1. Survival in the Academy
A Guide for Beginning Academics
Phillips, Gouran, Kuehn & Wood

2. The Nature Of the University
Gerald Phillips
Artificial intelligence is the solution to natural stupidity”

3. Types of Universities Multiversity Comprehensive university
Smaller public colleges and universities
Urban-centered university
Community college/university branch
Graduate emphasis university
Where’s the University of Arizona?
Multiversity - Stanford, Michigan
Comprehensive – California State University system, Southern Illinois
Smaller public colleges and universities – Amherst, Vassar
Urban-centered universities – CUNY, Wayne State
Community college/ university branch – Pima Community College, ASU – East
Graduate emphasis university – Johns Hopkins, California Institute of Technology

4. History of University Private religious universities
Ministers (Harvard, Yale, William & Mary)
Dartmouth (Native Americans)
Land Grant Universities
Higher education goes public
GI Bill
Higher education for everyone

5. Issues Facing the University
Money
“Salad” days over?
Academic freedom...if the money people approve
Vocations rule
Politics
Have the ivy towers crumbled?
Diversity
What should we teach?

6. Chapter 2 –Issues Facing All Beginning Academics
Gerald Phillips

7. Campus Politics
All the people who have input can control the outcome
Tenure
Measurement
Output
Input
Employer
Colleagues
College
committee
Union
Teaching
Research
Publication
Communication ？
Right Time, Right Place

8. The Nature of the Political Game
Understand the power structure
Make allies, take sides; Finding knowledgeable advisors and protectors—Mentor
Develop a research and publication plan
Cultivate teaching skills
See to the ambiance of your life style
Make moral decisions about your relationships with students and administrators
Be prepared to deal with the moral and political issues with which you are confronted

9. Issues Facing Nontraditional Members of Academe
Julia T. Woods

10. The Standpoint of Nontraditional Academics
- Being a “non-mainstream” in academics.
Bias in Bias:
Motives and behaviors in individuals;
“Rules”: institutional structures, policies and practices.
- The “chilly climate”
“Add women and stir” V.S. “Add one and stir”;
Marginalization;
Tradition: “ This is how things work”.

11. Manifestations Benefit Packages; Disability/Family Leave;
Evaluating: Productivity, Scholarship, Teaching, Service and Tenure Promotion schedules;
Self-identity and Allegiance;

12. Survival: who is to be blamed
Survival: who is to be blamed? Recognizing the range of biases’ existence is integral to understanding professional life;
Consider others…life is fair to everybody.
Anyone want to change it, prove it.
Don’t get mad.
Self-reflection.
Self-monitoring.
Constructive action.
“Bias decides bias, no one is unbiased”
“They do it wrong, but we can make it”

13. Securing A Position Scott A. Kuehn
Associate Professor in Communication at Clarion University of Pennsylvania

14. Starting Point of Job Hunt
The most important place to start the job hunt is with yourself
Put together your job case to match career talent to career desires and goals
Effective self-analysis

15. Preparation of Materials
What should you put in your applications?
Interview Preparation (Start doing this early)
Other supporting preparation ( Talking with others, such as assistant professors, senior PhD students)
Examining the Job Market

16. All About Interview Before the interview During the interview
Researching the Department
Be sure about what is expected of you during the interview
Practice your talk before you go
During the interview
Honest, Straightforward and Confident
Ask Questions
Do the most you can to demonstrate your research progress
After the interview
Be patient and go for the sure thing
Best strategy of arguing for resources

17. Other Considerations and Case Study
Considerations after you sign the contract
Case Studies (Huimin Zhao…)

18. STARTING OUT Scott A. Kuehn
Associate Professor in Communication at Clarion University of Pennsylvania

19. The Nature of Tenure
Tenure is a legally recognized system of due process protection for faculty
Tenure is the emotional state connected with it. Tenured faculty feel accepted, more at ease, and thus more able to concentrated on their career goals

20. Beginning Tenure: The Frantic Cycle
Dealing with the frantic cycle
Managing the relationships
Dealing with administration
Making allies
Successful tenure performance

21. The decision
Getting tenure is similar to having a baby, we suffer, grunt, groan, and sweat when we are in the midst of it, but we forget much of that once birthing of is over. We have a baby to nurture and play with.

22. Professionalism
Gerald Phillips

23. Professionalism How to be professional? General obligations: Research;
Teaching
Serving the academic community and community at large;

24. Cultural Literacy
We are defining the nature of the intellectual world!
Communication is the only means by which knowledge can be unified into a common wisdom.
Guideline: to write and speak well, to listen attentively, and to read critically.

25. Collegiality Colleagues can be helpful or harmful??
Most of the important decisions about your career will be done by peer review.
Guideline: In either case, we have to communicate.

26. To be true to yourself
To Thine
Own Self
Be True.
Choices are often difficult to make, especially in the days of fiscal attrition 
In general, selection of a job depends on eight major considerations;
Guideline:
Select the one that enable you to use your talents and fulfill your goals for personal accomplishment.
Be careful of choosing!

27. Teaching in the College and University
Gerald Phillips

28. Issues about teaching What is teaching?
Is teaching important for academics?
What teaching provides?
Teaching quality
Teaching method
Teaching evaluation
To be a good teacher

29. What is teaching? What’s the responsibility of teaching?
Especially for teaching in university?
What’s the ideal teacher in your mind?
The importance of teaching
Education is a ticket up and out
Influence hundreds of lives
Research and publication more important for academics?
Student centered vs. research centered
Do you like teaching? Any preference?

30. What does teaching provide?
Guidance of learning activity
Direction of performance behavior
Uncomplicated presentation of information
Provocation of ideas and creative expressions

31. Some complex and abstract qualities
Distinguish what is worth learning
Set a worthy model to imitate
Special relationships between faculty and students
Understand the teacher’s responsibility

32. Methods Lecturing Discussion Testing Experiment, project
New classroom technology
What’s special in MIS?

33. Evaluate, Control, and Improve
How to evaluate?
How to control time?
Why you feel uncomfortable about teaching?
Personality?
Ways to practice

34. How to be a good teacher? Think about it now and prepare
Exercise on the teaching skill
Build your own teaching style
Develop Enthusiasm on courses and students
be humble and objective with responses
Learning more, contribute more

35. Research & Publication
Dennis S. Gouran
Penn State
I am a specialist in small group communication,
with particular emphasis on decision-making.

36. Research and Publication?

37. Considerations in Research
Motivations
Attitudes
Resources
Qualifications
Focus
Execution

38. Publication process Deciding to publish Sources of publication
Readying the manuscript
Working through the process

39. Criticism and the Academic Professional
Gerald Phillips

40. Types of Criticism
Act of passing judgments as to the merits of anything
Judgment of professional work
Act of passing severe judgment, censure, or fault finding
Industrial model – standards are known ahead of time
Act of analyzing or evaluating and judging the merit of a literary work or artistic work, musical performance, art exhibit, dramatic production
Applied to personal choice, consequences not quite as direct
Can be a judgmental comment, article, essay, or evaluation
Confined to scholars – essays, experiments, technical papers
Various methods of studying artifacts, texts, or documents for the purpose of reconstructing them
Applies to or by historians or students of culture, sometimes scientists
Investigation of literary text or document
Literary criticism

41. Applied Criticism Behavior Modification Academe
Evaluation of performance against criteria
Competition
Governing principle for criticism in academia
Don’t criticize if you can’t offer remedy
Effectiveness based on orderly procedure – standards
Agreement to participate
Key Elements of Criticism
Critic
Standards
Recipient
Suggestions or proposals from critic to be used by recipient

42. Applied Criticism Process of Criticism Submit work
Work is criticized
Edited
Re-submitted until standards met
Entitled to acceptance??
Maybe not
Other factors may affect acceptance
Political considerations
Can be arbitrary
Once again, critic carries burden of proof of standards used

43. Operation of Criticism in the Academy
Contract to modify behavior
Administration – teacher
Use – student
Critical techniques less well defined
Learn how to criticize with time/experience
Can criticize by offering alternatives
Professionals can be resistant to change
Difficult to avoid negative impacts or reception
Maintain equity – minimize “behind back” criticism

44. Social Behavior and the Classical Conception of Criticism
Exchanging criticism is characteristic of the Academy
Dialog evokes critical statements
Statements evoke change
Adjust to meet requirements/standards
Or, move along

45. What We Don’t Know About Criticism
Precisely how it causes change
We chose coaches as mentors and “masters”
“Role Model” becomes the critic
Role model doesn’t see his/her self, just see critic
People influence others unpredictably
To be effective
Pick a critic and ask for criticism
Collaboration on criticism can be very effective
Takeaway: criticism prepares us for change

46. Resistance to Criticism
“Any person who is criticized is threatened”
“It is easy to ignore criticism”
“What is important is … to find a way to overcome” resistance
It is not easy to give criticism
It is not easy to handle criticism
It’s important to find a balance between accepting helpful criticism and not getting affected by unhelpful criticism
These are some general issues.

47. Types of Resistance (1) Denial Don’t deny your success Suspicion
Don’t allow your students to deny their success
Suspicion
Don’t use suspicion of bad motives as excuse
Offer constructive criticism
Rationalization
Become skillful in researching rather than in rationalizing criticism
Share the blame

48. Types of Resistance (2) Transference Refusal to Participate
Distinguish professional from personal relationship
Don’t under/over-estimate your contribution
Refusal to Participate
Don’t try to justify failure in advance
No way to help (?)
Self-fulfilling Prophecy
Don’t think you know the (bad) future
Encourage & collaborate

49. Types of Resistance (3) Programmatic Activity Antipathy to Criticism
Don’t waste time with rituals & defensible, but ineffective activities
Antipathy to Criticism
Don’t hide behind counter-criticism
Narcissism
Don’t take criticism personal & don’t be too sensitive to social evaluation
Make sure you only criticize when “invited”

50. Types of Resistance (3) Begging for Mercy
Don’t expect pity in a performance driven world
Reward competent performance & ignore or extinguish inept performance

51. Future: Corporatization Professionalization Politicization
Focus on Profits and Academics
Professionalization
Focus on Professional Development not Intellect
Politicization
Federal/State Control of Resources
Dennis S. Gouran
Penn State

52. Corporatization:
Universities maintain a for-profit mentality - organizationally and functionally.
University organizational chart reads like a corporate hierarchical chart.
Instructional programs treated like departments required to produce a profitable product/service.
Intellectual expansion pushed aside for market demand.

53. Professionalization:
Education being restricted to occupational significance.
Narrowed intellectual development.
Disregard for knowledge that isn’t immediately perceived as pragmatic.

54. Politicization:
Need for Government aid results in external control and imposition of political agendas.
Curriculum changes, downsizing, results in political centralism.
Results in competitive interplay.

55. Dangers Ideal of the Examined Life Independence of Thought
Academic Freedom
Collegiality