“The New Political Economy of Higher Education”, Special Issue of the journal Higher Education, Editors: Johannes Angermuller, Jens Maesse, Tilman Reitz, Tobias Schulze-Cleven, Higher Education, Volume 73, Issue 6, June 2017. https://link.springer.com/journal/10734/73/6/page/1

Eli Thorkelson put me on to this special issue of the journal Higher Education. I confess I had not seen it and that I was pleasantly surprised to see the robust theoretical and empirical work coming from a group of scholars who I was unaware of. Since I read as much as I can on US and European higher education (in English and Spanish), the fact that I was unaware of this network of researchers suggests that others might gain as much as I have from learning about their work.

This special issue contains the following articles:

1. The new political economy of higher education: between distributional conflicts and discursive stratification, Tobias Schulze-Cleven, Tilman Reitz, Jens Maesse, Johannes Angermuller
2. Worlds of higher education transformed: toward varieties of academic capitalism
3. Tobias Schulze-Cleven, Jennifer R. Olson
4. Autonomy or oligarchy? The changing effects of university endowments in winner-take-all markets, Heinz-Dieter Meyer, Kai Zhou
5. Varieties of academic capitalism and entrepreneurial universities, Bob Jessop
6. Academic hierarchies in neo-feudal capitalism: how status competition processes trust and facilitates the appropriation of knowledge, Tilman Reitz
7. Fief and benefice feudalism. Two types of academic autonomy in US chemistry, Oliver Wieczorek, Stephanie Beyer, Richard Münch
8. The elitism dispositif: hierarchization, discourses of excellence and organizational change in European economics, Jens Maesse
9. On stratification in changing higher education: the “analysis of status” revisited, Roland Bloch, Alexander Mitterle
10. Academic media ranking and the configurations of values in higher education: a sociotechnical history of a co-production in France between the media, state and higher education (1976–1989), Julie Bouchard
11. Academic careers and the valuation of academics. A discursive perspective on status categories and academic salaries in France as compared to the U.S., Germany and Great Britain, Johannes Angermuller
12. Academic mobility, transnational identity capital, and stratification under conditions of academic capitalism, Terri Kim

This is a rich collection of work ranging across a wide spectrum of political economy issues from a variety of perspectives. It is a dense set of works and so an attempt at a summary would be futile but I guarantee that reading it through will provide lots of new ideas and data on the processes of higher education. So I will only comment on things that struck me personally.

Throughout, the authors maintain a focus on comparison and their comparisons are often quite nuanced. General processes of hierarchization and neoliberal ideology are evident but a number of the articles leaven this generalized perspective by showing that national paths through these processes are anything but homogeneous. This is a helpful corrective to overly abstract generalizations about neoliberalism in higher education and also provide an anchor for local reform activities.

Many of the authors are quite sophisticated in economic analysis and thus do not fall for the simplistic argument that what is happening in mere “corporatization” of higher education. Their analyses are a good deal more nuanced and useful.

In a number of locations, they refer to the development of neo-feudal relations. In taking this up, the authors provide an interestingly new way of framing issues that have been talked about in other terms (new public management, neo-Taylorism, etc) and get additional analytical purchase on these authority systems.

A persistent theme is how ranking and stratification in academia itself can support the rising inequality in capitalism in general. This is a version of the famous cartoon strip “Pogo” where the cartoon characters say “We have met the enemy and they is us.”

There is a wonderful analysis of the way university endowments are being used to consolidate and protect the money of the rich under the guise of public-spirited charitable philanthropy. There is also an insightful argument about the need to distinguish between academic capitalism and emphasizing market mechanisms.

Regarding national differences, I greatly enjoyed the arguments that are made for the general trends in higher education being played out through highly path dependent scenarios in individual countries. So national differences persist and still matter, even though all countries are affected by neoliberal forces.

And there is a great deal more of interesting and nuanced analysis offered here.

I urge readers to delve into this collection. It provides fresh perspectives on many of the issues that traverse the whole field of higher education research and reform.

Briot and Soulié document an exceptionally militant political culture among the staff of an experimental university, the University of Paris 8—Vincennes-Saint-Denis, founded in 1968 after the massive protest movement of that May-June (see Un mythe à détruire, 2012). The fieldsite is close to my own interests, since my fieldwork on French higher education focused on this same university forty years later, after it had been relocated from its original site at Vincennes to a new campus in Saint-Denis. I note that Soulié has long supported my own ethnographic research on this campus, where he also teaches — the world of critical research on higher education is not so large. Briot for his part was formerly the secretary of the Paris 8 Sociology Department, which places him in the unusual category of administrative staff conducting reflexive research on their own institutions.

One might think that the very definition of this research object, “administrative and service workers,” was straightforward. In fact the title of the paper reveals important cultural differences in higher education organization. In France, non-teaching staff are typically labelled with the acronym “personnels BIATOSS,” a bit of institutional jargon that designates Librarians, Engineers, Administrators, Technicians, and Service and Health Workers. As Briot and Soulié point out, this acronym thus includes a very diverse population “belonging to different trades,” such that “ultimately there are few relations between these separate worlds,” including everything from janitors to campus-wide administrators (208). Nevertheless, the French term BIATOSS is generally used where a North American might speak of generically “staff” as opposed to “faculty,” or where a British speaker might refer to “non-teaching staff.” The long acronym, BIATOSS, incidentally, is a typical bit of French bureaucratic jargon, of the sort that makes the French university system especially hard for outsiders to comprehend. Making things even more complicated, as Briot and Soulié note, the very acronym has evolved over time. Librarians (bibliothécaires) for instance were not originally included, since at one point they were assigned to a different arm of the state apparatus that worked in concert with the public university system, rather than being part of it.

This leads us towards the real cultural and institutional difference here. While a North American might expect that “administrative and service workers” are generally legal employees of the university in question, in France most permanent university staff were in fact civil servants, and thus technically employed by the French state apparatus rather than by the university per se. And as public universities were a national public service, they were also integrated into other public services. To this day, “social services” like dining and housing are not technically part of a specific university campus, but rather are provided by different arms of public administration working on the same site [link: CROUS]. Recent university reforms have transferred payroll functions away from the state administration to the public universities themselves, and it is possible to have a work contract (especially a temporary contract) directly with a French university instead of a civil servant status. Still, I must emphasize that an American notion of “campus workers” only corresponds loosely to the French “personnels BIATOSS,” in legal terms.

What does translate more directly is the negatively defined, low status nature of non-teaching work. As Briot and Soulié remark, “one can say that these are the ‘invisibles’ of this universe, a professional group that is symbolically dominated in the main. That’s what’s emphasized by the privative term ‘non teaching staff’…” (207). At the same time, what Americans would call “opposition to authority” was taken to a level that is to my knowledge absolutely unheard of in the North American academy today. It is not that the staff was not institutionally subordinate at Vincennes, in relation to the teaching staff. But qua dominated group, this group remained exceptionally politicized for several years following the creation of the university (and as my own research in 2009-11 showed, this political culture persisted in part forty years later).

I was amazed to find that in 1979, 56.7% of the staff rejected “the very principle of internal workplace regulations” which stipulated rules about work hours, attendance, and the like (219). Instead, many of the staff defended a remarkably non-traditional aspiration to be judged strictly by “work delivered,” and therefore to be left alone to manage their own work processes. As the authors conclude:

Vincennes est donc une institution où des formes « d’auto organisation » originales se sont développées et articulées notamment autour de la notion de « travail fait », qui signifie notamment que ce qui importe n’est pas tant que les employés soient formellement présents de telle heure à telle heure, mais que le service attendu soit finalement rendu. Bien évidemment, la réalisation de cette utopie a reposé sur des conditions sociales, historiques et politiques de « possibilité » spécifiques, notamment liées à la place de l’institution considérée dans le champ académique de l’époque, comme à la taille, à la composition et aux fonctions des collectifs de travail concernés. On peut penser que le mode de gestion à la fois communautaire, horizontal et très politique de Vincennes la place sans doute aux antipodes du management « rationnel » d’aujourd’hui.

Vincennes was thus an institution where original forms of “self-organization” developed, centering especially on the notion of “work done,” which meant that what mattered was not so much that the employees were formally present at such and such hours, but that the expected service was ultimately delivered. Of course, the realization of this utopia depended on specific social, historical, and political conditions of possibility, linked to the institution’s place in the academic field of the period, and to the size, composition and functions of the work groups involved. One might conclude that Vincennes’ communitarian, horizontal and highly political mode of administration [gestion] sets it at the antipodes of today’s “rational” management.

If you read French, you can read the paper to find out more about the details of this history. But in any event, this case is comparatively important, I think, as an instance of dominated university workers becoming politicized and making their own demands about how to organize the workplace. Of course there are many labor organizing projects on contemporary campuses, but these are typically more for service workers than for administrative or “white collar” workers, and they very rarely go so far as to contest the very possibility of workplace regulations as such. This case thus shows that even the most familiar institutions of modern corporate discipline do not always “go without saying.”

I note as a point of comparative method that Briot and Soulié’s sociological interests are quite different from what one would typically find in American sociology. The most striking difference is about the treatment of race: here they never discuss race directly, although immigrant janitors do get some attention as the “symbol par excellence of the exploited worker” (210). On the other hand, they devote significant attention to age, politicization, educational level (interpreted not just as a matter of “human capital” but as a form of social affiliation with the events of May 1968), and residence location (since living in Paris is generally more bourgeois than living in the banlieue). And they are highly attuned to the demographics of gender difference, noting for instance that the administrative staff were something like 2/3 women (as far as the limited data can tell us), whereas among technicians and manual workers (ouvriers) the gender ratio was reversed.

Moreover, the authors are highly attentive to internal schisms between different sectors of the university workforce. Their paper raises the intriguing prospect of a more general sociology of university workers that does not just examine one or another type of campus labor, but that thinks more structurally about the relations between parts of the university labor system. This is the hallmark of the heritage of relational thinking that Pierre Bourdieu did so much to popularize. In this “relational sociology,” nothing social just is in itself, but rather everything is relational and positional. U.S. social researchers know that in the abstract, of course, but in this Bourdieuian style of French social research, systems of relations are treated more historically and structurally than one would find in any current Anglophone ethnography.

I do still have a few questions for the authors. What did everyday life look like on campus? What was the relationship between campus labor and the structures of campus space and facilities? Granted that it is a highly segregated domain, what specific kinds of social relationships did develop between different kinds of staff (including teaching staff)? To what extent were boundaries between teaching and non-teaching staff blurred, or could non-teaching staff still participate in the intellectual life of the institution? (Briot and Soulié observe that some activist administrators were also adjunct teachers, termed chargés de cours.) And on a more political front, how did internal staff unions develop over the years, and to what extent could they intervene in the precarious status of many campus workers? I gather that Briot and Soulié are continuing their research on Vincennes university staff, so perhaps their future work will examine everyday space and labor organizing in more detail.

You might also be interested in our growing Zotero bibliography of work on labor in higher education.