speak to the public good, to the broad social benefits of such activities. However, my research on the marketing that international offices at four universities in the UK and U.S. are doing to international students suggest that as in the marketing of U.S. universities to domestic students, it is the private benefitsof higher education, to the students and to the individual institutions that are predominant (Hartley and Morphew, 2008; Saichaie and Morphew, 2014)

Panel: We Need More Chairs! Expanding Seats at Higher Education Bargaining Tables and For Our Broader Communities: Bargaining for the Common Good in Higher Education

Respect-based organizing for the public interest: Organizing professionals negotiating a new academ

Power Despite Precarity: A Conversation with the Authors, Joe Berry and Helena Worthen

In a conversation with Joe Berry and Helena Worthen, authors of the recent book, Power despite precarity, Gary Rhoades explores the basic themes of this historical case study of the California Faculty Association in relation to contingent faculty and the larger contingent faculty labor movement. The conversation, like the book, centers on strategies for the contingent faculty labor movement, as the authors\u27 intent is that it be a channel of movement knowledge

Bargaining Quality in Part-time Faculty Working Conditions: Beyond Just-In-Time Employment and Just-At-Will Non-Renewal

Two aspects of part-time faculty members’ working conditions that are problematic for educational quality are examined in this article—“just-in-time” employment and “just-at-will” non-renewal. With an eye to enhancing student learning conditions, the article explores feasible strategies that are found in the collective bargaining agreements of units for part-time only bargaining units. Collective bargaining provides a reasonable framework for rethinking, redefining, and renegotiating the working conditions of faculty working in part-time positions to improve student learning outcomes and educational quality

Panel: We Need More Chairs! Expanding Seats at Higher Education Bargaining Tables and For Our Broader Communities: Bargaining for the Common Good in Higher Education

Respect-based organizing for the public interest: Organizing professionals negotiating a new academ

Working in Coalition, and Wall-to-Wall: The New Progressive Normal

As the U.S. starts to come out of the pandemic, public declamations about and private deliberations within colleges and universities are framed in part by negotiating getting back to some form of “normal.” At the center of and delimiting these labor/management negotiations is an all-too-familiar master narrative articulated by management invoking a “new normal,” a time of conditions and challenges borne of, transmitted by, and/or accelerated and amplified due to Covid-19. Yet, I suggest that yet another iteration of disaster/disastrous academic capitalism is neither called for nor does it offer a compelling future for higher education. In addition, there is a counter-narrative articulated by some in the media, scholars, activist groups, and labor that the pre-pandemic “normal” was deeply problematic due to systemic and enduring patterns of disinvestment and of inequity. The premise and promise is that we need to get to better than the preceding normal. If progress is to be made in that direction, then I suggest some important markers in broader public discourse and policy as well as in locally negotiated collective bargaining agreements. There has also been an increasingly expansive pattern of academic employees working coalition within and beyond the academy’s walls, even forming wall-to-wall units. In what could be framed as a “new progressive normal,” community and broader social concerns are becoming increasingly centered in organizing and contract campaigns. I suggest that therein lies the best future not only for academic labor but also relatedly for fulfilling academic institutions’ public missions and securing greater public support for higher education

What Are We Negotiating For? Public Interest Bargaining

Most bargaining, interest-based or traditional, focuses on the interests of the negotiating parties. The premise of traditional bargaining is that the two parties at the table have fundamentally competing interests, and that it is a game in which one party’s win is the other’s loss. In some regards, Interest-Based Bargaining (IBB) offers a different starting point and process. An IBB approach involves going through a formal training before the negotiations. It reframes the negotiation process as a search for common ground and mutual interest/gain. No matter what process is followed, each party brings to the table what it sees as problems with the objective of resolving those problems through negotiations