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Irreconcilable Differences: the Corporatization of Canadian Universities

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Irreconcilable Differences: the Corporatization of Canadian Universities Irreconcilable Differences: The Corporatization of Canadian Universities by Jamie Brownlee A thesis submitted to the Faculty of Graduate and Postdoctoral Affairs in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Sociology (Specialization in Political Economy) Carleton University Ottawa, Ontario © 2014, Jamie Brownlee Abstract To date, there has yet to be a comprehensive national study of university corporatization in Canada. This study addresses this gap by reviewing the empirical basis, history, root causes and evolution of the transformation of higher education in Canada that has taken place over the past four decades. In this research, “corporatization” is used to refer to the process and resulting outcomes of the ascendance of business interests, values and models in the university system. Throughout the study, my two primary questions of interest are: (i) how has the corporatization of Canadian universities taken shape?; and (ii) what are the consequences of this restructuring both for higher education and society at large? The study begins with a brief historical review of the relationship between education and various sources of power, as well as some of the competing perspectives that have been used to explain university restructuring. I then review the main manifestations of the corporatization process, beginning with a detailed analysis of the casualization of academic labour. Drawing on a new and unique dataset collected through access to information requests, I provide a detailed account of the rise in the number of part-time and full-time contractually limited appointments in a number of Ontario institutions and discuss some of the impacts of this change. Subsequent chapters focus on the changing role of students (as consumers) in corporatized university spaces as well as changes in tuition and debt rates in Canada; how corporate management styles and practices have infiltrated university governance and programmatic and curriculum decisions; and the impact of corporate and commercial influences on academic research. Taken together, this evidence demonstrates that many of the defining characteristics of the public university are currently under threat, particularly its systems of governance, ii academic freedom, and its approach to teaching and research. Moreover, I argue that there are irreconcilable differences between university and corporate institutions. The study concludes with a discussion of the fact that acts of resistance need to go beyond calling for new regulations within the current environment and seek more radical measures, given the fundamental incompatibility between these types of institutions. iii Acknowledgements There are many people who supported me throughout my PhD who I would like to acknowledge and thank. First, I would like to thank my committee. My supervisor, Wallace Clement, was a source of academic inspiration long before I entered the PhD program. I thank him for sharing his knowledge with me, for his guidance and kindness, and for encouraging me to pursue (and stick with) this ambitious project on higher education in Canada. Many thanks also to my other core committee members – Aaron Doyle and Neil Gerlach – for their insights and intellectual rigour, as well as my external examiners – Rebecca Schein and Norene Pupo – whose comments and questions have helped me be reflect on my work in new ways. I would also like to acknowledge that this project and my academic studies were supported by a SSHRC research grant. As my research focused, in large part, on the challenges students face in higher education, I would be remiss to not draw attention to the importance of support, through SSHRC and other sources, in allowing students to focus on their academic pursuits. I would also like to thank those who made the extra effort to help me obtain data on academic labour in Ontario universities. On a more personal note, I am grateful for this opportunity to formally thank the countless friends who provided intellectual support and companionship throughout my time at Carleton, including Kevin Walby, Chris Hurl, Dale Spencer, Robyn Green, Ben Christianson, Julie Tomiak, Seantel Anais and James Meades. My family was, and has always been, a tremendous source of encouragement, especially my parents Dale and Rod. Like many of the opportunities and privileges I have enjoyed in my life, my university education was made possible largely through their efforts. I would also like to iv thank Rod Kueneman, for being a source of inspiration throughout my academic career, and the Almdal family for supporting me to have a meaningful break each holiday season. Thanks also to my uncle Doug for reading and commenting on various chapters of the manuscript, and for allowing me to better develop my arguments through our regular debates. Finally, I would like to offer my sincerest and most heartfelt thanks to my partner Salena Brickey. Throughout this process, she has been a source of unconditional love and compassion, and of moral and intellectual support. Salena read and edited every chapter of my dissertation, and her intellectual contributions were indispensable to improving the quality and clarity of the final manuscript. v Table of Contents Abstract .............................................................................................................................. ii Acknowledgements .......................................................................................................... iv List of Tables ..................................................................................................................... x List of Appendices ............................................................................................................ xi Chapter 1: The Corporatization of the University .............................................. 1 CORPORATIZATION: DEFINING THE CONCEPT ................................................................... 3 WHY UNIVERSITIES? ........................................................................................................ 8 Public Universities: Changes in Enrolment and Employment ..................................... 9 A Note on Social Relevance: Universities as Sites of Social Change ........................ 11 CONSTRUCTING A NATIONAL PICTURE ........................................................................... 14 A NOTE ON DATA AND METHOD .................................................................................... 20 CHAPTER BREAKDOWN AND KEY AREAS OF INTEREST .................................................. 22 Chapter 2: Historical Perspectives: Education and Power ............................... 26 FROM THE CHURCH AND THE STATE TO THE MARKET: A BRIEF HISTORY ..................... 28 THE “DUAL” ROLE OF EDUCATION IN DEMOCRATIC SOCIETIES ..................................... 33 Critical Perspectives: Education as a Mechanism of Social Control ........................ 33 Service Intellectuals ......................................................................................... 38 The Role of Higher Education in Challenging Power ............................................... 43 EARLY CRITICS OF THE CORPORATE UNIVERSITY .......................................................... 51 BETWEEN CAPITALISM AND DEMOCRACY: REFLECTIONS ON THE “GOLDEN AGE” ........ 59 Chapter 3: Perspectives on Academic Capitalism and the Causes of University Restructuring ...................................................................................... 69 CORPORATIZATION AND ACADEMIC CAPITALISM ........................................................... 70 Academic Capitalism in the Canadian Context ......................................................... 75 FORCES OF RESTRUCTURING: INSIDE-OUT OR OUTSIDE-IN? .......................................... 76 Inside-Out: Academic Capitalism and the New Corporate Ethos ............................. 77 Outside-In: Globalization, Neoliberalism and the Corporate Offensive ................... 83 Outside In: Specific Concerns of Retrenchment and Austerity .................................. 91 GLOBAL TRENDS IN HIGHER EDUCATION: INTERNATIONALIZATION OR CORPORATIZATION? ............................................................ 102 vi Chapter 4: University Teaching and the Casualization of Academic Labour ................................................................................................ 113 CHANGING PRIORITIES: THE TEACHING-RESEARCH NEXUS ......................................... 113 DIGITAL DIPLOMA MILLS? ........................................................................................... 123 THE CASUALIZATION OF ACADEMIC LABOUR: CONTRACT FACULTY IN CANADA ........ 130 Defining Contract Faculty ....................................................................................... 131 Documenting the Rise in Contract Faculty .............................................................. 134 The Influence of Administrators and Wider Market Forces .................................... 137 The Conditions of Precarious Employment ............................................................. 140 Impacts on Students and Student Learning .............................................................. 149 The Role of Permanent Faculty ................................................................................ 153 New Directions: Contracting Out? .......................................................................... 155 Concluding Remarks: A “Perfected
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