faculty well-being

This compendium presents the reader with a myriad of international studies featuring methods of analysis on topics as varied as U.K. governmental policy regarding postsecondary education to the email habits of academics. Despite the disparate nature of the topics, methods, and analyses of these chapters, they each orient themselves around a central axis . . . that of the academic’s working life. The editors/research team assembled these short, seemingly splintered studies into the weighty tome that sits before me. The book itself exemplifies the momentum behind the project; it effectively registers the impact that thirty years of ideological, economic, technological, and political change has had on the work life of the academic. Long gone are the seemingly halcyon days of the lone academic researcher plumbing the depths of musty texts in the library. Many of these studies touch on the nature of academic work and how regulating agencies around the world (although these studies focus on the U.K., U.S., Japan, and a few other locations) have attempted to quantify the work (research, teaching, grant writing, administrative tasks, and so forth) done by academics. These various authors do not shy away from addressing how issues such as social class, gender, and social and political hierarchies continue to play out within academic worlds. A particularly compelling chapter highlights some of the divergent as well as shared problems among researchers in a number of institutions in African countries and Ireland.

While other texts and studies have focused on the success or failure of educational reform in regard to student or institutional success, these studies look to the effect (good or bad or nil) these changes in educational policy, administrative practices, budgetary restrictions, technological innovations, and political and economic social narratives (such as commodification of education) have on the quotidian aspects of academic life. A few especially compelling chapters stuck out from the rest. One of these is Kelly and Boden’s “How Management Accounting Shapes Lives,” which explores the problem of the university-as-business ethos by tracking a professor seeking to combine outside research and teaching responsibilities and the skewed accounting which blocks him from doing so.

On a more philosophical note, some authors wrote about what it means to examine, evaluate, and audit academic work, and others asked how grants, contract work, and contingency in academia create less than desirable conditions not just for academics but also for the research they produce. In her chapter on learning technologies, Alison Hudson utilizes Pierre Bourdieu’s theoretical nomenclature (symbolic violence and social capital, for example) to illustrate the changing dynamics in the fields of education and governance. She pinpoints the beginning of the radical shift in academics’ lives to the moment when “practice became increasingly influenced not by fundamental values and ethics, but by technologies of control aimed at changing the characteristic of the field” (248).

Encyclopedic and topical, the editors have grouped these writings into five themed parts each of which contain a set of short, readable studies. Although the text is over three hundred pages, it is arranged in a reader friendly manner. These studies provide valuable reading for administrators, policy makers, academics, and anyone interested in the working lives of academics around the globe.

In this superb book, sociologist Frank F. Furstenberg offers readers a sweeping description of the five stages of an academic’s career from graduate school, to choosing a career in (or outside of) the academy, to tenure review, all the way to retirement. The author, who is an Emeritus Professor of Sociology at the University of Pennsylvania, provides graduate students and professors his personal reflections on the many twists and turns that every PhD will face in his or her career. In today’s difficult economic climate, coupled with the precipitous drop in enrollments in the Humanities across the board, Furstenberg’s realistic explanation of what it takes to succeed while traversing the marathon of graduate studies and then landing either a research or liberal arts teaching faculty position should be mandatory reading for anyone considering a doctorate in religious studies. While an academic career is rightly coveted by many young and ambitious minds coming out of college, this book in many ways provides a much-needed reality check.

The book contains five chapters. In Chapter 1, “Entering Graduate School,” the author chronicles the various professional and emotional stages that graduate students experience. He emphasizes the amount of hard work, consistent self-doubt, and high level of competition that students face, and provides information about doctoral exams, writing a dissertation, dealing with faculty, and retaining funding.

Chapter 2, “An Academic Career or Not?” delineates the various options, or plan B’s, that a recent PhD has with respect to finding meaningful work, alongside some sobering statistics about the slashing of available positions of tenure-track jobs in today’s market. Furstenberg explains the steps one goes through when searching for an academic position (for example, the application process, postdoctoral fellowships, campus interviews, and contract negotiations).

Chapter 3, “Being an Assistant Professor,” describes the many challenges experienced when transitioning from graduate student to professor. Among the important topics the author discusses are acculturating to one’s home department, building a positive rapport with colleagues, choosing how and when to live up to the expectations of service, and managing the often heavy burden of teaching, all while not allowing one’s research to lag. With respect to research, the author includes useful advice on how to circulate one’s work and network at conferences and other venues. The chapter concludes with a helpful ten-page treatment of the nuts and bolts of the tenure process.

Chapters 4 and 5 are concerned with the new tests that PhD’s face in the middle and end of their careers, such as avoiding complacency, grappling with intensified responsibilities of university and disciplinary service, training graduate students, and considering retirement. As the author himself notes, most of the publications on academic careers center on the beginning stages of one’s career, so these two chapters represent a unique contribution to the literature.

In sum, Behind the Academic Curtain is an excellent summation of the stages, rewards, and challenges that every PhD in religious studies will face in his or her career. Tenured professors will be less likely to pick up this book to find new revelations or affirm what they already experience, but they should nevertheless know about it and may want to assign it as mandatory reading for undergraduates interested in graduate school, or graduate students working under their tutelage, who remain unclear about the path ahead of them.

This book is dedicated to a full-orbed challenge to discrimination – and promotion of multiculturalism – in higher education, from the classroom to “changes in the cultures, structures, and policies of the institution” (194). It will benefit faculty and administrators seeking to better understand, promote, and implement solutions regarding various diversities in university contexts. While Christian educators may question certain philosophical and religious presuppositions being advocated, many descriptive, reflective, and practical insights can be critically embraced for pedagogy and classroom, course development, broader curricular intentions, and governing cultures and mechanisms.

Perhaps centrally beneficial to faculty are the narratives of diverse women and men faculty – white and of color, representing both natural science and social science disciplines – responding to a face-to-face interview protocol of open-ended and broad questions: queries seeking responses to eight topical areas primarily focused on teaching and diversity, race and gendered experiences, general diversity issues in higher education, and agential roles in supporting or bringing change involving diversity and multiculturalism (26-28).

This work’s broad purpose is to explore how university faculty members of various races, ethnicities, and genders – awarded for undergraduate teaching effectiveness in diverse classroom environments – engage demands and expectations from students, from higher education as a social institution, and from themselves, in racially and ethnically diverse classrooms: especially toward improving the teaching-learning process (viii-ix).

The book comprises four parts: background and context, difference and diversity in classroom interactions, identity role examination, and larger contexts and change. Each part contains three chapters. References are extensive and effectively utilized and the index is well-designed.

The opening chapter argues that white male dominance in university settings significantly affects white women and faculty of color, as well as students, especially of non-majority groups. Negatively, this includes exclusion and discrimination via traditions that focus on individualistic value orientation and norms that “diminish the importance of teamwork and skills in interactions among the faculty,” leading to a sense of isolation and lack of community (3). In the classroom the individual achievement emphasis, combined with presumed universalistic norms related to tests or criteria as indicators of merit, entail pedagogical approaches that minimize students’ cultural and socioeconomic identities, backgrounds, and relationships, undermining collaborative learning. Nevertheless, all faculty are responsible for personal and organizational change, whether white faculty especially using their authority to adopt practices that challenge the commonplace habitus, or underrepresented faculty utilizing the margin for building communities of marginalized faculty and links to communities and groups outside academia (19).

Chapter 2 outlines the project/study design and purpose, “to explore the ways in which faculty members’ social identities impact their experience in the university, especially but not solely in the classroom” (21), while Chapter 3 describes and elaborates “five major constitutive elements of conflict in the educational setting” – the instructor, the student, the pedagogical approach, the classroom space, and the course material – that help readers decipher “how varied forms of conflict emerge given the different ways in which these elements converge” (39). Each element is expounded in later chapters.

It seems appropriate to conclude this review with a primary thesis of the book: “ultimately, whatever the causes of perceived challenges to authority and expertise, the key pedagogical dilemma for faculty is to work at ensuring and preserving the authority that has a place in relationships with students while also maintaining an inquiring, empowering, and vibrant educational climate” (63).