education

David Lodge: Business and English

British writer David Lodge passed away in January, at the grand age of 89. I was sad to hear of his death, because his work meant a lot to me. He balanced two very different careers – academic and novelist – which had its challenges but also gave him a broad perspective on the world. And one of his novels particularly resonated with me as an undergraduate student, because I was trying to navigate the two different worlds depicted in that novel.

My undergraduate degree is a Bachelor of Business Administration, with majors in business and English. There was exactly one other person among the several hundred students in my BBA program who was also enrolled in business and English (he was doing a minor in English). The business students doing majors or minors in other subjects – and there weren’t many of them  – were enrolled in psychology, economics, or statistics.

I don’t exaggerate when I say that business students despised English students and English students despised business students. The business students thought the English students were (more…)

Ship of Fools

As some of this blog’s followers will know – especially those that follow my other blog – I have two careers: one in academia, and one in music writing. The two don’t often intersect, and that’s partly because I try to keep them separate. Having a Ph.D. and being a university professor doesn’t mean a lot in the music writing world, and being a music writer doesn’t mean a lot in the academic world. There might be some overlap if my degree was in a subject related to music, but although my area of study is very useful in helping me to understand how the music industry works, it’s not explicitly music-related.

This week marks the anniversary of the day I defended my doctoral dissertation – March 17, 1995. The defense comes after you’ve written your dissertation, which is an original piece of research, and your academic supervisor (supervisors, in my case) has signed off on it. You verbally present your research and your findings to a panel of professors, including an external assessor from another university. The panel members ask you questions about what you’ve done, and then you wait outside the room while the panel decides whether you’ve passed.

The defense is extremely nerve-wracking – you’re defending several years’ worth of work to a panel that has the power to say “no, not good enough, go back and try again”. But I was exceptionally nervous about my defense. At an earlier step in my doctoral program, the progress of my dissertation was suddenly derailed because (more…)

I See You: The Effects of Representation

Many organizations think that being inclusive is simply an issue of hiring members of underrepresented groups. But people hired on that basis are not going to stick around if they feel isolated or that they stand out, or that they’ve been hired just because they’re “diverse”. One very important element in inclusivity is representation; people want to see others like them, and also want to see those other people being respected and valued.

Part of a new study by a group of US researchers looks at the effects of representation in a place that isn’t often examined: the readings that students are assigned in university courses. There has been plenty of discussion over the past few decades about “the canon” in various academic fields and what determines whether a work is a “classic”  that all students should be familiar with. The researchers investigated whether the gender balance of assigned readings in a political-science course – the number of readings written by men and the number of readings written by women – affected female and male students’ self-efficacy: their confidence in their own ability to succeed. The study looked at (more…)

Change

As of May 31, I’ll be retiring from my position as Professor in the School of Business at the University of the Fraser Valley. I’m moving to a part-time position at the BC Council on Admissions & Transfer, which administers BC’s post-secondary transfer system.

But this blog will continue. This is a very interesting time for work and for organizations, with the changes that the COVID-19 pandemic has brought about. A lot of fundamental assumptions about how and why we work are being questioned, and there is lots to think and write about.

I’ve been posting irregularly of late, but I hope to post more regularly once things have settled down. Thanks to All About Work‘s readers, followers, and commenters for your continued support.

Cleaning out my office (credit: own photo)

A Tale of Two Universities

One of the ways that business schools and universities like to promote their contributions to society is to emphasize their external connections. These connections take many forms. There are formal relationships such as co-op placements for students, program advisory councils, and participation in external community and academic organizations. Less visibly, there are also connections such as researchers collecting data from or conducting research for organizations, and businesses providing opportunities for students to do class projects or case studies.

However, to paraphrase George Orwell, it appears that at some universities all external connections are equal, but some are more equal than others.

(more…)

A Crisis of Confidence and A Triumph of Nonsense

Business is the most popular major at most universities and colleges around the world. In Canada, business-related programs enrol almost 20% of all post-secondary students. But business has always struggled to define itself as an academic discipline. Business schools started in the first part of the 20th century because of the need for managers in an industrial economy. It was assumed that scientific research could identify the qualities of a good manager, and that people could be trained to develop those qualities themselves.

Historians of management education have since pointed out that those assumptions were wrong. For one thing, the ideal manager in the early 20th century used a hierarchical “command and control” managerial style. But that type of management doesn’t work well in every situation or in every organization.  Collaborative and supportive forms of management can also be very effective, but most management training still assumes that managers have formal authority over the workers, and that managers should use that authority to control how the workplace operates.

There are some managerial skills that can be taught, such as understanding financial statements. But one of the most important skills of a good manager is being able to understand a situation and to respond appropriately – and that is mostly learned through experience. Even after nearly a century of research into management and organizations, we really can’t identify the “best” way to manage, or how to effectively teach that. And that’s a big problem for a very prominent and powerful academic discipline.

Two newly published essays have bravely spoken out in very blunt terms about the sad state of management education, along with suggesting some ways to start fixing it.  Both of these essays (more…)

The (Mis)Use of Teaching Evaluations

Student evaluations of teaching (SETs) are standard practice in almost every Canadian university and college. These are in-class or online questionnaires that students fill out anonymously to rate and comment on the instructor and the course, with the results passed along to the instructor and, usually, to their supervisor.

But although SETs are standard practice, they’re also controversial. SETs can provide instructors with valuable feedback that they can then use to improve the course or their teaching – the so-called “formative” purpose of such  evaluations. But SETs are also often used by universities and colleges as a measure of the quality of the instructor’s teaching – the so-called “summative” purpose. Using SETs for summative purposes can be a problem because there are lots of factors beyond the instructor’s control – such as the difficulty of the course material, the class schedule, the timing and content of the evaluation itself, and even the instructor’s gender or race – that can unduly influence students’ ratings. That is why we’ve seen pushbacks from faculty members and unions at several Canadian post-secondary institutions on SETs being part of (more…)

Post-Secondary Institutions and Precarious Work

In February, the Canadian Centre for Policy Alternatives released a study of precarious employment in Ontario colleges and universities. Last week, some of the challenges identified in this study became very real when contract workers at York University in Toronto went on strike. The bargaining issues that the union and the university haven’t agreed on include job security for contract workers and guaranteed funding for teaching assistants.

The CCPA report is extremely valuable – not only because its analysis has suddenly become even more relevant, but also because (more…)

Engineering Change

In January I made an unexpected trip to Edmonton, where I lived in the early ‘90s while I attended the University of Alberta.  Some things have changed, some are the same – like -30C weather that time of year – and some have adapted, like the student newspaper the Gateway. When I was a U of A student the Gateway was a once-weekly newspaper, but it now posts most of its stories online, and the print version is a monthly magazine.

An article in the January issue of the Gateway  caught my attention because it reminded me of a terrible event (more…)

Harry Leslie Smith’s ‘Don’t Let My Past Be Your Future’

Harry Leslie Smith is just about to turn 95, which is an accomplishment in and of itself.  But he has also given a tremendous gift to the world: his new book Don’t Let My Past Be Your Future.

His publishers were kind enough to provide me with a copy of the book. Ironically, the print copy they sent by post appears to have been lost by the Royal Mail – a organization  that was publicly owned for almost 500 years before it was privatized, in the belief that the private sector is inherently more efficient than the public sector. That’s exactly the kind of flawed economic reasoning that Smith condemns – the “free market” logic that says competitive markets will result in superior products and services, and that says better government is less government.

The spread of that ideology has led to decreases in the amount and availability of state-supported services, such as publicly-funded health care and social assistance. By recounting his own history, Smith shows the very real improvements that those services can bring to individual lives and to the overall well-being of society. He also strongly makes the point that governments should work for the betterment of all, not just to help the rich become richer.

Smith grew up in (more…)