Denis Rancourt

"Denis Rancourt is a former professor of physics at the University of Ottawa. Rancourt is a recognized scientist but is more widely known for his confrontations with his former employer, the University of Ottawa, over issues involving his dissidence and his approach to pedagogy. His conflicts with the university started in 2005 when, in what was termed "academic squatting," he changed a course to focus "not just [on] how science impacts everyday life, but how it relates to greater power structures". In June 2008 a labor law arbitrator sided with Rancourt and ruled that "teaching science through social activism is protected by academic freedom."

Rancourt was removed from all teaching duties in the fall of 2008 because the dean of the faculty of science did not agree with his granting A+ grades to 23 students in one course of the winter 2008 semester. In December, the Allan Rock administration of the University of Ottawa began dismissal proceedings against him and he was banned from campus. This generated a province-wide (Ontario) and national (Canada) public debate on grading in university courses. The university's Executive Committee of the Board of Governors voted unanimously to fire Rancourt on March 31, 2009. Rancourt has expressed the opinion that the grading issue was a pretext for his dismissal..."

The above and much more are part of lengthy entry in Wikipedia. We don't know how accurate the details and the description of events are, so we would caution viewers, but the links below provide further relevant information:

http://rancourt.academicfreedom.ca/

http://activistteacher.blogspot.com/

http://uofowatch.blogspot.com/

http://rancourt.academicfreedom.ca/videos.html


White academics 'more likely to land professorships'

White applicants are three times more likely to get a professorial post than black and minority ethnic ones, a new report suggests.

Using data supplied by 21 higher education institutions, the University and College Union study finds that white people applying for professorships are far more likely to be shortlisted for an interview than those from black and minority ethnic (BME) backgrounds and were also more likely to get appointed.

Of the 1,646 white applicants who applied at these institutions between August 2008 and July 2011, 348 were eventually appointed - a success rate of 21 per cent - compared with the 41 of 583 BME applicants given a position - a 7 per cent success rate - the report says.

At senior lecturer level, the success rate for BME applicants was just 4 per cent (109 appointed out of a possible 2,742 candidates) compared with the 11.8 per cent rate for white applicants (456 out of 3,863 candidates).

The report, titled The Position of Women and BME staff in Professorial Roles in UK Higher Education Institutions, published on 29 January, also finds BME staff make up 13 per cent (19,405) of non-professorial academic staff across all UK higher education institutions, but only 7.3 per cent (1,195) of professorial roles.

Meanwhile, women make up 46.8 per cent (76,500) of non-professorial academic staff, but only 19.8 per cent (3,450) of the professoriate.

At the current pace of change it will take almost 40 years for the proportion of female professors to reach the same level as the proportion of female staff in universities and almost 16 years for black and minority ethnic (BME) staff, the report says.

The report has called for universities to take decisive steps to address the shortage of women and BME staff in the upper echelons of academia.

Steps to be taken should include the introduction of a transparent professorial grading structure, the collection of equality data in relation to recruitment and retention and the setting of targets for female and BME representation.

Sally Hunt, UCU general secretary said: "We are allowing thousands of staff, who have built up years of knowledge and experience, never to realise their full potential.

"It's like athletes training to Olympic standard but never entering an [Olympic] Games," she added.

"We want universities to take decisive action to stop this terrible waste of talent. They need to examine the reasons why women and black and minority ethnic staff stop climbing the career ladder, and develop new, effective strategies to support them to reach the top."

The report's information was obtained by submitting Freedom of Information requests to all UK universities, of whom 23 replied with comprehensive data.

The report also found women professors earn about 6 per cent less than male professors - a figure that has stayed broadly the same since 2003.

Black professors earned 9.4 per cent less than white counterparts, Chinese professors earned 6.7 per cent less, mixed race 3.5 per cent less, while Asian professors earned 4 per cent more.

From: http://www.timeshighereducation.co.uk/story.asp?storycode=422525

Faculty Communications, Spanking, and Strategic Voting



Faculty votes on hiring and tenure and promotion matters can be fascinating because of the dilemmas and strategic behaviors that evolve.

Some people will vote no on a candidate not because they believe or actual want the candidate not to be hired or promoted.  Instead they want to voice disapproval of something about the candidate. It's hard not to believe this is the case when, at least in my experience, there are many votes that are not quite unanimous. For example, how do you explain a 35-1 vote. Did the one person really have a completely different evaluation of the candidate.?

The fact that a no vote can be intended to be something akin to a spanking or reflect a belief that the candidate really should not be promoted or hired leads to strategic risks. These risks are increased when candidates are not discussed freely and openly.

 Suppose a candidate is fine with respect to teaching and research but a pain in the ass otherwise. Or maybe they engage in conduct that seems questionable.  The voter who wants to administer the spanking would probably be happy with 10 or 20% no votes. Suppose 40% no votes would put the candidate's job in jeopardy.

The problem is that if many in the faculty vote for the spanking the no vote could easily reach 40%. Yet none of them really felt the candidate did not deserve to be hired or promoted. Conversely, if all those in favor of a spanking fear that everyone else will vote for the spanking they may not vote no and the candidate has no signal that anything is amiss.

Of course, one could avoid all this by never voting for a spanking. The problem is that it is not always easy to separate the spanking motivation from concerns about performance over the long run. Plus, if the faculty has a sense there is no administrative reaction to bad conduct, it is more likely to feel it has to intervene.

In all cases, the votes can distort actual preferences.

Workplace Bullying In Higher Education

Bullying among children and teens in schools receive extra attention these days, but experts say bullying takes place in other times in our lives.

In fact, workplace bullying is happening at an alarming rate.  Especially in higher education.  Leah P. Hollis, Ed.D., Author of the book "Bully In The Ivory Tower" says 62 percent of people who work in higher education have experienced bullying versus 45 percent of the general population.

Dr. Hollis says, "I surveyed 175 schools and what I found in the return was that a number of people, especially in the entry levels and the middle management were talking about how they were the target of bullying either from the boss or the organization in general.

9 News Now's Anita Brikman interviews Dr. Hollis about her survey and why workplace bullying is more prevalent in higher education than in other professions:

Anita: "What's going on? Why at college and universities?"

Dr. Hollis: "What's interesting is at a college or university we are all trained to be experts in our field to go out and do this wonderful research and create excellent knowledge.  It also is an isolating experience so now when you have to manage people or collaborate or have team building you've already been protected by tenure perhaps or at least in a culture that supports being isolated and also supports a pretty big ego.  So that doesn't always make for the best management skills."

Anita: "So in these case studies, who was saying they are being bullied? Younger educators bullied by tenured folks?"

Dr. Hollis: "Typically it was somebody at the entry level, your assistant director, it might have even been the director or just the manager of the department.  Folks who are reporting up-line to Vice Presidents, Provosts, or even the Presidents.  So bullying has to do with power and those with the least amount of power are the ones on the receiving end of bullying."

To see the entire interview, including how workplace bullying in higher education affects students and how can we deal with workplace bullying across the board, click the video tab in the extras link on this webpage.

http://www.wusa9.com/news/article/236168/28/Workplace-Bullying-In-Higher-Education

Mindfulness or Mindlessness

I have been tracking the popularity of mindfulness but I am not an expert. I have read several how to's and watched internet instructions. I do it as best I can and find it relaxing.

I am told it is the hot new thing in legal education but that scares me. When I practice mindfulness I concentrate on my breath or a spot in the middle of my chest and when I get settled down the thoughts, worries and impressions come and go. I do not judge them and as soon as I remember I return to my breath and my spot.

For example, there was an email that I got today and it was just about the time my mindfulness gong sounded. So I stopped everything and went into breathing and not judging mode. What I discovered is that the email made me sense feelings of anger (or is that it made me angry you never know about mindfulness.) I also felt a bit of nausea and a strong sensation of what I can only describe as "what the fuck." I did not judge these feeling or are the "sense of feelings." Yes, it is hard to figure out with mindfulness if they are your feelings or just feelings that flow through an emotionally empty vessel.

Ok, I admit that this afternoon I kicked a dog and yelled at a grocery store cashier. I felt really bad later but after a session of mindfulness I was feeling fine. I let those thoughts of regret and that I was being a dick drift right through and out again. It resulted in great clarity. I put the past behind me. I was in the now. What a wonderful feeling!

I am told this clarity will help me make decisions with a clearer head and to achieve my goals. That's good because I don't want to worry about it when I do what I like best -- avoiding any sense of responsibility.

Academic bullying in social work departments: The silent epidemic

In the United States, workplace bullying and it’s’ consequences are getting more public recognition. Higher education institutions are not immune from this and academic bullying is also coming to the forefront of recognition at universities internationally and in the United States. Little research has been completed to address the concerns of academic bullying by university faculty and the devastating effects of bullying to faculty, to departmental programs the students, to the university and the greater community. There is a gap in the literature regarding academic bullying and social work departments. This paper summarizes the literature on workplace and academic bullying including defining academic bullying, developing an understanding of the reasons bullies bully, and the consequences. The paper concludes by identifying solutions for academic bullying and exploring ethical considerations for social workers.

Academic bullying is a rising phenomenon on college campuses and social work departments are not going unscathed. The consequences of bullying behaviors is the loss of harmonious and collegial relationships, the erosion of departments, increase medical and mental health expenses, loss time from classes and committee work, and possible violations of the social work code ethics. Across university campuses academic bullying is increasing (Fogg, & Piper, 2008; Keashly & Neuman, 2010; Simpson & Cohen, 2004). For whatever reasons, harassment of social work faculty by colleagues is “The Silent Epidemic.”

...To develop a better understanding of academic bullying, it is important to address the motives and reasons why bullies bully. A review of the literature shows that there are many explanations for the workplace bully. These include the organizational culture, employer responses, and the personality characteristics of the target and the perpetrator.

Organizational culture

The nature of organizations, in and of themselves, cause bullying and organizational practices that promote workplace bullying (Rhodes, Pullen, Vickers, Clegg, & Pitsis, 2010). Organizational culture and/or environments frequently support bullying by creating insecurity and uneasiness amongst workers (De Cuyper, Baillien, & De Witte, 2009; Jennifer, Cowie & Ananiadou, 2003). These feelings trigger the bully into lashing out at their coworkers. Conflict at work can create a hostile work environment where bullying is used as a way workers relieve tensions; Thus, creating a culture which promotes poor behavior (De Cuyper, Baillien, & De Witte, 2009; Jennifer, Cowie & Ananiadou, 2003).

Academic settings by their very nature create insecurity, frustration, and competition. Student evaluations and the tenure and promotion process are sources of frustration for faculty and particularly junior faculty. Collegiality and autonomy, although valued in higher education, are not promoted and often are contradicted. “Autonomy and collegiality are critical to academic freedom and the work of the academic, yet these norms are interpreted as preventing action to address what faculty view as problematic behaviors that, in turn, create a climate of non-collegiality” (Keashly & Nueman, 2010, p. 60). Tenure provides faculty with a sense of entitlement to misbehave and use feedback of others as a means of criticism rather than support causing harm to the target. This decreases collegiality and increases academic bullying (Keashly & Nueman, 2010).

Academic freedom is also a source of conflict on many college campuses (Keashly & Nueman, 2010). Under the umbrella of academic freedom, faculty are, “entitled” to teach their own way. As a result, perpetrators use these opportunities to bully because faculty may not be willing to conform. These unique characteristics of academic settings generate cultures and environments which cultivate and support academic bullies (Keashly & Nueman, 2010; De Cuyper, Baillien, & De Witte, 2009; Jennifer, Cowie & Ananiadou, 2003).

Responses of employers

Academic settings are bureaucratic structures with rigid rules and regulations. As a result, they are not designed to deal with conflict between faculty members. Universities that have unions are also not equipped to work with faculty to faculty conflict. Unions are in place to work between faculty and administration (Keashly & Nueman, 2010). In some cases, unions may protect the bully.

The bully depends on promoting on the fear of the target and the targets silence so that silence about their hostility in organizations remains and the bully remains in control a while advancing his/her own agenda. Silence is an organization and amongst managers exasperates the bullying. In those cases, when targets report their victimization, organizations and employers frequently do not respond and if they did respond, their responses increased the bullying for victims (Namie, 2003). Managers and supervisors are not trained to handle bullying in the workplace, and therefore, responding effectively is not easy (Lewis, 2004).

Some universities are relying more on adjunct and part-time faculty due to the economic crisis. The use of part-time help enhances the hostile work environment because adjuncts are not permanent fixtures in the department and have little or no investment to maintain a healthy and collegial work environment. They are expendable and vulnerable. Thus, they often fall prey to academic bullies by becoming the target, by witnessing the bullying, or participating in a way to save their job (Keashly & Nueman, 2010).

The Target

The personality of the target has been given as a reason that bullies bully (White, 2007, Einarsen, 1999, O’Moore, Seigne, McGuire, & Smith, 1998; and Field, 1996). However, there is contradicting evidence about whether a victim’s personality increases the likelihood that they will be bullied. Some research suggests that bullies may perceive the victim to be aggravating or annoying and therefore, they are bullied (Jennifer, Cowie & Ananiadou, 2003). Other research suggests that anyone is at risk of being bullied. If an individual has less power in the workplace (Bjorkqvist, Osterman, & Hjelt-Back, 1994) more often than not they become the targets of choice.

Namie and Namie (2009) report that victims of bullying are people who generally have a solid work ethic. Targets want to heal the sick, teach and develop the young, care for the elderly, work with the addicted and abused in society. They are ripe for exploitation. While they focus on doing good and noble things and wait to be rewarded for their quality work, they expose their backs for the bully to sink her or his claws into (Namie & Namie, 2009, p. 23).

Characteristics of the Perpetrator

Personality characteristics of the perpetrator are attributed to perpetuating workplace violence. Perpetrators of bullying in the workplace often have been victims themselves of bullying in the past (Edwards & O’Connell, 2007; Hauge, Skogstad, & Einarsen, 2009). Bullies learn early on that lashing out was a viable form or self-preservation and thus, they continue to use these tactics in workplace settings (Hauge, Skogstad & Einarsen, 2009).

Perpetrators who are in positions of power may use their power to target victims (Farmer, 1993; Edwards & O’Connell, 2007). Supervisors and managers are often workplace bullies because they have more power than workers (Ortega, Hogh, Pejtersen, & Olsen, 2007).

Bullies may also suffer from low self-esteem and use bullying as a means to increase personal worth (Cooper, 1999; Edwards & O’Connell, 2007). The workplace bully may also have decreased coping skills which puts them at risk for bullying behavior (De Cuyper, Baillien, & De Witte, 2009; Jennifer, Cowie & Ananiadou, 2003). According to Namie and Namie (2009), workplace bullies are go-getters who want to get ahead and they are willing to use abuse to do so.

According to Wiedmer (2011, p. 38) and the Bully Online (para 3) report that the bully at work often

• Possess vindictiveness in private but charming in public;
• Display self-assuredness to mask insecurity;
• Portray self as wonderful but actual behaviors contradict this
• Can’t distinguish between leadership and bullying behaviors
• Counter attacks and denies when asked to clarify
• Manipulates others through guilt
• Are obsessed with controlling others
• Use charm and behave appropriately when superiors are present
• Are convincing and compulsive liars in order to account for matters at hand
• Excel at deception, lack conscience, and are dysfunctional

Employees and/or employers that repeat and are persistent with these behaviors at work are deemed workplace bullies (Wiedmer, 2011).

Effects of Workplace Bullying Faculty, Departments, and Universities

Workplace and academic bullying affects not only the target and perpetrator but also other faculty, departments, and the university as a whole. The assumption is that the target is the one who suffers and that workplace bullying is in an individual trend, but research shows this is simply not the case. Workplace and academic bullying is devastating to all involved including the bully (Rhodes, Pullen, Vickers, Clegg, & Pitsis, 2010).

Absence from work and turnover of faculty are the biggest consequences of workplace bullying (Keashly, & Heuman, 2010). Targets and witnesses often leave or are driven out because of the stress and torment of the bully (Rhodes, Pullen, Vickers, Clegg, & Pitsis, 2010; Halbur, 2005). According to “the Corporate Leavers Survey, 2007, two million professionals voluntarily left their jobs due solely to workplace unfairness by not addressing bullying behaviors, and costing corporate America approximately $64 billion annually” (Query & Hanley, 2010, p. 4).

Academic bullying is becoming more commonplace in university settings. Social work is not immune to this phenomenon that has emerged across academic campuses. As professional social workers, it is our responsibility to address these issues. Because of the ethical commitment to social justice, social workers are in the best position to talk about and address this issue. If we, as professional social workers, cannot talk about bullying, and if we cannot do something to intervene on behalf of ourselves and our colleagues, then who will?

Solutions must be developed to create safe collegial work environments for social work faculty that align with the professions code of ethics. Academic bullying should be addressed at all levels, and faculty should use their practice training to create solutions for alleviating academic bullying, including but not limited to: admitting the problem exist, developing solutions directed toward eliminating bullying in the academic environment, and advocacy that supports addressing the underlying issues that foster unrest and the emergence of bullying behaviors. It is imperative that creative problem solving take place in university social work departments and university campuses to prevent and stop academic bullying.

By: Jan C. Kircher, Ph.D.; Cath Stilwell, Ed.D.; Elizabeth Peffer Talbot, Ph.D.; Sandra Chesborough, Ph.D.

Presented at: NACSW Convention 2011, October, 2011, Pittsburgh, PA