Faculty Performance
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This document is the keynote presentation "The lure of the red shoes" by Paul Prinsloo at the First North West University Annual Teaching and Learning Conference in South Africa. The presentation explores how metrics and performance measures have shaped faculty work, often leading to overwork, exhaustion, and a loss of autonomy and passion. It references the fairy tale "The Red Shoes" as an allegory for the pressure to constantly perform and achieve. The presentation argues for a "slow scholarship" approach that values time for reflection, community, and resisting neoliberal pressures around productivity and outputs.
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Faculty Performance
- 1. By Paul Prinsloo University of South Africa (Unisa) @14prinsp Image credit: https://pixabay.com/en/shoes-depend-leash-sky-beautiful-93732// Faculty as quantified, measured and tired: The lure of the red shoes Keynote 31 May 2018 The First North West University (NWU) Annual Teaching and Learning Conference, Potchefstroom, South Africa
- 2. ACKNOWLEDGEMENTS I do not own the copyright of any of the images in this presentation. I therefore acknowledge the original copyright and licensing regime of every image used. This presentation (excluding the images) is licensed under a This work is licensed under a Creative Commons Attribution 4.0 International License.
- 6. Image credit: http://rebloggy.com/post/film-request-vintage-spoiler-hans-christian-andersen-the-red-shoes-michael-powel/13462015749 Faculty as quantified, measured and tired: The lure of the red shoes
- 7. Image credit: https://en.wikisource.org/wiki/Page:The_fairy_tales_of_Hans_Christian_Andersen_(c1899).djvu/23 Image credit: https://commons.wikimedia.org/wiki/File:Page_3_illustration_in_fairy_tales_of_Andersen_(Stratton).png
- 11. Image credit: https://pixabay.com/en/cloud-paper-hand-world-business-2104829/ Innovation Excellence Student satisfaction Unity Rankings Ratings
- 12. Image credit: https://pixabay.com/en/index-finger-pointing-you-hand-me-315754/ More important than blame is to consider the costs of wearing the red shoes, and what agency and choices I have as a researcher, a scholar, or/and a teacher to take off, even momentarily, these red shoes.
- 13. An elephant in the learning analytics room – the obligation to act By Paul Prinsloo (University of South Africa) & Sharon Slade (Open University, UK) Image credit: https://www.flickr.com/photos/lollyman/4941417146Image credit: http://thesociologicalcinema.tumblr.com/post/142531355075/youre-playing-monopoly-one-player-is-given-all
- 16. While there is evidence that our universities are turning into administrative empires with increasing red tape, meticulously prescribed and policed processes and procedures, there is no excuse for abuse or to think that academics are a special, upper-class. Image credit: Amazon
- 17. Sabagh, Z., Hall, N.C., & Saroyan, A. (2018). Antecedents, correlates and consequences of faculty burnout, Educational Research, DOI:10.1080/00131881.2018.1461573
- 23. Image credit: http://en.wikipedia.org/wiki/Self-interest Every breath I/you take Every move I/you make Every bond I/you) break Every step I/you take I'll be watching myself/you Every single day Every word I/you say Every game I/you play Every night I/you stay I'll be watching myselfyou O can't I/you see I/You belong to them/me… Sting – Every breath you take
- 25. “Academic labor and performance anxiety”: where the “shame [of not performing] becomes a central tenet of everyday academic life” (Richard Hall (2014a, par. 2) Academics “overwork because the current culture in universities is brutally and deliberately invested in shaming those who don’t compete effectively…” in stark contrast with the heroic few who do, somehow, meet the shifting goalposts (Kate Bowles, 2014, par. 7-8) Image credits: http://no.wikipedia.org/wiki/Boris_Karloff http://commons.wikimedia.org/wiki/File:Superman_S_symbol.svg You are either /or
- 30. To make sense of the experiences of faculty and other staff in higher education, we need to understand how the field of higher education shapes us, forms us, deforms us. In order to explore ways to resist, to reclaim our humanness, our passion for teaching and research, it is crucial that we have a critical understanding of some of the factors that shape the field of higher education.
- 31. Soccer Rugby Baseball Hockey Let’s play ball… Image credit – https://pixabay.com/en/soccer-field- diagram-green-307046/ Image credit – https://commons.wikimedia.org/wiki/File:Rugby_field.png Image credit – https://commons.wikimedia.org/wiki/File:Baseball_diamond. svg https://commons.wikimedia.org/wiki/File:Field_hockey _offside_1987_rule.png
- 32. An elephant in the learning analtics room – the obligation to act By Paul Prinsloo (University of South Africa) & Sharon Slade (Open University, UK) Image credit: https://www.flickr.com/photos/lollyman/4941417146 [(habitus) (capital)] + field = practice/agency (Bourdieu 1984, p. 101).
- 33. Higher education should… • Do more with less • Expect funding to follow performance rather than precede it • Realise that it costs too much, spends carelessly, teach poorly, plan myopically, and when questioned, act defensively (Hartley, 1995, p. 412, 861) The impact of the dominant models of neoliberalism and its not-so- humble servant – managerialism – on higher education (Deem, 1998; Deem & Brehony, 2005; Diefenbach, 2007; Peters, 2013; Verhaeghe, 2014) The McDonaldisation of higher education Image credit: http://commons.wikimedia.org/wiki/File:Mcdonalds_logo.png
- 34. Image credit: http://www.endneoliberalism.org/endneoliberalism-news/wp-content/uploads/2013/02/endneoliberalism_news_logo-rev.png • There is talk of “academic capitalism” (Rhoades & Slaughter, 2004) where academics “sell their expertise to the highest bidder, research collaboratively, and teaching on/off line, locally and internationally” (Blackmore 2001, p. 353; emphasis added) • “… the academic precariat has risen as a reserve army of workers with ever shorter, lower paid, hyper-flexible contracts and ever more temporally fragmented and geographically displaced hyper- mobile lives” (Ivancheva, 2015, p. 39) • In 2012, of the 1.5 million professors in the US, 1 million are adjunct professors appointed on a contract basis (Scott, 2012)
- 36. Image credit: https://www.wsj.com/articles/airlines-ramp-up-class-differences-among-passengers-1492769092 “The research universities will have three classes of professors, like the airlines. A small first-class cabin of researchers, a business-class section of academics who will teach and do some research, and a large economy cabin of poorly paid teachers” (Altbach & Finkelstein, 2014, par. 16)
- 38. Source credit: https://www.amazon.com/Metric-Power-David-Beer- ebook/dp/B01JE3SI20/ref=sr_1_1?ie=UTF8&qid=1526806112&sr=8-1&keywords=metric+power+beer “…we are created and recreated by metrics; we live through them, with them, and within them. Metrics facilitate the making and remaking of judgements about us, the judgements we make of ourselves and the consequences of those judgements as they are felt and experienced in our lives. We play with metrics and we are more often played by them” (p. 3).
- 39. Image credit: https://pixabay.com/en/road-sign-asphalt-road-sign-90390/ “Metrics facilitate the making and remaking of judgements about us, the judgements we make of ourselves and the consequences of those judgements as they are felt and experienced in our lives. We play with metrics and we are more often played by them” (p. 3).
- 40. Image credit: https://pixabay.com/en/tartan-track-career-runway-2678544/ “Competition is not just an organising principle but also a virtue” (p. 12) and everything has an economic value
- 41. Metrics and the measurement points to an ontological turn in higher education, where the way we see and use metrics and data, changes our definitions of value, knowledge and being.
- 42. Image credit: https://pixabay.com/en/bridge-concrete-pillar-architecture-1819153/ “Those things that cannot be counted are rendered invisible, and those that can be counted achieve visibility” (Beer, 2016, p. 59).
- 43. Iamge credit: https://pixabay.com/en/urban-urbex-lostplace-abandoned-628269/ When numbers are used alone, “when the world is reduced to numbers, a measure, to what is calculable and laid before us; when humans are summed, aggregated and accounted for; then much remains forgotten, unsaid, concealed” (Elden, 2006, in Beer, 2016, pp. 59-60).
- 44. Image credit: https://pixabay.com/en/wooden-mannequin-wooden-mannequin-791720/ The culture of performativity is a “technology, a culture and a mode of regulation, or even a system of ‘terror’ …, that employs judgements, comparisons, and displays of means of control, attrition, and change” (Ball, 2004, p. 144).
- 45. Image credit: https://www.theguardian.com/stage/2016/dec/16/the-red-shoes-review-matthew-bourne- sadlers-wells-london We are constantly performing never knowing when we are good enough and when the curtain will close for the last time.
- 46. Image credit: https://pixabay.com/en/butterfly-3d-blue-mushroom-forest-2049567/ We start to fabricate our lives
- 49. Source credit: https://www.goodreads.com/book/show/26367751-slow-professor What are the opportunities to talk back, to claim back stolen identities, stolen dreams, stolen time?
- 50. Mountz, A., Bonds, A., Mansfield, B., Loyd, J., Hyndman, J., Walton-Roberts, M., ... & Curran, W. (2015). For slow scholarship: A feminist politics of resistance through collective action in the neoliberal university. ACME: An International Journal for Critical Geographies, 14(4), 1235-1259.
- 51. Leibowitz, B., & Bozalek, V. (2018) Towards a Slow scholarship of teaching and learning in the South, Teaching in Higher Education, DOI: 10.1080/13562517.2018.1452730
- 52. Image credit: Amazon The notion of the professor as an “autonomous, tenured, afforded the time to research and write as well as teach” is facing “extinction” (referring to the work of Donoghue, 2008) (in Berg & Seeber, 2016, p. 5).
- 53. “Academic culture celebrates overwork, but it is important that we question the value of busyness. We need to interrogate what we are modelling for each other and for our students” (Berg & Seeber, 2016, p. 21).
- 54. Image credit: https://pixabay.com/en/street-dancer-hip-hop-action-2602633/ So what is possible? How do I take off the red shoes? Is it at all possible?
- 55. We need time to unplug, go off-line
- 56. We need to do less “Time management is not about jamming as much as possible into your schedule, but eliminating as much as possible from your schedule so that you have time to get the important stuff done to a high degree of quality and with as little as stress as possible” (Rettig, 2011, in Berg & Seeber, 2016, pp. 29-30)
- 59. We need regular sessions of timeless time We need timeouts “We need to change the way we talk about time all the time” (p. 31)
- 60. Source credit: https://teachersgoinggradeless.com/2018/01/13/community-care/ “We should never underestimate how dangerous acts of caring and solidarity are to neoliberalism’s drive to privatize our struggles.”
- 62. The fact that Anderson’s fairy tale ends in a combination of horror and salvation, may not be of much comfort. But at least we can take a good look at the red shoes, the exhilaration of the dance, the panic, the exhaustion and the cost of (not) wearing them… (In)conclusion
- 63. The fact that Anderson’s fairy tale ends in a combination of horror and salvation, may not be of much comfort. But at least we can take a good look at the red shoes, the exhilaration of the dance, the panic, the exhaustion and the cost of (not) wearing them…
- 64. Paul Prinsloo (Prof) Research Professor in Open Distance Learning (ODL) College of Economic and Management Sciences, Samuel Pauw Building 5-21 Unisa, 0003, Republic of South Africa T: +27 (0) 12 433 4719 (office) T: +27 (0) 82 3954 113 (mobile) prinsp@unisa.ac.za Skype: paul.prinsloo59 Personal blog: http://opendistanceteachingandlearning.wordpress.com Twitter profile: @14prinsp Thank you