Why Don’t Faculty and Administrators Get Along? Wait … Maybe They Do!
One of the classic stereotypes in all of education relates to the tension between faculty and administrators. Like all stereotypes, there is certainly some truth to this. Having worked in both K-12 and higher education for decades … as both a teacher and an administrator … I have experienced cases where faculty thought their voices were not being heard and administrators thought they were not receiving the support they deserved. This stereotype is enforced when the media pays much closer attention to votes of no confidence and denials of tenure, but rarely covers a story about harmony and cooperation on campus.
But a recent survey conducted by The Chronicle of Higher Education tells a different story. Last August and September, The Chronicle conducted an online survey with 431 public and private, non-profit four-year colleges throughout the country. The survey was directed to the chief academic officers on each campus (provost or vice president for academic affairs) and the faculty in leadership positions (heads of faculty senates, faculty representatives on governing boards). The Chronicle received responses from 325 institutions including 254 faculty leaders and 175 academic leaders.
Despite the fact that faculty leaders were typically less positive than administrators in their assessment, a majority of both groups rated relations on campus as “good” or “very good.” Even more, a vast majority of respondents rated relations between faculty and administrators as “improving” on their campuses. Finally, almost 75% of the faculty who responded said that they trusted their administration to “look out for the best interests of their institution.”
Clearly, there are still areas of disagreement and tension. Faculty are more concerned about the trend to use an increased number of part-time faculty and adjuncts to provide instruction. Faculty also continue to desire greater involvement in decision making about budgets and expenditures. And 10% of the faculty respondents rated relations on their campuses as “poor” or “very poor.”
Especially interesting to me was the repeated observation that any significant problems in relations between faculty and administrators were caused more by the behaviors of specific individuals rather than a pervasive level of distrust or disrespect. This certainly correlates with my experience.
A small group of faculty or a single administrator can often ignite a level of tension and acrimony. But the overwhelming majority of faculty and administrators are collegial and share a commitment to the best interests of their institutions. They may disagree from time to time as to how best to reach the goal, but they overwhelmingly agree on the goal.
The fact is that a degree of tension between faculty and administrators is both normal and healthy. By definition, faculty advocate for academic programs, student quality and resources to support teaching, learning, scholarship and professional development. This is their job. This is their professional responsibility. These issues are critical to the academic integrity that they hold dear.
While administrators share these values, they must balance academic and faculty needs with broader institutional demands. No institution I know has the resources to support fully every program and every need. These complementary needs and demands create levels of dialogue and discussion that are central to a vibrant college.
Life on a college campus is rarely perfect. But faculty and administrators work side by side every day in the best interests of our students. Maybe someday you will see a story about this!
(As always, your comments and questions are welcome.)