Influence of British academe? ;)
I know it happens everywhere, but I am just gobsmacked by the number of cases I have just heard of quite by accident. Three different people in the same small field in three different UK departments? In my own RG uni I know of at least three mobings in addition to my own and three other serious bullyings. All women as it happens. All cases I am aware of involved the withdrawal, retirement and/or removal (ie silencing by comp agreement) of the victims. My Union rep told me he has seen this over and over again and most people sign on the dotted line and don't fight back, so lord knows what the REAL numbers are.
Anonymous
September 01, 2008
August 31, 2008
Epidemic proportions - does the minister have an opinion on this?
As a foreigner working in UK academe I must say that I am stupified by the level of bullying and denial that goes on in UK academe. In my own field of research alone, I know of three individuals (all of them foreign, as it happens) who have been mobbed in three different UK departments, two of them Russell Group universities. One has been dismissed, another has managed to remain in post, but seconded out of the home department, and a third is currently undergoing an elimination ritual.From what I am learning at this wonderful blogsite, the problem seems almost epidemic in the UK. And yet everyone--governors, senior management, HR depts, and above all academic staff--remain in the most appalling states of denial and/or intimidation into silence. I have never seen anything like this in my previous 20+ years of teaching in another country, nor have I heard of (nor read about) so many problems as in the UK.
I am beginning to wonder if there is something endemic to UK institutions of higher education that encourages this kind of rampant mobbing. I would be interested to have the thoughts of others on this subject.
Anonymous academic
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Does the Minister of State, Lifelong Learning, Further and Higher Education the Honourable Mr Bill Rammell have anything to say about this situation? If not, feel free to inform him.
August 29, 2008
More elimination rituals...
I found your website some time ago and I've recently had opportunities to read some of the items.
A great deal of what was described was familiar to me. I taught at a technical institute for several years and, for much of that time, I endured bullying, persecution, and harassment from certain administrators. That place could well qualify for membership in the Hall of Shame.
The only solution for me was to escape and I resigned on my own terms, but, I've been unable to find employment since then. Fortunately, I had some investments and I've made my living from them, though they are no substitute for a proper pay cheque.
It is my hope that websites such as yours bring about an end to this shameful practice. Too much talent and intellect has been squandered due to cheap office politics.
Anonymous
------------------
In the vast majority of cases the offending institutions get away with it because they are allowed to be 'self-regulated'. Read about the sham of self-regulation, and contribute your experience to the elimination rituals happening all the time...
A great deal of what was described was familiar to me. I taught at a technical institute for several years and, for much of that time, I endured bullying, persecution, and harassment from certain administrators. That place could well qualify for membership in the Hall of Shame.
The only solution for me was to escape and I resigned on my own terms, but, I've been unable to find employment since then. Fortunately, I had some investments and I've made my living from them, though they are no substitute for a proper pay cheque.
It is my hope that websites such as yours bring about an end to this shameful practice. Too much talent and intellect has been squandered due to cheap office politics.
Anonymous
------------------
In the vast majority of cases the offending institutions get away with it because they are allowed to be 'self-regulated'. Read about the sham of self-regulation, and contribute your experience to the elimination rituals happening all the time...
A high price to pay for failing a form-filling test...
People often say, "It's not the money, it's the principle", without really meaning it. In fact, they generally mean the opposite. But the further education college where I teach has recently put me in the unusual position of being able to make this claim with absolute sincerity.
Earlier this year, after protracted wrangling with the University and College Union (UCU), the college management finally agreed to allow suitably qualified lecturers to move up to the top of the pay scale – Spine Point 41, for those who follow these things. But there was a catch. The pay award was discretionary. Only those lecturers who could demonstrate their eligibility would receive the award. And the way we were required to demonstrate eligibility was... to fill in a form.
Like most teachers and lecturers, in the last few years I have had to fill in an ever-thickening blizzard of forms. Forms to enrol students; forms to monitor students' progress (complete with "Smart" targets); forms to record achievement and retention data; survey forms and questionnaires galore, not to mention the Ucas forms I help students fill in – and now a brand-new four-page form to demonstrate that I merit a pay award which, considering that I have worked at the institution for 18 years, I might reasonably expect should be granted as of right.
It is often said, dismissively, that forms are merely hoops to jump through. This is perhaps truer than is realised. Making someone jump through a hoop is a graphic image of exercising power. Forms demand time, effort and concentration – and there are penalties for getting them wrong. It is rare in educational institutions for power to be exercised in its cruder forms; those at the top of the hierarchy do not usually harangue, abuse or bully the toilers at the chalk face. But making us fill in forms is a subtler exercise in power. The form-filler is nearly always acting under duress, and is often, as in this case, a supplicant.
As must already be apparent, on this occasion my form-filling skills were adjudged deficient – along with some 30 of my colleagues. My form failed on two counts: using IT skills in my teaching, and enhancing students' educational experiences. Swallowing my outrage, I lodged an appeal (this necessitated filling in another form, naturally), and in due course was brought face-to-face with two stern-faced stooges who proceeded to grill me as if I had attempted to file a false insurance claim.
Staunchly supported by a union representative, I pointed out that I had used IT in a variety of ways, as detailed on my form, including use of the college electronic system blackboard. But the fact that I had not posted a course outline (even though it was nowhere stipulated on the form that this was the only admissible kind of IT use) counted against me. On the enhancing learning point, my form stated that I'd arranged theatre trips for students – but owing to a deficiency of imbecilic literal-mindedness, I had omitted to explain exactly how literature students who were studying King Lear might benefit from a trip to the theatre to see King Lear. At the hearing I duly spelt this out – only to be told that new evidence was inadmissible as it was not included on the original form.
So my appeal was turned down – although I am allowed to fill out another form to reapply next year. At the end of the hearing, one of the stooges unbent sufficiently to reassure me that the college did indeed appreciate my work, but that the application for the pay award was "form-driven". At the time I was too gobsmacked to reply. But the only appropriate response would have been: "Well, it shouldn't be form-driven, should it?" If a form does not sufficiently demonstrate the applicant's eligibility, then they should be allowed to re-fill it until it does (provided they don't write lies on it). Assuming, that is, that the college is serious about giving the pay award to all the lecturers who deserve it.
Management must have known when they made it a form-driven process that there would be some lecturers who'd fail to make it through that particular hoop – leading to the invidious consequence of lecturers with the same or superior qualifications, capabilities and length of service as their colleagues being paid at a lesser rate (around £2,000 a year pro rata) for doing the same job. It's evident that this is not the way to produce a loyal or contented workforce. On the other hand, it does save money.
Of course, I am not saying that the college is more interested in saving money than in the principle of the thing. But if that were the plan, a form-driven process would be a neat way to accomplish it, wouldn't it?
Useful things, forms.
The writer is a lecturer at Westminster Kingsway College.
From: http://www.independent.co.uk
Earlier this year, after protracted wrangling with the University and College Union (UCU), the college management finally agreed to allow suitably qualified lecturers to move up to the top of the pay scale – Spine Point 41, for those who follow these things. But there was a catch. The pay award was discretionary. Only those lecturers who could demonstrate their eligibility would receive the award. And the way we were required to demonstrate eligibility was... to fill in a form.
Like most teachers and lecturers, in the last few years I have had to fill in an ever-thickening blizzard of forms. Forms to enrol students; forms to monitor students' progress (complete with "Smart" targets); forms to record achievement and retention data; survey forms and questionnaires galore, not to mention the Ucas forms I help students fill in – and now a brand-new four-page form to demonstrate that I merit a pay award which, considering that I have worked at the institution for 18 years, I might reasonably expect should be granted as of right.
It is often said, dismissively, that forms are merely hoops to jump through. This is perhaps truer than is realised. Making someone jump through a hoop is a graphic image of exercising power. Forms demand time, effort and concentration – and there are penalties for getting them wrong. It is rare in educational institutions for power to be exercised in its cruder forms; those at the top of the hierarchy do not usually harangue, abuse or bully the toilers at the chalk face. But making us fill in forms is a subtler exercise in power. The form-filler is nearly always acting under duress, and is often, as in this case, a supplicant.
As must already be apparent, on this occasion my form-filling skills were adjudged deficient – along with some 30 of my colleagues. My form failed on two counts: using IT skills in my teaching, and enhancing students' educational experiences. Swallowing my outrage, I lodged an appeal (this necessitated filling in another form, naturally), and in due course was brought face-to-face with two stern-faced stooges who proceeded to grill me as if I had attempted to file a false insurance claim.
Staunchly supported by a union representative, I pointed out that I had used IT in a variety of ways, as detailed on my form, including use of the college electronic system blackboard. But the fact that I had not posted a course outline (even though it was nowhere stipulated on the form that this was the only admissible kind of IT use) counted against me. On the enhancing learning point, my form stated that I'd arranged theatre trips for students – but owing to a deficiency of imbecilic literal-mindedness, I had omitted to explain exactly how literature students who were studying King Lear might benefit from a trip to the theatre to see King Lear. At the hearing I duly spelt this out – only to be told that new evidence was inadmissible as it was not included on the original form.
So my appeal was turned down – although I am allowed to fill out another form to reapply next year. At the end of the hearing, one of the stooges unbent sufficiently to reassure me that the college did indeed appreciate my work, but that the application for the pay award was "form-driven". At the time I was too gobsmacked to reply. But the only appropriate response would have been: "Well, it shouldn't be form-driven, should it?" If a form does not sufficiently demonstrate the applicant's eligibility, then they should be allowed to re-fill it until it does (provided they don't write lies on it). Assuming, that is, that the college is serious about giving the pay award to all the lecturers who deserve it.
Management must have known when they made it a form-driven process that there would be some lecturers who'd fail to make it through that particular hoop – leading to the invidious consequence of lecturers with the same or superior qualifications, capabilities and length of service as their colleagues being paid at a lesser rate (around £2,000 a year pro rata) for doing the same job. It's evident that this is not the way to produce a loyal or contented workforce. On the other hand, it does save money.
Of course, I am not saying that the college is more interested in saving money than in the principle of the thing. But if that were the plan, a form-driven process would be a neat way to accomplish it, wouldn't it?
Useful things, forms.
The writer is a lecturer at Westminster Kingsway College.
From: http://www.independent.co.uk
August 27, 2008
High Principals and public money
The above from Private Eye."...It is hard to see how the public can have confidence in such exercises when potentially crucial paperwork has been destroyed and important witnesses have been gagged through confidentiality clauses in settlement agreements paid for with public money."
Indeed... There should be no doubt, in case this is of interest to the National Audit Office, that the above college is not the only offender, and that HEIs make it a regular practice to silence descent through gagging clauses, thus wasting significant amounts of public money while hiding their wrong-doings. One would have thought that this would also be of interest to the relevant government department... But, hey...
August 26, 2008
...to exhaust complainants...
"It is increasingly clear that the purpose of Oxford University's current method of handling ethnic minority complaints is to exhaust complainants in order to force them, for the sake of Oxford's brand name, to withdraw their grievances."
Letter from an Oxford academic to Kofi Annan prior to Annan's acceptance of an honorary Oxford degree in July 2001
It is not just Oxford University's current method - it is the method employed by all serial bully universities. Shameful, gutless, disgraceful... It is true that the possibility of recourse to an external court exists. Regrettably, it is a deeply unpleasant, soul-destroying and expensive route which should be avoided if at all possible. However, it can only be avoided if all those who are in a position to stand up for the fundamental values of a university do indeed stand up for them.
Letter from an Oxford academic to Kofi Annan prior to Annan's acceptance of an honorary Oxford degree in July 2001
It is not just Oxford University's current method - it is the method employed by all serial bully universities. Shameful, gutless, disgraceful... It is true that the possibility of recourse to an external court exists. Regrettably, it is a deeply unpleasant, soul-destroying and expensive route which should be avoided if at all possible. However, it can only be avoided if all those who are in a position to stand up for the fundamental values of a university do indeed stand up for them.
Total Destruction...
...certainly for the academics who have been bullied and mobbed out of their positions and careers from these universities.
August 24, 2008
Injustice destroys justice...
'...When fairness is flouted, the universe is at risk. Injustice is always unacceptable... Being the recipient of such an injustice is more than emotion. It is excrutiatingly visceral. It invades the human psyche with the most lancing cut. Depending on the severity of the injustice, life may ever after be divided mentally between the time before and after the injust event.'
'The experience of injustice alters the percpetion of oneself, off the safety of the world, the security of life, and the belief that wrongs inflicted will be put right. Injustice destroys justice because it destroys belief in justice. It destroys the notion of justice as something more than an activity or an act but as a powerful principal at work in the universe...'
'For some what is perceived as judicial injustice is a crime upon the crime: a further defilement after rape and an insult that exceeds the original assault...'
'Clinically, the emotions and behaviours consequent upon persception of grave injustice are many... It is all action and immobility, all words and silence, all reality and illusory. Sometimes it chokes in indignation...'
From: Dealing with injustice, by Marie Murray
'The experience of injustice alters the percpetion of oneself, off the safety of the world, the security of life, and the belief that wrongs inflicted will be put right. Injustice destroys justice because it destroys belief in justice. It destroys the notion of justice as something more than an activity or an act but as a powerful principal at work in the universe...'
'For some what is perceived as judicial injustice is a crime upon the crime: a further defilement after rape and an insult that exceeds the original assault...'
'Clinically, the emotions and behaviours consequent upon persception of grave injustice are many... It is all action and immobility, all words and silence, all reality and illusory. Sometimes it chokes in indignation...'
From: Dealing with injustice, by Marie Murray
August 22, 2008
The academy has progressed...
...Most of the mobbing targets I have studied were dumbstruck that such impassioned collective opprobrium could be heaped on them. They thought they were doing good work – as indeed they were, by standards broader than those locally in force. They trusted overmuch in reason, truth, goodness, and written guarantees of academic freedom and tenure. They missed the cue for when to shut up...Professors and other workers will continue to be mobbed from time to time. Most will be idealistic high achievers with loyalties higher than the local powers that be. Targets will be humiliated and punished – though less harshly than Socrates was. The academy has in some ways progressed...
Kenneth Westhues
August 21, 2008
Tribunal backs professor's stand
A professor who resigned in protest after his university overruled his decision to fail more than a dozen of his students has won an Employment Tribunal case for unfair dismissal.
Times Higher Education reported exclusively in March 2007 that Paul Buckland, professor of archaeology at Bournemouth University, had judged that 14 BSc students should fail a resit exam.
His marks were confirmed by a second marker and were officially approved by the examination board. But after the board had signed off his marks, the papers were re-marked and the number of fails dropped to three.
Last week, the Southampton tribunal ruled that Professor Buckland "had been put in an impossible position ... in which his views and his position as a senior academic were disregarded in a manner that he was entitled to regard as insulting". This represented a "fundamental breach" of his contract.
After the August resits, 14 out of 16 students failed Professor Buckland's "Reconstruction of environment and economy" course in 2006, the tribunal said.
The exam board was chaired by Brian Astin, dean of the School of Conservation Sciences, who is also now acting pro vice-chancellor responsible for the university's "academic performance". During the meeting, Professor Buckland described the failing students as "thick, knuckle-draggingly thick" and the board "checked and confirmed" the fail marks.
But after the meeting, Miles Russell, programme leader for the archaeology BSc, "intermeddled (sic) in the exam process" when he had "no business" doing so and remarked the papers. He raised concerns with Dr Astin that the marks were harsh and that there was a lack of comments from the second marker, so a third marker was asked to look at the work.
The judgment of the new marker was "broadly in line" with Professor Buckland's, and he increased marks by "between 2 and 6 per cent overall", the tribunal said. But the effect was to push some students "from a clear fail into ... the compensatable range where students can be awarded a pass". The new marks were approved by Dr Astin "by chairman's action".
Professor Buckland "made the strongest possible complaint" that Dr Astin's action "represented an insult to his integrity", the tribunal said. "We are in no doubt that (his) sense of grievance was fully justified."
"We find that it was an act calculated to destroy the relationship of trust and confidence between (Professor Buckland) and the university and was a repudiatory breach of contract."
A Bournemouth spokesperson said the university was "very disappointed with the outcome" and was studying the detailed judgment before commenting further.
He said that a review of the scripts by three independent external examiners had shown "all students marked as passing the examination should have those passes confirmed". He added: "We are absolutely committed to maintaining the high standards of our academic programmes. There is nothing in the judgment that would support a contrary view."
From: http://www.timeshighereducation.co.uk
-----------
We are very encouraged by the decision of the Employment Tribunal. Often what happens under "chairman's action" in Exam Boards is inexplicable and insults the intelligence of good academics whose only priority is quality of education as opposed to bureaucrats who are interested in bums on seats.
Times Higher Education reported exclusively in March 2007 that Paul Buckland, professor of archaeology at Bournemouth University, had judged that 14 BSc students should fail a resit exam.
His marks were confirmed by a second marker and were officially approved by the examination board. But after the board had signed off his marks, the papers were re-marked and the number of fails dropped to three.
Last week, the Southampton tribunal ruled that Professor Buckland "had been put in an impossible position ... in which his views and his position as a senior academic were disregarded in a manner that he was entitled to regard as insulting". This represented a "fundamental breach" of his contract.
After the August resits, 14 out of 16 students failed Professor Buckland's "Reconstruction of environment and economy" course in 2006, the tribunal said.
The exam board was chaired by Brian Astin, dean of the School of Conservation Sciences, who is also now acting pro vice-chancellor responsible for the university's "academic performance". During the meeting, Professor Buckland described the failing students as "thick, knuckle-draggingly thick" and the board "checked and confirmed" the fail marks.
But after the meeting, Miles Russell, programme leader for the archaeology BSc, "intermeddled (sic) in the exam process" when he had "no business" doing so and remarked the papers. He raised concerns with Dr Astin that the marks were harsh and that there was a lack of comments from the second marker, so a third marker was asked to look at the work.
The judgment of the new marker was "broadly in line" with Professor Buckland's, and he increased marks by "between 2 and 6 per cent overall", the tribunal said. But the effect was to push some students "from a clear fail into ... the compensatable range where students can be awarded a pass". The new marks were approved by Dr Astin "by chairman's action".
Professor Buckland "made the strongest possible complaint" that Dr Astin's action "represented an insult to his integrity", the tribunal said. "We are in no doubt that (his) sense of grievance was fully justified."
"We find that it was an act calculated to destroy the relationship of trust and confidence between (Professor Buckland) and the university and was a repudiatory breach of contract."
A Bournemouth spokesperson said the university was "very disappointed with the outcome" and was studying the detailed judgment before commenting further.
He said that a review of the scripts by three independent external examiners had shown "all students marked as passing the examination should have those passes confirmed". He added: "We are absolutely committed to maintaining the high standards of our academic programmes. There is nothing in the judgment that would support a contrary view."
From: http://www.timeshighereducation.co.uk
-----------
We are very encouraged by the decision of the Employment Tribunal. Often what happens under "chairman's action" in Exam Boards is inexplicable and insults the intelligence of good academics whose only priority is quality of education as opposed to bureaucrats who are interested in bums on seats.
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