Bullying is rife in academia – and it is tolerated to an extent that
wouldn’t be acceptable in other areas. I’ve seen careers wasted in
academia just by bad management and bad practice. My story is an
illustration of what can go wrong.
Shortly after I moved from my old university to a new job as head of a
science research centre at a Russell Group university, my partner and I
were hit by a series of problems in my immediate family. It started
when a number of family members were diagnosed with life-threatening
illnesses. We had to make regular visits and provide a lot of support.
But the worst was yet to come – a horrific family tragedy, which was
devastating for us all.
At the same time, my new role was a busy, high-profile job that
included being on the executive committee for a major international
journal and two UK funding committees. We’d had a reorganisation in the
faculty and an extra layer of management was inserted. It was made clear
to some members of the research group that performance had to be
outstanding.
My newly-appointed line manager came to see me just as I was about to
go home on a Friday evening. He asked me how things were. I said, “Oh,
I’m absolutely stuffed, I’ve got no energy, I’m worn out.” He replied,
“I’m not here to talk about that – I’m here to talk about your research
performance.” In the discussion that followed he told me I should change
the focus of our research. I explained that the work we were doing was
slow and painstaking, but significant.
He was adamant about changing the focus, and I started to get more
and more stressed. It was before the last research assessment exercise
(RAE), and the vice-chancellor was saying he wanted the university to be
in the world top 50 rankings, so my line manager was taking this as an
excuse to do all sorts of things.
Other members of staff in my group would come to me saying, “I feel
I’m being bullied, I’m being squeezed out, I’m being threatened.” We
also had a regular monthly group meeting that I inherited from my
predecessor. My line manager came and said, “I don’t want you to have
these any more, I see it as divisive.” I think it was a threat to his
autonomy.
I went to see a university counsellor, who I think was probably more
used to stories about people’s PhD supervisors giving them a hard time. I
told him my story and I could see his eyebrows shooting through the top
of his head.
I had a couple of meetings with him. At the start of the third one,
the fire alarm went, and we had to evacuate the building. Outside he
said, “I’m really sorry about that, but I’ll call you to arrange another
appointment”. But he never called. So I think it was actually too much
for him.
I started to drink a lot. The pressure and weight of responsibility
continued both at home and in work, so I went to see my doctor, who made
an emergency referral to a specialist counsellor.
Then as it was getting closer to the RAE, my line manager called to
see me. He said, “I want you to do this extra thing for the RAE.” I
said, “I’ve got enough on, and I’m not adding to my stress.” He shouted
at me, “You’re supposed to be stressed! Professors here are supposed to
be stressed! That’s the job.” I said, “With all due respect, I don’t
think any other professor in our faculty has had the stress I’ve had to
cope with in the past year.”
He told me that a lot of people were stressed, and he still wanted me
to do the additional work. At that point I started to look for a way
out, and when the university was looking for ways to save money, they
sent an email around saying that they were reorganising and would offer
voluntary redundancy, which I decided to take. I was 48.
I put in a watertight succession plan with funding agencies to make
sure that the person I’d recruited to my group as a lecturer could take
everything over. I know that if I hadn’t done that, my manager would
have dispersed my lab and my equipment, and absorbed it into the greater
group.
In other industries, the human resources departments are really
strong on bullying, and if there is any accusation of bullying, it’s
taken seriously. But in academia, there’s a culture that the line
manager or head of department has absolute power. They can make or break
your career, and people very rarely go to HR. I have spent several
years working for a drug company and there the climate was much more
professional. You were trained to look after the people in your group
and to look out for any warning signs. UK universities are 10 or 20
years behind.
Unfortunately, instead of institutions being encouraged to work
together, we are now expected to compete against each other for the
same, smaller pot of money. Until that changes, I expect the bullying
culture to continue.
Are you being / have you been bullied in your job in higher education? Help us understand more about this issue by completing our survey.
If you have been affected by any of the issues mentioned in this piece, contact Samaritans or National Bullying Helpline.
Would you like to write for Academics Anonymous? Do you have an
idea for a blog post about the trials, tribulations and frustrations of
university life? Get in touch: claire.shaw@theguardian.com.
From: http://www.theguardian.com/higher-education-network/blog/2014/oct/24/bullying-academia-universities-stress-support?commentpage=1
October 25, 2014
September 28, 2014
Marina Warner compares UK university managers to 'Chinese communist enforcers'
The chair of judges for the 2015 Man Booker International Prize has
delivered a blistering broadside against her former university employers
comparing higher education managers to unquestioningly obedient Chinese
communist officials.
Writing in the London Review of Books, Marina Warner said she felt
“pushed” into resigning her role earlier this summer as a professor in
the department of literature, film and theatre studies at the University
of Essex where she had taught for the past decade.
The acclaimed author and academic accused institutions of being forced into competing against each like high street supermarkets in the search for profits.
She said changes to the higher education sector had resulted in “one-size-fits-all contracts, inflexible timetables, overflowing workloads, overcrowded classes” which were harming teachers and students whilst benefiting the growing armies of administrators.
“Among the scores of novels I am reading for the Man Booker International are many Chinese novels, and the world of Chinese communist corporatism, as ferociously depicted by their authors, keeps reminding me of higher education here, where enforcers rush to carry out the latest orders from their chiefs in an ecstasy of obedience to ideological principles which they do not seem to have examined, let alone discussed with the people they order to follow them, whom they cashier when they won’t knuckle under,” she wrote.
Ms Warner, who is also a fellow of All Souls Oxford, accused Essex of becoming a “for-profit” enterprise and betraying its radical founding principles which saw it become a hotbed of counter cultural protest in the 1960s and 70s.
She said that research was no longer a guarantor of external funding and that the emphasis had been put on increasing student numbers.
“So the tactics to bring in money are changing. Students, especially foreign students who pay higher fees, offer a glittering solution,” she wrote.
Ms Warner said she eventually decided to resign after being asked to take a year’s unpaid leave when her “workload allocation” became impossible to reconcile with her outside roles, which she said she had been encouraged to accept.
“The model for higher education mimics supermarkets’ competition on the high street; the need for external funding pits one institution against another – and even one colleague against another, and young scholars waste their best energies writing grant proposals.
“Eventually, after a protracted rigmarole, I resigned. I felt I had been pushed,” she added.
“What is happening at Essex reflects on the one hand the general distortions required to turn a university into a for-profit business – one advantageous to administrators and punitive to teachers and scholars – and on the other reveals a particular, local interpretation of the national policy. The senate and councils of a university like Essex, and most of the academics who are elected by colleagues to govern, have been caught unawares by their new masters, their methods and their assertion of power,” she wrote.
A spokesman for the university said: “At the University of Essex, students are our priority and we are committed to delivering a transformational educational experience, where students are taught by the leading thinkers in their field and have the opportunity to undertake research. Excellence in education and research are our two priorities and they enjoy equal esteem.”
From: http://www.independent.co.uk/news/people/novelist-marina-warner-compares-uk-university-managers-to-chinese-communist-enforcers-9709731.html
The acclaimed author and academic accused institutions of being forced into competing against each like high street supermarkets in the search for profits.
She said changes to the higher education sector had resulted in “one-size-fits-all contracts, inflexible timetables, overflowing workloads, overcrowded classes” which were harming teachers and students whilst benefiting the growing armies of administrators.
“Among the scores of novels I am reading for the Man Booker International are many Chinese novels, and the world of Chinese communist corporatism, as ferociously depicted by their authors, keeps reminding me of higher education here, where enforcers rush to carry out the latest orders from their chiefs in an ecstasy of obedience to ideological principles which they do not seem to have examined, let alone discussed with the people they order to follow them, whom they cashier when they won’t knuckle under,” she wrote.
Ms Warner, who is also a fellow of All Souls Oxford, accused Essex of becoming a “for-profit” enterprise and betraying its radical founding principles which saw it become a hotbed of counter cultural protest in the 1960s and 70s.
She said that research was no longer a guarantor of external funding and that the emphasis had been put on increasing student numbers.
“So the tactics to bring in money are changing. Students, especially foreign students who pay higher fees, offer a glittering solution,” she wrote.
Ms Warner said she eventually decided to resign after being asked to take a year’s unpaid leave when her “workload allocation” became impossible to reconcile with her outside roles, which she said she had been encouraged to accept.
“The model for higher education mimics supermarkets’ competition on the high street; the need for external funding pits one institution against another – and even one colleague against another, and young scholars waste their best energies writing grant proposals.
“Eventually, after a protracted rigmarole, I resigned. I felt I had been pushed,” she added.
“What is happening at Essex reflects on the one hand the general distortions required to turn a university into a for-profit business – one advantageous to administrators and punitive to teachers and scholars – and on the other reveals a particular, local interpretation of the national policy. The senate and councils of a university like Essex, and most of the academics who are elected by colleagues to govern, have been caught unawares by their new masters, their methods and their assertion of power,” she wrote.
A spokesman for the university said: “At the University of Essex, students are our priority and we are committed to delivering a transformational educational experience, where students are taught by the leading thinkers in their field and have the opportunity to undertake research. Excellence in education and research are our two priorities and they enjoy equal esteem.”
From: http://www.independent.co.uk/news/people/novelist-marina-warner-compares-uk-university-managers-to-chinese-communist-enforcers-9709731.html
September 20, 2014
Bullying and academic culture
...Several aspects of academia lend themselves to the practice and
discourage its reporting and mitigation. Its leadership is usually drawn
from the ranks of faculty, most of whom have not received the management training that could enable an effective response to such situations. The perpetrators may possess tenure — a high-status and protected position – or the victims may belong to the increasing number of adjunct professors, who are often part-time employees.
Academic mobbing is arguably the most prominent type of bullying in academia. Academic victims of bullying may also be particularly conflict-averse.
The generally decentralized nature of academic institutions can make it difficult for victims to seek recourse, and appeals to outside authority have been described as "the kiss of death."
Therefore, academics who are subject to bullying in workplace are often cautious about notifying problems. Social media is recently used to reveal bullying in academia anonymously. Bullying research credits an organizational rift in two interdependent and adversarial systems that comprise a larger structure of nearly all colleges and universities worldwide: faculty and administration. While both systems distribute employee power across standardized bureaucracies, administrations favor an ascription-oriented business model with a standardized criteria determining employee rank.
Faculty depend on greater open-ended and improvised standards that determine rank and job retention. The leveraged intradepartmental peer reviews (although often at a later time, these three reviews are believed to be leveraged by the fact the peers determine promotions of one another at later times) of faculty for annual reappointment of tenure-track, tenure, and post-tenure review is believed to offer "unregulated gray area" that nurture the origin of bullying cases in academia.
Although tenure and post-tenure review lead to interdepartmental evaluation, and all three culminate in an administrative decision, bullying is commonly a function of administrative input before or during the early stages of departmental review...
From: http://en.wikipedia.org/wiki/Bullying_in_academia#Bullying_and_academic_culture
Academic mobbing is arguably the most prominent type of bullying in academia. Academic victims of bullying may also be particularly conflict-averse.
The generally decentralized nature of academic institutions can make it difficult for victims to seek recourse, and appeals to outside authority have been described as "the kiss of death."
Therefore, academics who are subject to bullying in workplace are often cautious about notifying problems. Social media is recently used to reveal bullying in academia anonymously. Bullying research credits an organizational rift in two interdependent and adversarial systems that comprise a larger structure of nearly all colleges and universities worldwide: faculty and administration. While both systems distribute employee power across standardized bureaucracies, administrations favor an ascription-oriented business model with a standardized criteria determining employee rank.
Faculty depend on greater open-ended and improvised standards that determine rank and job retention. The leveraged intradepartmental peer reviews (although often at a later time, these three reviews are believed to be leveraged by the fact the peers determine promotions of one another at later times) of faculty for annual reappointment of tenure-track, tenure, and post-tenure review is believed to offer "unregulated gray area" that nurture the origin of bullying cases in academia.
Although tenure and post-tenure review lead to interdepartmental evaluation, and all three culminate in an administrative decision, bullying is commonly a function of administrative input before or during the early stages of departmental review...
From: http://en.wikipedia.org/wiki/Bullying_in_academia#Bullying_and_academic_culture
September 16, 2014
Attempts to 'gag and silence' academics are commonplace
There is “a tremendous atmosphere of gagging and silencing” in UK
universities that prevents academics from speaking out when they feel
that they have been treated unfairly.
This is according to Marina Warner, until recently professor of literature, film and theatre studies at the University of Essex. She left her post after 10 years at the university and, rather than stay quiet, publicly documented the reasons for her departure in an article for the London Review of Books.
Her criticism relates to the way in which the university is managed, which Professor Warner claims has resulted in scholars being pushed to complete an unmanageable list of activities in the pursuit of “prestige, publicity, glory, impact”; a shift of emphasis from research to teaching in order to attract lucrative overseas students; and a leadership team that enforced top-down change in a manner that, she said, often showed no regard for the opinions of academic staff.
At one point, she compares UK higher education more generally to the world of Chinese communist corporatism, “where enforcers rush to carry out the latest orders from their chiefs in an ecstasy of obedience to ideological principles which they do not seem to have examined, let alone discussed with the people they order to follow them”.
Speaking to Times Higher Education, Professor Warner said she feared that “a culture of obedience and deference” was taking hold within universities.
“People used to appreciate independent-mindedness and freedom of speech and advocacy of ideas,” she said. “People at large still value that, I think, and some parts of the world are in flames because of it.”
However, it was increasingly difficult for academics to criticise their institutions, she said, even after they leave their post, because of gagging orders put in place to prevent them from speaking openly.
“You have to decide, as I did, to break all connections [with the university],” she said – adding that this was something she was fortunately able to do because of her career outside academia.
“I was in a lucky position and I wanted to use my lucky position,” she said of the decision to go on record with her experience. “I can’t tell you how many letters I’ve had [since the LRB article was published] – an avalanche.”
One such letter asked: “If they can do this to you with your reputation, what will they do to postdocs just starting out?”
There could have been “an element of pour encourager les autres” about her treatment by Essex, she said, adding that the university’s refusal to compromise for a long-standing and prestigious academic such as her might mean that others would “come in line because they will be frightened”. She said she hoped that writing her account would help to raise awareness of the changes that are taking place in UK universities.
“In this new system…the chain of command leads to administrators,” she said. “Academics are subjugated to the managers.”
Essex’s vice-chancellor, Anthony Forster, who comes in for particular criticism in the LRB article, declined an invitation to speak to THE. But in a statement the university said: “Students are our priority and we are committed to delivering a transformational educational experience, where students are taught by the leading thinkers in their field and have the opportunity to undertake research. Excellence in education and research are our two priorities and they enjoy equal esteem.”
From: http://www.timeshighereducation.co.uk/news/attempts-to-gag-and-silence-academics-are-commonplace/2015692.article
This is according to Marina Warner, until recently professor of literature, film and theatre studies at the University of Essex. She left her post after 10 years at the university and, rather than stay quiet, publicly documented the reasons for her departure in an article for the London Review of Books.
Her criticism relates to the way in which the university is managed, which Professor Warner claims has resulted in scholars being pushed to complete an unmanageable list of activities in the pursuit of “prestige, publicity, glory, impact”; a shift of emphasis from research to teaching in order to attract lucrative overseas students; and a leadership team that enforced top-down change in a manner that, she said, often showed no regard for the opinions of academic staff.
At one point, she compares UK higher education more generally to the world of Chinese communist corporatism, “where enforcers rush to carry out the latest orders from their chiefs in an ecstasy of obedience to ideological principles which they do not seem to have examined, let alone discussed with the people they order to follow them”.
Speaking to Times Higher Education, Professor Warner said she feared that “a culture of obedience and deference” was taking hold within universities.
“People used to appreciate independent-mindedness and freedom of speech and advocacy of ideas,” she said. “People at large still value that, I think, and some parts of the world are in flames because of it.”
However, it was increasingly difficult for academics to criticise their institutions, she said, even after they leave their post, because of gagging orders put in place to prevent them from speaking openly.
“You have to decide, as I did, to break all connections [with the university],” she said – adding that this was something she was fortunately able to do because of her career outside academia.
“I was in a lucky position and I wanted to use my lucky position,” she said of the decision to go on record with her experience. “I can’t tell you how many letters I’ve had [since the LRB article was published] – an avalanche.”
One such letter asked: “If they can do this to you with your reputation, what will they do to postdocs just starting out?”
There could have been “an element of pour encourager les autres” about her treatment by Essex, she said, adding that the university’s refusal to compromise for a long-standing and prestigious academic such as her might mean that others would “come in line because they will be frightened”. She said she hoped that writing her account would help to raise awareness of the changes that are taking place in UK universities.
“In this new system…the chain of command leads to administrators,” she said. “Academics are subjugated to the managers.”
Essex’s vice-chancellor, Anthony Forster, who comes in for particular criticism in the LRB article, declined an invitation to speak to THE. But in a statement the university said: “Students are our priority and we are committed to delivering a transformational educational experience, where students are taught by the leading thinkers in their field and have the opportunity to undertake research. Excellence in education and research are our two priorities and they enjoy equal esteem.”
From: http://www.timeshighereducation.co.uk/news/attempts-to-gag-and-silence-academics-are-commonplace/2015692.article
August 19, 2014
Support floods in for Steven Salaita
,
a professor of English and American Studies at Purdue University and
one of the organizers of the effort to get the American Studies
Association to vote to honor the academic and cultural boycott of
Israeli institutions, reports on the tide of support for a
pro-Palestinian professor fired by the University of Illinois at
Urbana-Champaign.
Steven Salaita poses with his child
A MASSIVE public campaign in support of fired pro-Palestinian and Arab-American scholar Steven Salaita has now generated more than 15,000 signatures calling for the University of Illinois at Urbana-Champaign to reinstate him. More than 2,000 faculty from around the world have signed pledges to boycott UIUC until Salaita is given his job back.
But Salaita has not been offered his job back, and his status remains uncertain.
On August 1, Salaita received an e-mail from UIUC Chancellor Phyllis Wise saying that his job offer to become an associate professor of American Indian Studies was not likely to be approved by the University of Illinois Board of Trustees.
Salaita had already signed an offer letter--the equivalent in academia to an employment contract--to take the position as of October 2013. He sold his home in Virginia, where he was associate professor at Virginia Polytechnic University, and was in the process of moving with his family, including his two year-old son, when he received Wise's notice.
Salaita was fired after the Daily Caller and the News-Gazette newspapers in Champaign-Urbana published articles that included criticisms of Salaita's twitter posts opposed to Israel's Operation Protective Edge massacre in Gaza.
What you can do
Sign the change.org petition demanding that Steven Salaita be given his job back. You can also write a letter of support for Salaita to the University of Illinois Board of Trustees at change.org.
Send an e-mail expressing your support for Steven Salaita to UIUC Chancellor Phyllis Wise. Copy your e-mail to the chair of American Indian Studies Robert Warrior.
Send an e-mail expressing your support for Steven Salaita to UIUC Chancellor Phyllis Wise. Copy your e-mail to the chair of American Indian Studies Robert Warrior.
After Israel began its bombing campaign on Gaza in July, Salaita, who has written several books on Arab American literature and one critical of Israel state policy, tweeted his outrage at the loss of Palestinian life.
In an article published first at Mondoweiss, Phan Nguyen carefully examined Salaita's tweets, showing that Salaita was not only consistent in his criticism of Israeli state policy, but he had a long record of criticizing anti-Semitism. Nguyen documents his contention with numerous examples, including this tweet, for instance: "I refuse to conceptualize #Israel/#Palestine as Jewish-Arab acrimony. I am in solidarity with many Jews and in disagreement with many Arabs."
Nguyen's article also pointed out that Salaita critics like Cary Nelson had both misused and misinterpreted Salaita's twitter posts to accuse him of anti-Semitism. Nelson is a longstanding backer of Israel and critic of the boycott, divestment and sanctions (BDS) movement against Israel. University of Illinois Chancellor Phyllis Wise has also criticized BDS.
It is no coincidence then that Salaita has been fired for supporting the Palestinians and criticizing Israel.
More on this at: http://socialistworker.org/2014/08/19/support-floods-in-for-steven-salaita
August 18, 2014
Life after whistleblowing
Academics who have made disclosures reflect on the long-term impact on their careers
Whistleblowers in universities can hit the national headlines for shining light on issues of public interest, only for their careers to end up in very dark places.
Some of higher education’s most prominent whistleblowers paint a bleak picture about the impact on their subsequent careers. They talk about being persecuted by colleagues after coming forward. But even after leaving their jobs, some believe they still suffer a legacy. One talks about being “effectively blackballed” from ever working again in higher education.
For other whistleblowers, exile is self-enforced. “It has damaged my career. But I’m not really sure I wanted a career by the end of it…There were so many people in prominent leadership positions who behaved so appallingly, I just couldn’t carry on within the profession. I just felt sick about the whole thing,” says Aubrey Blumsohn, who left his post as a senior lecturer in metabolic bone disease at the University of Sheffield, after raising concerns in 2005 about research on a drug made by Procter & Gamble, a funder of research at Sheffield.
But others point to cases where whistleblowers highlight wrongdoing, their concerns are investigated responsibly by universities and their working lives continue as normal.
David Lewis, professor of employment law at Middlesex University and convener of the International Whistleblowing Research Network, argues that the media only report cases “where things go pear-shaped”, as the nature of successful whistleblowing means that it remains within institutions and never emerges in public.
Lewis says that his anecdotal evidence suggests there is “quite a lot of successful whistleblowing that goes on in universities”.
Nevertheless, when things do “go pear-shaped”, the impact on people’s careers can be shattering. Those cases may offer lessons to learn, for both universities and prospective whistleblowers...
Read the rest of this lengthy article at:
http://www.timeshighereducation.co.uk/features/life-after-whistleblowing/2014776.fullarticle
Whistleblowers in universities can hit the national headlines for shining light on issues of public interest, only for their careers to end up in very dark places.
Some of higher education’s most prominent whistleblowers paint a bleak picture about the impact on their subsequent careers. They talk about being persecuted by colleagues after coming forward. But even after leaving their jobs, some believe they still suffer a legacy. One talks about being “effectively blackballed” from ever working again in higher education.
For other whistleblowers, exile is self-enforced. “It has damaged my career. But I’m not really sure I wanted a career by the end of it…There were so many people in prominent leadership positions who behaved so appallingly, I just couldn’t carry on within the profession. I just felt sick about the whole thing,” says Aubrey Blumsohn, who left his post as a senior lecturer in metabolic bone disease at the University of Sheffield, after raising concerns in 2005 about research on a drug made by Procter & Gamble, a funder of research at Sheffield.
But others point to cases where whistleblowers highlight wrongdoing, their concerns are investigated responsibly by universities and their working lives continue as normal.
David Lewis, professor of employment law at Middlesex University and convener of the International Whistleblowing Research Network, argues that the media only report cases “where things go pear-shaped”, as the nature of successful whistleblowing means that it remains within institutions and never emerges in public.
Lewis says that his anecdotal evidence suggests there is “quite a lot of successful whistleblowing that goes on in universities”.
Nevertheless, when things do “go pear-shaped”, the impact on people’s careers can be shattering. Those cases may offer lessons to learn, for both universities and prospective whistleblowers...
Read the rest of this lengthy article at:
http://www.timeshighereducation.co.uk/features/life-after-whistleblowing/2014776.fullarticle
Imperial employment tribunal: ‘conspiracy’ claim
A head of department at Imperial College London has dismissed
complaints made against him of bullying as a conspiracy to oust him from
his position and replace him with his deputy.
Philippe Froguel, head of the department of genomics of common disease at Imperial, made the claim last week during cross-examination at an employment tribunal case brought by Robin Walters, a former researcher in the department.
Dr Walters, who is now a senior scientist at the University of Oxford, was dismissed by Imperial at the end of 2011 after he refused to work under Professor Froguel any longer.
Dr Walters is claiming unfair dismissal, as well as victimisation, harassment and discrimination, and alleges that various abusive encounters with Professor Froguel during 2011 – including one during which he claims he was shouted at for being autistic – had left him suffering from acute adjustment disorder, which results in feelings of depression and anxiety.
Dr Walters is married to Alexandra Blakemore who, at the time, was a reader and Professor Froguel’s deputy. She also lodged complaints of victimisation, harassment and discrimination against Professor Froguel, but her case was settled before hearings began. She is now a professor of human molecular genetics in Imperial’s department of medicine.
At the hearing, Professor Froguel said he had regarded Dr Walters as his friend, whose recruitment he had spearheaded and for whom he had been determined to secure a permanent lectureship. An opportunity to bring in the necessary funding to achieve this had arisen in 2010, when Imperial was invited to participate in a European Union-funded project, known as Imidia, to improve diabetes treatment.
However, when Professor Froguel’s work relations with Professor Blakemore began to break down in early 2011, Dr Walters claims he was targeted by Professor Froguel because of his relationship to her.
Professor Froguel strongly denied having threatened to destroy Professor Blakemore’s career or to sack Dr Walters.
He told the hearing that he had occasionally been “hard and abrasive” towards Dr Walters, such as when he made the remark about autism. “But 99 per cent of the time I have been extremely gentle,” he said, adding that no one had complained about him in the past two and a half years.
The tribunal heard that three other members of junior staff at Imperial made complaints about Professor Froguel’s behaviour in the summer of 2011. It also heard that a faculty review in 2011 concluded that his management had sometimes been “tactless and direct” and that a human resources manager reported he had been warned to take a “gentler” approach.
But he attributed this glut of complaints in 2011 to a “conspiracy”. “They were a gang headed by [Professor] Blakemore [whose aim was] to have me sacked or put on sick leave or sabbatical and [for her] to take the lead as acting head of department,” he said.
From: http://www.timeshighereducation.co.uk/news/imperial-employment-tribunal-conspiracy-claim/2010712.article
Philippe Froguel, head of the department of genomics of common disease at Imperial, made the claim last week during cross-examination at an employment tribunal case brought by Robin Walters, a former researcher in the department.
Dr Walters, who is now a senior scientist at the University of Oxford, was dismissed by Imperial at the end of 2011 after he refused to work under Professor Froguel any longer.
Dr Walters is claiming unfair dismissal, as well as victimisation, harassment and discrimination, and alleges that various abusive encounters with Professor Froguel during 2011 – including one during which he claims he was shouted at for being autistic – had left him suffering from acute adjustment disorder, which results in feelings of depression and anxiety.
Dr Walters is married to Alexandra Blakemore who, at the time, was a reader and Professor Froguel’s deputy. She also lodged complaints of victimisation, harassment and discrimination against Professor Froguel, but her case was settled before hearings began. She is now a professor of human molecular genetics in Imperial’s department of medicine.
At the hearing, Professor Froguel said he had regarded Dr Walters as his friend, whose recruitment he had spearheaded and for whom he had been determined to secure a permanent lectureship. An opportunity to bring in the necessary funding to achieve this had arisen in 2010, when Imperial was invited to participate in a European Union-funded project, known as Imidia, to improve diabetes treatment.
However, when Professor Froguel’s work relations with Professor Blakemore began to break down in early 2011, Dr Walters claims he was targeted by Professor Froguel because of his relationship to her.
Professor Froguel strongly denied having threatened to destroy Professor Blakemore’s career or to sack Dr Walters.
He told the hearing that he had occasionally been “hard and abrasive” towards Dr Walters, such as when he made the remark about autism. “But 99 per cent of the time I have been extremely gentle,” he said, adding that no one had complained about him in the past two and a half years.
The tribunal heard that three other members of junior staff at Imperial made complaints about Professor Froguel’s behaviour in the summer of 2011. It also heard that a faculty review in 2011 concluded that his management had sometimes been “tactless and direct” and that a human resources manager reported he had been warned to take a “gentler” approach.
But he attributed this glut of complaints in 2011 to a “conspiracy”. “They were a gang headed by [Professor] Blakemore [whose aim was] to have me sacked or put on sick leave or sabbatical and [for her] to take the lead as acting head of department,” he said.
From: http://www.timeshighereducation.co.uk/news/imperial-employment-tribunal-conspiracy-claim/2010712.article
July 18, 2014
Workplace disputes must be handled better and faster
We all know that bad things sometimes happen in working life. The
measure of an institution is not whether any of its staff have ever
behaved inappropriately towards colleagues but rather how those involved
are treated when problems do arise.
According to information obtained under the Freedom of Information Act, the sector spent almost £30 million on legal costs and settlements of employment disputes between 2010 and 2013. This represents a catastrophic management failure.
Worryingly, this is just the tip of the iceberg. Quite apart from all the institutions that did not provide figures, there are also major invisible costs, such as all the management hours spent handling disputes, the lost productivity of those directly involved and the cost of sick leave when the stress gets to be too much. Then there is reputational damage, which occurs even when cases do not hit the headlines as word spreads quickly among academics.
As someone who was recently involved in an employment dispute with my university, what have I learned from the experience and how could universities improve their handling of employment disputes?
Universities have fine policies and procedures on respect and dignity in the workplace, but many simply ignore them in practice. The complainant is too often seen as the problem, and fair play is sacrificed to local expediency.
Since most senior academics gain positions of responsibility based on scholarly rather than managerial achievements, they may lack experience in handling these situations and may be unfamiliar with the relevant law. In these cases, processes must be overseen by human resource managers. HR staff and academics investigating a dispute must be properly trained. The Advisory, Conciliation and Arbitration Service offers free online training courses in fair investigation process. This training should be mandatory.
A vital aspect of dispute resolution is to act early and firmly. It is too easy to initially dismiss claims of bullying and harassment as personality clashes, banter or even robust management style. But even relatively short delays of a week or two in acting could lead to situations escalating out of control.
To assure complainants that their concerns are being taken seriously, the timescales for investigation and action should be spelled out from the outset by HR. Formal grievance policies typically specify that procedures should be completed within a month, so informal grievances might reasonably be expected to be dealt with within two weeks.
If such a timetable is not forthcoming, complainants might consider defining their own (with reference to institutional policies) and supplying it to HR. Employment tribunal deadlines are strictly enforced, and employees may lose their legal rights if they wait until HR processes are completed – a common (and often successful) legal strategy for employers.
Another problem is that HR staff may feel powerless to influence the management of individual cases – especially those involving “REF megastars” whom institutions want to keep on side. High-level support and, perhaps, assertiveness training may be needed to deal with bombastic senior academics with local political agendas and alliances.
In all disputes, the procedures to be used should be clearly defined and their purpose made clear. Particularly inappropriate are ad hoc processes that fail to provide structure and that may allow a cavalier attitude towards evidence-gathering and transparency yet produce a written outcome with profound implications against which – worst of all – there is no opportunity to appeal. Such ad hoc procedures may be particularly dangerous in cases of bullying and harassment because complaints against serial offenders frequently result in a storm of retaliatory counter-allegations.
Throughout, it is essential that detailed records, including agreed meeting notes, are kept. In 2013, a precedent was set in a judgment by the Employment Appeal Tribunal allowing covert recording of meetings to be used in employment tribunal cases. Some universities have rushed through regulations to make the recording of HR procedures by employees a disciplinary offence. But institutions with nothing to hide may consider the opposite approach. Official recordings are easy and cheap to arrange and eliminate time-consuming and inaccurate note-taking and subsequent difficulties in agreeing minutes.
As bullying and harassment may particularly affect staff with protected characteristics such as disability, minority ethnic origin or sexual orientation, institutions should consider creating a central unit with staff expert in these issues, free from local politics. More support in disputes involving senior managers or in especially complex cases may be obtained from external bodies such as Acas, the Equality Challenge Unit or disability advocacy specialists.
Monitoring and audit are essential. A simple tick-sheet, with spaces for dates and comments, should be supplied to all parties at the start of disputes to ensure the consistent application of best practice. The master copy should ideally be held by HR, and an anonymised version would present an obvious avenue for performance audits of institutions’ dispute resolution practices – just as we audit so many other areas of modern university life.
UK universities avowedly aim for excellence in teaching and research. Let’s extend that aspiration across all areas of our work, saving money in the process and helping academics and students to thrive.
From: http://www.timeshighereducation.co.uk/comment/opinion/workplace-disputes-must-be-handled-better-and-faster/2014523.article
According to information obtained under the Freedom of Information Act, the sector spent almost £30 million on legal costs and settlements of employment disputes between 2010 and 2013. This represents a catastrophic management failure.
Worryingly, this is just the tip of the iceberg. Quite apart from all the institutions that did not provide figures, there are also major invisible costs, such as all the management hours spent handling disputes, the lost productivity of those directly involved and the cost of sick leave when the stress gets to be too much. Then there is reputational damage, which occurs even when cases do not hit the headlines as word spreads quickly among academics.
As someone who was recently involved in an employment dispute with my university, what have I learned from the experience and how could universities improve their handling of employment disputes?
Universities have fine policies and procedures on respect and dignity in the workplace, but many simply ignore them in practice. The complainant is too often seen as the problem, and fair play is sacrificed to local expediency.
Since most senior academics gain positions of responsibility based on scholarly rather than managerial achievements, they may lack experience in handling these situations and may be unfamiliar with the relevant law. In these cases, processes must be overseen by human resource managers. HR staff and academics investigating a dispute must be properly trained. The Advisory, Conciliation and Arbitration Service offers free online training courses in fair investigation process. This training should be mandatory.
A vital aspect of dispute resolution is to act early and firmly. It is too easy to initially dismiss claims of bullying and harassment as personality clashes, banter or even robust management style. But even relatively short delays of a week or two in acting could lead to situations escalating out of control.
To assure complainants that their concerns are being taken seriously, the timescales for investigation and action should be spelled out from the outset by HR. Formal grievance policies typically specify that procedures should be completed within a month, so informal grievances might reasonably be expected to be dealt with within two weeks.
If such a timetable is not forthcoming, complainants might consider defining their own (with reference to institutional policies) and supplying it to HR. Employment tribunal deadlines are strictly enforced, and employees may lose their legal rights if they wait until HR processes are completed – a common (and often successful) legal strategy for employers.
Another problem is that HR staff may feel powerless to influence the management of individual cases – especially those involving “REF megastars” whom institutions want to keep on side. High-level support and, perhaps, assertiveness training may be needed to deal with bombastic senior academics with local political agendas and alliances.
In all disputes, the procedures to be used should be clearly defined and their purpose made clear. Particularly inappropriate are ad hoc processes that fail to provide structure and that may allow a cavalier attitude towards evidence-gathering and transparency yet produce a written outcome with profound implications against which – worst of all – there is no opportunity to appeal. Such ad hoc procedures may be particularly dangerous in cases of bullying and harassment because complaints against serial offenders frequently result in a storm of retaliatory counter-allegations.
Throughout, it is essential that detailed records, including agreed meeting notes, are kept. In 2013, a precedent was set in a judgment by the Employment Appeal Tribunal allowing covert recording of meetings to be used in employment tribunal cases. Some universities have rushed through regulations to make the recording of HR procedures by employees a disciplinary offence. But institutions with nothing to hide may consider the opposite approach. Official recordings are easy and cheap to arrange and eliminate time-consuming and inaccurate note-taking and subsequent difficulties in agreeing minutes.
As bullying and harassment may particularly affect staff with protected characteristics such as disability, minority ethnic origin or sexual orientation, institutions should consider creating a central unit with staff expert in these issues, free from local politics. More support in disputes involving senior managers or in especially complex cases may be obtained from external bodies such as Acas, the Equality Challenge Unit or disability advocacy specialists.
Monitoring and audit are essential. A simple tick-sheet, with spaces for dates and comments, should be supplied to all parties at the start of disputes to ensure the consistent application of best practice. The master copy should ideally be held by HR, and an anonymised version would present an obvious avenue for performance audits of institutions’ dispute resolution practices – just as we audit so many other areas of modern university life.
UK universities avowedly aim for excellence in teaching and research. Let’s extend that aspiration across all areas of our work, saving money in the process and helping academics and students to thrive.
From: http://www.timeshighereducation.co.uk/comment/opinion/workplace-disputes-must-be-handled-better-and-faster/2014523.article
July 01, 2014
Bullying in Academia
If you get it right, a career in academia offers all sorts of advantages:
- immense autonomy on how you manage your time;
- the opportunity to work on precisely the topics that stimulate you intellectually;
- the opportunity to travel to weird and wonderful places, and to work collaboratively with scholars and others from fascinating backgrounds;
- the opportunity to work with students who stretch your mind and inspire you.
Put simply, if your luck is in, you can be paid to read and talk about the things that interest you. There are, of course, many drawbacks to an academic career. The salaries are not always appealing. A recent Financial Times article called academics ‘cling ons’ – desperately trying to cling onto their middle class status as their salaries are eroded in comparison with other professions. There is also the drudgery associated with work (namely marking) and the creeping and insidious way in which bureaucrats and spreadsheets have taken over universities to the detriment of teaching, research, and ideas. In general though, it can be an enviable career.
One major drawback though, and one that is not discussed as often as it should be, is bullying. This usually takes the form of senior academics wielding power over their more junior colleagues. Most universities have state-of-the-art anti-bullying charters, but bullying still goes on. In fact, it is often hardwired into the organization and culture of universities.
The key to the whole issue is power. Usually, junior academics are in highly dependent positions. They need to stay ‘on side’ with their senior colleagues in order to remain in a job, or to progress in terms of promotion or access to resources. I can talk with some experience on this subject because I was worked in a department where bullying was rife (I am happy to say that it was not St Andrews or the University of Ulster). Some senior academics in the department had their own fiefdoms and academic staff who they saw not as colleagues, but as chattel. The University management saw the senior academics as ‘successful’ as they variously brought in money or were prominent in their research fields. So the University had little incentive to rock the boat by investigating claims of bullying. The Head of Department was weak. And, most of all, the victims of the bullying were reliant on the senior academics to stay in a job, earn promotion or avoid being ‘punished’ by teaching and administrative loads that would render them research inactive.
The bullying was abetted by a culture of secrecy in which decisions were taken among cliques. Discussion, even at Departmental meetings, was frowned upon. The bullies usually had been at the University for well over a decade and so knew everyone in the senior administration. As a result, the bullied felt that their chances of successfully taking a formal case against the bullies were slim. The bullies also had a technique of presenting themselves as the voice of the University, implying that their outlook was in accordance with that of the University. The cards were heavily stacked against the bullied.
The single biggest regret in my career (so far) is that I did not directly take on the bullies. I was not the direct victim of bullying but I saw it go on to colleagues. The psychological and self-esteem costs to the bullied were enormous. Everyone knew about it, and it was discussed in hushed tones. To my shame, I did not intervene. I too was trapped in a situation in which I wanted promotion and other ‘favours’ – crumbs that would be dropped from the table of the bullies. As I look back, I see that the bullies were incredibly vain and insecure individuals who used the bullying as a way of feeling in control. Often they were single dimension people, with little going on their lives apart from work.
There are three things that we can do about workplace bullying in universities.
Firstly, we should call bullying by its name. It is not ‘mentorship’, ‘leadership’, ‘the rules of the game’, ‘the way it is’, or ‘that’s just the way XXXX operates, you gotta go with it’. It is bullying. There are plenty of excellent mentors out there who do not resort to silly mind games and who are generous enough to encourage rather than thwart more junior colleagues.
Second, we should talk about bullying much more often. Weirdly, there is a stigma attached to being bullied. A chief aim in academia is to maximize one’s own autonomy over research agendas, time and budgets. To be seen as bullied is to be seen as being ‘a loser’ – as someone incapable of maximizing autonomy.
Thirdly, we need to think seriously about the working cultures that are being developed. Whether it is the tenure-track system in the US or the research census in the UK, we are creating and validating systems that allow powerholders to flex power over junior colleagues. Often these are deeply flawed individuals who are in positions of power not because of their people skills, but because they were good at playing the game. Universities need to seriously look at their management processes that reward managers of budgets or stewards of arcane university rules but penalize good managers of people.
Bullying often occurs at a key moment of the junior academic’s career. It is precisely the post-PhD time that they should be flourishing, pursuing their own ideas and cutting a path through innovative publication and research. Instead, bullying (whether directly towards them or indirectly occurring to others) encourages conformity, silence, obedience and a lack of creativity.
From: http://rogermacginty.com/2014/03/17/bullying-in-academia/
- immense autonomy on how you manage your time;
- the opportunity to work on precisely the topics that stimulate you intellectually;
- the opportunity to travel to weird and wonderful places, and to work collaboratively with scholars and others from fascinating backgrounds;
- the opportunity to work with students who stretch your mind and inspire you.
Put simply, if your luck is in, you can be paid to read and talk about the things that interest you. There are, of course, many drawbacks to an academic career. The salaries are not always appealing. A recent Financial Times article called academics ‘cling ons’ – desperately trying to cling onto their middle class status as their salaries are eroded in comparison with other professions. There is also the drudgery associated with work (namely marking) and the creeping and insidious way in which bureaucrats and spreadsheets have taken over universities to the detriment of teaching, research, and ideas. In general though, it can be an enviable career.
One major drawback though, and one that is not discussed as often as it should be, is bullying. This usually takes the form of senior academics wielding power over their more junior colleagues. Most universities have state-of-the-art anti-bullying charters, but bullying still goes on. In fact, it is often hardwired into the organization and culture of universities.
The key to the whole issue is power. Usually, junior academics are in highly dependent positions. They need to stay ‘on side’ with their senior colleagues in order to remain in a job, or to progress in terms of promotion or access to resources. I can talk with some experience on this subject because I was worked in a department where bullying was rife (I am happy to say that it was not St Andrews or the University of Ulster). Some senior academics in the department had their own fiefdoms and academic staff who they saw not as colleagues, but as chattel. The University management saw the senior academics as ‘successful’ as they variously brought in money or were prominent in their research fields. So the University had little incentive to rock the boat by investigating claims of bullying. The Head of Department was weak. And, most of all, the victims of the bullying were reliant on the senior academics to stay in a job, earn promotion or avoid being ‘punished’ by teaching and administrative loads that would render them research inactive.
The bullying was abetted by a culture of secrecy in which decisions were taken among cliques. Discussion, even at Departmental meetings, was frowned upon. The bullies usually had been at the University for well over a decade and so knew everyone in the senior administration. As a result, the bullied felt that their chances of successfully taking a formal case against the bullies were slim. The bullies also had a technique of presenting themselves as the voice of the University, implying that their outlook was in accordance with that of the University. The cards were heavily stacked against the bullied.
The single biggest regret in my career (so far) is that I did not directly take on the bullies. I was not the direct victim of bullying but I saw it go on to colleagues. The psychological and self-esteem costs to the bullied were enormous. Everyone knew about it, and it was discussed in hushed tones. To my shame, I did not intervene. I too was trapped in a situation in which I wanted promotion and other ‘favours’ – crumbs that would be dropped from the table of the bullies. As I look back, I see that the bullies were incredibly vain and insecure individuals who used the bullying as a way of feeling in control. Often they were single dimension people, with little going on their lives apart from work.
There are three things that we can do about workplace bullying in universities.
Firstly, we should call bullying by its name. It is not ‘mentorship’, ‘leadership’, ‘the rules of the game’, ‘the way it is’, or ‘that’s just the way XXXX operates, you gotta go with it’. It is bullying. There are plenty of excellent mentors out there who do not resort to silly mind games and who are generous enough to encourage rather than thwart more junior colleagues.
Second, we should talk about bullying much more often. Weirdly, there is a stigma attached to being bullied. A chief aim in academia is to maximize one’s own autonomy over research agendas, time and budgets. To be seen as bullied is to be seen as being ‘a loser’ – as someone incapable of maximizing autonomy.
Thirdly, we need to think seriously about the working cultures that are being developed. Whether it is the tenure-track system in the US or the research census in the UK, we are creating and validating systems that allow powerholders to flex power over junior colleagues. Often these are deeply flawed individuals who are in positions of power not because of their people skills, but because they were good at playing the game. Universities need to seriously look at their management processes that reward managers of budgets or stewards of arcane university rules but penalize good managers of people.
Bullying often occurs at a key moment of the junior academic’s career. It is precisely the post-PhD time that they should be flourishing, pursuing their own ideas and cutting a path through innovative publication and research. Instead, bullying (whether directly towards them or indirectly occurring to others) encourages conformity, silence, obedience and a lack of creativity.
From: http://rogermacginty.com/2014/03/17/bullying-in-academia/
June 21, 2014
The useless union...
Dr Howard Fredrics, did you get a response from UCU? I am in a similar position with this union. They are not willing to lift a finger to support my case as a member.
Anonymous
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