Dry Rot in the Ivory Tower
By John R. Campbell, University Press of America:2000,174 pages, $ 24.50 (softcover).
Reviewed by E. Michael Sutton, Ph.D.
Appalachian State University
The higher education profession is inundated with resources describing the conceptual framework of organization and governance within institutions of higher education. However, few resources provide the practitioner and scholar alike with a candid portrait of institutional management than Dry Rot in the Ivory Tower. The author’s descriptive example clearly identifies the laissez-faire attitude that prevails within institutions of higher education.
In chapter one, “On Dry Rot and Ivory Towers” the author specifically defines the phenomenon of “dry rot” and cites several reasons how it has invaded institutions of higher education. Despite the public’s outcry of poor institutional accountability and quality services, the author suggest that poor institutional leadership, academic freedom and tenure are additional conspirators of institutional “dry rot.” Failure on behalf of institutional personnel to provide significant and deliberate philosophical changes will continue to erode the public’s confidence and financial support of higher education.
Chapter two illustrates how institutional governing boards are not immune from the invasion of “dry rot”. The chapter provides examples how members frequently utilize their leadership positions solely to advance their own political and personal agendas. Moreover, a shocking yet realistic portrait reveals the degree of influence of state political stakeholders in augmenting academic decisions that erode the credibility of the academic enterprise.
The scenarios outlined in chapter three describe how institutional lethargic and status quo condone the selection of academic leaders with poor knowledge and management skills. As a result, ineffective leadership is not only attributed to the Peter Principle but to the self-serving and personal agenda of others.
In chapter four “Professors who do not publish and do not perish,” the focus shifts to members of the faculty who become tenured as a result of their non-traditional research agendas. Colleagues that award tenure to their faculty colleagues solely on their ability to garner financial contributions to the institution as a result of their proprietary research certainly comprises the credibility of academic enterprise. Coupled with substandard research, poor student advising and abandoning teaching responsibilities for greater consulting opportunities are cited as additional elements that have eroded faculty credibility.
Chapter five, “Faculty members who teach but not much,” describes the appeal of teaching among professors only when financial and personal benefits are involved. Needless to say, the student’s academic experience is seriously compromised not to mention the additional expenditure of institutional funds to hire adjunct faculty to cover vacant courses. Similar to their colleagues in the previous chapter, these faculty members are noticeably absent and fail to provide appropriate guidance and council to students enrolled in independent study and internship activities.
While mores, traditions and customs are characteristics that are common descriptors of an institution’s culture, chapter six discusses how the corrosive factors of cronyism, nepotism and featherbedding can weaken the ivory tower. Sadly, when administrators are permitted to make decisions and yield their influence outside their arena of authority in conjunction with practices of cronyism and nepotism, the institutional infrastructure is steadily weakened. As discussed in previous chapters, this usually is the result of the selfish and attitudes of administrators in order to accrue greater financial gain at the expense of the university.
Within chapter seven the characteristics most familiar with institutional dry-rot are presented. The author challenges institutional leaders to demonstrate courage and risk institutional embarrassment and prosecute employees who are guilty of embezzling institutional resources and abusing the academic infrastructure. The illustrations provided in this chapter clearly reveal that individuals who are led by their greed not only create their own demise but also damage the institution’s credibility.
In chapter eight “Athletics: Business as Usual.” credible examples describes how institutional decomposition can occur from the abuse of ticket sales in order to obtain personal favors as well as rectify athletic budget deficits. However, the greatest travesty occurs when athletic personnel conspire with faculty members to inflate academic credentials to preserve a player’s eligibility. Unfortunately these culprits are rarely prosecuted in order to prevent institutional embarrassment.
The academic infrastructure with all of its policies and procedures can be complex and intimidating maze to students. The highlights of chapter nine “Students: Uh-h-h… Oh yeah” describes some of these ludicrous methods that are commonly found in the ivory tower. Episodes of inflexibility among administrators in resolving students’ academic and social problems coupled with the inadequate technology of administrative offices to simultaneously update student’s records commonly results in student dissatisfaction. Fortunately, many of the administrative predicaments encountered by students can be resolved by a few campus administrators using their own judgment and being sensitive to students needs.
Chapter ten “Combating Dry Rot in the Ivory Tower” concludes with specific remedies to combat institutional “dry rot” in the areas of institutional leadership, members of governing boards and faculty. Specifically, institutional leaders not only must have a strong vision and a superior infrastructure but a willingness to recruit and hire persons who are principled and highly motivated. The same recommendation is pertinent for appointments to governing boards. Perpetual selection of board members based upon their political affiliation and sizable financial contributions rather than their leadership and interest in issues of higher education often results in further institutional ineffectiveness. Lastly, it is proposed that academic tenure be re-evaluated. Frequently defended under the banner of academic freedom, the process often is perceived by the public as a luxurious entitlement. Consequently, to prevent faculty stagnation and un-productivity, the author suggest that tenure be granted sparingly and faculty be hired on a year to year basis.
The author of this book clearly succeeds identifying factors and events that encourage institutional dry rot. Certainly, this resource challenges all higher educational professionals to examine and evaluate whether their behaviors are contributing to the deterioration of the country’s private and public institutions. Nevertheless the suggestions to eradicate this problem are pragmatic and applicable. This source complements the theoretical paradigms of organization and governance and would serve as an excellent supplement for any higher education graduate preparation programs.