In the dark recesses of Building EB at Parramatta it’s all getting a bit primitive. The Dean of the School of Business ‘Hydraulic Clive’ Smallman has been unable to persuade enough staff to take voluntary redundancies and now seven will walk the plank. It’s spill-and-fill time: academics in the affected areas have to reapply for their jobs.

So why has it come to this? You’ll remember that in early 2012, enrolments were down and Old Mother Hubbard declared the cupboard was bare. ‘The Schools would have to make cuts’, we were told, ‘there is no alternative’. Never mind that UWS student staff ratios are among the highest in Australia. Nor that most of the teaching in many areas is performed by casuals. Don’t mention the fact that Schools earn most of the university’s money by teaching undergraduates and are given barely a third of it to spend. The hard medicine would have to be administered and good people would have to go.

So courses were closed and long-standing staff took packages. Many of them could see the writing was on the wall: if they didn’t go voluntarily there was a fair chance they’d be dragged out kicking and screaming. And as the year wore on the austerity rhetoric became more hysterical.

But then, as Spring blossomed forth, something magical happened. Water became wine and the loaves and fishes multiplied before our eyes. Far from being in the red in 2012, UWS had amassed a huge operating surplus, far larger even than forecast at the end of 2011. So could we all relax? Would the Grim Reaper disappear into the mist? Apparently not. The dogged pursuit of those deemed uproductive continues. To put it bluntly, a grossly understaffed university is making seven academics redundant on the pretext of a now-discredited narrative of economic crisis. If they had a scintilla of integrity, university managers would abort the whole process, and announce a stay of execution.

Instead, in a move to mollify the masses and short circuit charges of fiscal hypocrisy, the Vice Chancellor announced this week that an additional two million dollars would be allocated to the Schools for research. This all very well but the fact is that there’s nothing for the ‘SOB Seven’ to look forward to except a slow walk along a short plank.

“MyVoice: Update on Actions in Response to Your Feedback” – Uwsconnect has also introduced some new food and beverage outlets this year and made some changes to existing outlets and menus, in response to staff feedback.” Professor Janice Reid, Vice Chancellor

UWS Blackboard Menu (updated daily)]

Today’s Special:

Blended Learning Platforms – an individually fashioned gourmet flatbread pizza prepared to the strictest standards by our UWS-trained master chefs and guaranteed to satisfy the discerning palate. Choose from our 15 varieties of savory toppings and then add your selected taste dimension from our list of exclusive extras. Indulge yourself: you know you deserve it!

BLP Toppings:

1.Bacon Lettuce Porridge 2. Bleak Leveraged Peas 3. Booked Limousine Pork. 3. Boneless Lump Preening. 4. Baked Low Pedagogy. 5. Beans Lean Prophet. 6. Broken Little Pies. 7. Bitter Lonely Page. 6. Boned Leg Professor. 7. Bubbling Looney Pudding. 8. Beetled Lemon Practice. 9. Bullied Lousy Prunes. 10. Booted Lung Praline. 11. Bloody Lard Parfait. 12. Buttered Limbered Pinch. 13. Benched Ligament Punch. 14. Blanched Lime Parchment. 15. Bombed Literary Prawns.

Extras (add 5%):

cheezey or sausage stuffed crust, juicy pineapple chunks, chips, seasonally gathered jelly beans or tic tacs, glaced cherries (our most popular ‘top’).

Email from my School Manager today:

“Ever wonder what the Office of People and Culture (formerly known as Human Resources) do besides making sure you get paid each fortnight?
Want to know who to contact in OPC with your enquiries? If so, consider attending an OPC Road Show, details below.”

Yes indeed! I do wonder what OPC does besides wasting time rechristening itself with new, evermore unintelligible names. What does the acronym stand for? Office of Paperwork Collection? Office of Policy and Compliance? Optimal Power and Control? I’m gonna go with Office of Pretentious Clowns. Not since Prince changed his name to a symbol has such confusion been created. And like the Purple One, the OPC is going on tour! The roadshow will stop at every UWS campus, where perhaps they will be asked to explain why they recently adopted a name that is so ridiculously opaque it necessitates appending the phrase “formerly known as Human Resources” to every email. Sorry, but I will have to skip the live performance. I’m just not down wit’ you OPC.

From: E-Learning Service Desk

Dear Colleagues,

The E-Learning Service Desk is now a part of IT Services and is now called Blended Learning Platforms. This means all vUWS inquiries are now logged and managed using the ServiceNow system. If you submit a vUWS inquiry you will receive email responses from this system. Although these messages may be signed off from the IT Service Desk, your inquiry will continue to be actioned by the Blended Learning Platform team. If you receive a ServiceNow email regarding a vUWS inquiry, please reply to the email or phone the Blended Learning Platforms team on (02) 985252525 for further assistance.

Kind regards

Blended Learning Platforms
Information Technology Services
Phone: 9852 5252 (ext. 5252) | Email: vuws@uws.edu.au
Web: https://vuws.uws.edu.au

OK everybody? Is that all clear?

Because if not we are actioning a half-day workshop to familiarise staff with the new nomenclature and the streamlined insitutional arrangements and delegations pertaining to IT Services. This will allow us to optimize the capacity-building opportunities arising from the Looneyversity’s investment in Blanded Learning. As you know, we have this year embarked upon a series of exciting new developments funded by the suite of Our Future initiatives. These represent a paradigm shift and demonstrate our fervent desire to leverage our existing strengths in an increasingly competitive higher education environment.  Here at the Looneyversity we operate a well-oiled machine, aiming for excellence and sector-wide best practice in all that we do. We aim to prove we are passionate, innovative and creative about education and about breaching the digital divide. By taking advantage of the synergies betwen high-quality face to face learning in traditional mode and alternative modes of delivery we will empower all of our students. They will acquire core competencies, and through these they will learn to be self-directed and proactive in their education and reap great benefits in their future careers.

Should you have any thoughts or feedback on this please email uwsdissenter@gmail.com.

I’d like to to talk about tutorials, specifically about the very direct and very negative impact two recent policies have had on the quality of tutorials.  The first is the rationalisation of units and slashing of the casual budget.  The immediate result has been that enrollment in tutorials has ballooned.  In my school, tutorials that used to have 15 to 20 students now regularly reach 30.  The people who made these cuts are so remote from the classroom and from academia that they probably don’t realize that you cannot run an effective tutorial discussion with 25+ students.  The point of tutorials is for students to get an opportunity to articulate their own ideas, but under these new conditions, most students never even get a chance to speak.  What’s even more galling is that these cuts were wholly unnecessary, made while UWS has a massive surplus!
 
The second issue has to do with tutorial attendance.  Ironically, at the same time that the beancounters doubled the size of tutorials, they also took away our power to enforce attendance.  From what I understand, one of the many lawyers who run UWS Incorporated decided attendance was not “legally enforcable,” and so we the unit coordinators were informed attendance could no longer be mandated, only encouraged.  The unofficial solution for working around this disgraceful policy change has been to bluff.  Many colleagues have told me that when questioned by students about the consequences of not attending, they rely on ambiguous language, telling them, “it will be very difficult to pass the unit without attending.” At the start of term, as I tried to sort out how best to teach under these impossible conditions, I felt a bit like Odysseus as he navigated his ship through the straits of Scylla and Charybdis.  Should I steer towards Scylla the six-headed monster, and sacrifice only a few students to save the many?  Or should I steer closer to Charybdis and risk all the students in all my tutorials?
 
Like Odysseus, I opted for the former then ducked.  What I decided to do exactly was tell my students the truth about attendance.  My thinking was this might sacrifice a few absentees to the six-headed monster of apathy, but at least for those who did attend, their educational experience would be markedly better.   And so at week 1 of term, I went in and admitted I had no power to enforce attendance.  Attendance, I told them, was 100% voluntary and would have zero bearing on their final mark.   I added, however, that if they cared about their education enough to attend anyway, that participation would be mandatory.  Starting week 2, I then enforced participation simply by calling on students at random to ask their thoughts on the readings.  And so what was the result of my Odyssean bargain midway through term?
 
By week 3, tutorials with an average size of 25 – 30 students had an average of 8 students attending each week.  Appalling I know, but that is the REALITY of teaching at UWS.  We face an even more massive hurdle of student apathy than I myself realized.  To deal with this problem effectively, what we need is more autonomy and more funding, not more policy.  I feel strange saying this to university managers but I will: people, you need to quit meddling in affairs you clearly don’t understand. Stick to your marketing and your corporate nonsense and leave the teaching and learning experience to the academics!
 
- Dr Lonelytutes

Raewyn Connell writes an open letter to the University of Sydney Vice Chancellor about the strike of March 7th. There is so much here that echoes the problems and tensions at UWS that we wanted to reproduce it in Dissenter.

By Raewyn Connell

Dear Michael,

Thank you for your emails of 12 and 20 February, and Stephen Garton’s of 1 March, and Boyd Williams’ of 5 March, giving me the management’s views about the enterprise bargaining and our industrial action. In return, I will try to help you understand why a significant part of your staff are on the picket line today. I’m one of the oldest inhabitants of the village — my first job at the University of Sydney started in 1971 — I care a lot for this place, and for the people I work with.

University staff don’t take industrial action lightly. As you may know, a strike rarely has a single cause. It generally grows from a build-up of frustrations, setbacks and conflicts that result in a loss of trust in management. That is the case at the University of Sydney. It is the same in much of the Australian university system, which has become more troubled, and more tense and distrustful, than in previous generations.

Universities as employers have not made it their priority to have a secure, committed workforce. Over time, university managers have responded to funding pressures by making job insecurity grow — through outsourcing of general staff work, erosion of tenure, and above all, casualisation. Our glossy brochures don’t admit this, but around half the undergraduate teaching in Australia is now done by temporary staff.

To management, this looks like flexibility. To many of my younger colleagues, it looks like a life of precarious labour, scrabbling for short-term, part-time and totally insecure appointments. These are poor conditions for building an intellectual workforce. From an educational point of view, it means a mass of teaching done by staff who can’t build up the experience, depth of knowledge, or confident relationship with students that are needed for the very best teaching.

The full-time staff too have been under growing stress. You will be very familiar with the worsening student/staff ratios in the last generation. No pretence that we can work smarter can reduce this pressure, on both academic and general staff. The industrial relations colleagues call this “labour intensification”, and it’s a reality at the chalk face in this university.

At the same time there has been more micro-management and surveillance of how we do our jobs. The staff of this university are increasingly enmeshed in a thicket of anonymous online control systems — to document our courses, get permission to travel or to do our research, get our “performance” managed, and many other things — taking increasing slices of our time and energy. In other ways too, we have been losing autonomy in our day-to-day work. Have we agreed to these changes? In most cases we were never asked; they have simply been imposed on us.

That’s part of a broader decline of organisational democracy and self-management in the university. We don’t have any forum, or set of forums, where the problems of this university can be debated in a participatory way, with some prospect of influencing outcomes. The nearest we have is the Academic Board, where good discussions do occur, but most academic staff aren’t invited and of course non-academic staff aren’t represented. What we do have in abundance are media releases, “staff news” (comprising PR and commercial “offers”), all-staff emails from you and Stephen, threatening messages from the HR Director, even videos that you send us — in short, announcements from the management. It’s not a good substitute.

With performance management, online surveillance systems, and closed decision-making, it appears that the university authorities these days don’t really trust the staff — to know our trades, to act responsibly, or to share in running the place.

That’s an important reason for the depth of anger about the redundancies issue in 2011-12. We are grown-up people, we know universities have financial problems, we too want to work out solutions – and we know there are many ways for institutions to handle financial pressure. Instead of an invitation to work on the problems together, we saw colleagues threatened, tenure weakened, arbitrary rules imposed, and mysterious exemptions granted. And then a further round of redundancies was mishandled too. I don’t know what your original intention was; but as these events unfolded, staff saw the management behaving unpredictably, wrecking the livelihoods of valued colleagues, and undermining security for all the staff.

It’s not encouraging to see university managers across the country increasingly resembling the executives of big corporations – in pay and conditions, in language, in techniques of running an organisation, and in hard-handed approaches to the workforce. Corporate managers are an increasingly powerful, rich and selfish group in Australian society. The more that university managers integrate with them, the bigger the gulf that will open with the staff of the universities.

When it came to the enterprise bargaining then, there was a big question: would you and your colleagues recognise these growing concerns and use the enterprise bargaining to build a positive relationship with the staff, or treat it as an occasion to beat the staff and the union back? Unfortunately it was the second, and that’s basically why this strike has happened.

I’m not on the bargaining team; I follow what is happening from union report-backs, management announcements (including Ann Brewer’s welcome visit to my Faculty), and the documents. Some things have been obvious. Management wasn’t trying for a prompt agreement. When management did put proposals on the table, they weren’t proposals for improved staff conditions — they offered weakened rights and less security. I know that management contest the NTEU’s statements about this, but I’ve looked at the documents, compared management proposals with the previous enterprise agreement, and the union is right. On some points management proposed startling increases in managerial prerogative, and weakened accountability by management to staff. On a number of points the proposal erodes existing protections for staff. What management did in writing this offer was moving in exactly the wrong direction.

On the pay issue, I’m not a specialist but I do have common sense. To suggest that one of the richest universities in Australia, which you tell us in other ways is prospering, which can afford major new building works and salaries for senior staff (including me) on the current scale, will be driven broke by more than a 2 per cent wage deal for the staff — well, like Alice, I may be urged to believe six impossible things before breakfast but I can’t believe that.

I’m glad you have recognised that to drop the guarantee of intellectual freedom from the enforceable industrial agreement was a wrong move. Thank you for changing approach on that. Please look at the other issues in the same spirit.

Since the Dawkins “reforms” 25 years ago, Australian governments have tried to get an expanded university system on the cheap. The decline of public sector funding, and the bizarre doctrine that intensifying competitive pressures will make under-resourced education systems work better, are background problems we all have to cope with. But there is room to manoeuvre.

I think the most difficult thing, for your generation of university administrators, is remembering that you are running a billion-dollar institution that is not a corporation. Our staff, both academic and general, are proud to work here precisely because it’s a university. It’s concerned with the making of highly sophisticated knowledge and with the most advanced and demanding forms of education. These are the public interests for which Australian society puts resources into the university system. The staff are trying to make this happen, and a good personnel policy for a university will respect and support them. The very last thing a university needs is an intimidated and conformist workforce.

Most of us would welcome a more cooperative and respectful relationship with the university management. There are benefits for you — including benefits from a better relationship with our unions. The unions will tell you the tough stuff, the hard truths about working life in the university; and it’s in union forums that the best thinking about higher education in Australia is currently happening. It’s a funny thing, which you won’t hear from corporate advisors: for navigating the next stages of university life in this country, the unions are your best friends.

In the next few years, especially if we have an Abbott government, university managements might try to weaken the unions and casualise the workforce more. It seems some Vice-Chancellors and their advisors would like to try this — but not all. I hope that Sydney’s managerial group will follow a more intelligent path, because there is something at stake here beyond staff morale and a particular log of claims. The future character of our university system is involved.

The staff on the picket line here are the people involved in building universities for the twenty-first century, in practice as well as in imagination. We’d rather do this with your cooperation.

With best wishes,

Raewyn Connell

Thank you for your prompt month-and-a-half late reply to my application for scholarship extension. While I am of course disappointed that you have elected not to continue funding my research, I understand the wisdom of your decision to move funds into more administration and half-baked marketing schemes. I hope that the university is able to use that funding for a more productive and useful purpose, such as more iPads for first year students, or the Vice-Chancellor’s executive bonus for this year.

Regards,
QM
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