Chris Bertram (Philosophy, Bristol) calls my attention to this interesting retrospective look at changes in British academia over the past 40 years, by an English professor at University College London.
The four positive changes noted by the author, in brief:
1-"The long awaited breakthrough of women into higher echelons of the academic profession....
2-"A series of technology breakthroughs....Cheap mass transit is one such breakthrough. My first visit to American research libraries in 1965 cost me...£80 - around a 15th of my annual salary. Today, the cost - with a hugely wider choice of convenient travel - is about 100th of a starting lecturer's salary. Xerox, the computer, the internet, email have all streamlined academic life - which, typically, is processing an interchange of words"
3-"The hugely enlarged available corpus of canonical texts in cheap, paperback format....
4-"The more generous provision of leave. The sabbatical, true to its name, used to be one term every seven years. Now, for most serving academics, it's at least one term in seven [terms, i.e., 3 1/2 years], and probably better" (emphasis added).
All four of these apply in the case of the U.S. too, it seems to me, except the point about sabbaticals, which is largely true at research-oriented institutions, but not otherwise. (The same may hold in the UK; the author, after all, spent his career in research-oriented universities in England and Scotland.)
The five negative developments in UK academic life since 1964, in brief:
1-"Salary tops the list. When I began as an assistant lecturer at Edinburgh in 1964, at a salary of £1,000 per annum, I could get a mortgage for a spacious new town (ie Georgian) flat for a purchase price of £2,000. It was, looking back, the finest property I ever owned. The flat would now go for £300,000. Is a junior lecturer's salary, in 2004, £150,000?
2-"Loss of autonomy - at all levels....The fact is, all the important decisions and initiatives now come from outside a department's once impregnable walls: the AHRB, the British Academy, Hefce, the QAA, the dean's office, the Internal Quality Audit Office. Departments have become servo-mechanisms of the institutional will, incapable of independent (let alone rebellious or revolutionary) action."
3-"The installation of the PhD as the sine qua non for academic appointment. I got my first appointment six months after my BA. Now I would have to put in at least five to seven years getting a doctorate before qualifying for a first job. In one sense raising the entry hurdle to post-doc elevation is good - in that the entrant will know more, and have more research skills. But, starting work at 30-something, there will be a loss of the apprentice's elasticity, a hardening of the intellectual arteries."
4-"Field specialisation. This is linked to the above. Increasingly, since they come in as 'specialists' (with a thesis / first book behind them), starting lecturers are unwilling to teach outside 'their' area. The 'Jack of All Trades' cross-subject proficiency (the willingness to teach anything from Beowulf to Virginia Woolf, via Thomas Wolfe and Wulfstan) is a thing of the past. Sad.
5-"Staff student ratio - badly eroded in 2004. When I started at UCL, the SSR was 1:9. Now it's double that....Erosion of SSR has also encouraged reliance on the 'freeway flier', or 'adjunct teacher' working on short contract, without benefits, and usually well below even the underpay levels of his / her tenured colleagues."
1 and 2 are probably most responsible (together with mandatory retirement) for the philosophical brain drain from the UK to the US: 2 is simply not the case in the US, and 1 is not the case at the level of the top academic talent (a Chairholder at Oxford will earn the equivalent of US $90,000, in a town where a typical house suitable for a family costs 8-10 times that, while the same individual can earn at least 50% more, sometimes 100% more, in the U.S.). (I haven't the figures to know how average or lower-end academic salaries of 1964 compare to today, but my sense is that there has been nothing like the erosion seen in the UK.)
Finally, the author notes five "mixed" developments since 1964, two of which I'll mention here:
1-"The RAE [Research Assessment Exercise]. No question that the research assessment exercise has raised the British academic game. But it has also standardised the product across the whole system, flattening out institutional and idiosyncratic research styles. It has raised the level of professional nervousness. It also inhibits the appointment of colleagues at the very beginning of their careers when - as yet - they have 'nothing to put forward for the next RAE'. This means that many would-be lecturers, at the beginning of their careers have to take a series of short-contract positions, wherever they happen to turn up, with the attendant life-disruption. Most malignantly, in my view, the RAE militates against colleagues who are merely (merely!) 'learned' but 'unproductive'. Not all learning needs to be excreted on paper to be useful to the academic community
2-"The end of mandatory retirement (in 2006, as I understand). Good, insofar as many academics (who am I thinking of?) still have shot in their locker at 65....The downside is that a senior colleague sitting on his/her job, until death or dishonour removes him/her, is stopping junior colleagues from getting their feet on the first rung."
The U.S., of course, has had experience with 2 since 1993, when the mandatory retirement age of 70 for college professors expired. This has, indeed, resulted in some highly productive teachers and scholars continuing their work well in to their 70s--a benefit for their departments and their students--and it has also resulted in a lot of folks who were de facto retired, or who ought to be de jure retired, "hanging on," like the proverbial albatross. Does anyone know of a systematic study of the impact of the end of mandatory retirement in terms of junior hiring?
The author notes the standard complaints about the RAE, though it is worth mentioning the other side of the coin: for while the RAE, with its periodic review of actual publications in each department, may have made it harder for a department to hire those who are "merely learned," it has also made it harder for a department to simply hire the latest "bright young fellow" who worked with the department chair's advisor at Oxford. In other words, by all accounts I've heard, the RAE has unsettled old-boy network hiring, and given graduates outside Oxbridge and London a much better shot at attractive university posts.
The rampant grade inflation in the RAE is, alas, undermining some of its value as a meritocratic device--in the last RAE some 20 philosophy departments scored a "5," for example, from genuinely strong departments like UCL to places like Middlesex which, in a candid evaluation by experts, wouldn't score in the top 25 in the UK. The result is that prospective students--one set of particular consumers of this information--no longer get real information from the RAE results.
I'm always amused, too, when I hear critics of the PGR praise the RAE results as superior. First, of course, the RAE results are entirely backwards-looking: a department gets credit for work done the prior five years, including by faculty who are on their way out! Second, there is no knowledgeable person alive who thinks that the RAE results, especially with their rampant grade inflation, are as reliable as the PGR results for UK departments (go ahead, compare!). As Jonathan Wolff (UCL Philosophy) has remarked here
"The myth of the RAE is that a small group of people can conduct a speed-reading peer review of the entire range of philosophical output of the UK. From my discussions with RAE panelists over the years my feeling is that they often have had to read submissions that they are not in a good position to judge (for example, that no journal would ask them to review). Furthermore the speed with which the panelists have to read the vast volumes of submissions leaves them too dazed to make philosophical judgements except in the narrow specialist areas in which the panelists are genuinely up with the current literature."
This, of course, may explain many of the highly peculiar results.
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