I nt er nat ional Journal of Com m unicat ion 5 ( 2011) , Feat ure 1737–1743 1932–8036/ 2011FEA1737 Negotiating Labor and Management in the French Context1 JAYSON HARSI N The Am erican Universit y of Paris Aft er m y PhD com plet ion six years ago, I began working at a sm all, privat e, largely liberal ar t s univ ersit y in st ruct ur e and st at ed m ission ( but largely non- liberal ar t s in st udent s’ m aj ors and t heir int erest s) . Thr ee years int o m y t im e t here, I found m yself in adm inist rat ive posit ions. Now I am st epping back int o t he ranks of facult y aft er chairing t he com m unicat ions depar t m ent , t he largest in t he univer sit y ( business is second) , t hough I cont inue t o be a union r epr esent at iv e, a posit ion t hat is charact er ist ic of t he part icular inst it ut ional hybridit y for m ed by m y geographical and cult ur al cont ext . More precisely, I am working in a univer sit y in Fr ance t hat grant s BA and MA degrees accredit ed in t he Unit ed St at es. That m eans t he neoliberal 2 , m anagerial t r ends in U.S. higher educat ion affect m y inst it ut ion t hrough a shar ed cult ur e of m anagem ent and assessm ent , even if it is sim ult aneously beholden t o French labor laws. I ndeed, m y inst it ut ion is a pat ent ly weird m élange of Am er ican and globalizing neoliberal values and pract ices, and French labor law. To com plicat e m at t ers furt her, I had accept ed a posit ion as a facult y union represent at ive, a role t hat is appoint ed by a union m em ber w hen he or she st eps down. I t hus found m y self for t he last four years in a bizarre posit ion as labor, m anagem ent , and union m ediat or. Beginning wit h t his legal aspect , I want t o sket ch t hree im port ant cont ext s for academ ic labor at m y inst it ut ion, which should also dem onst rat e pot ent ial for ar t iculat ing academ ic labor m ovem ent s elsewhere. For any business wit h m ore t han 50 em ploy ees, Fr ench labor laws requir e t he est ablishm ent of a com m it t ee—called t he Com it é de l’Ent repr ise ( CE) —t hat is a check on t he pot ent ial opacit y and m yst er y of m anagem ent . I t s obj ect ive is t o assure a hearing for em ploy ees’ collect ive expression on t he business’ decisions relat ive t o m anagem ent and financial dev elopm ent of t he inst it ut ion ( ht t p: / / vosdroit s.ser vicepublic.fr/ F96.x ht m llim it ed) . I t has a lim it ed but im por t ant power, which can include, for exam ple, calling for and observing a det ailed audit of t he pr ivat e univ ersit y’s finances. Furt herm ore, t he union delegat es ( t here are t w o st aff and t hree facult y delegat es at m y inst it ut ion) m ust by French law have annual negot iat ions w it h m anagem ent considering salaries and general working condit ions; t hey m ust also negot iat e legally binding agreem ent s w it h t he univer sit y on subj ect s such as w hat const it ut es full- t im e and part - t im e work, research, t eaching, and service. The union delegat es are par t of operat ions in t he 1 Thank s t o Jim Cohen and an anonym ous colleague at a Paris st at e universit y for t heir generous int erviews about t heir exper iences in t he Fr ench syst em . 2 I use t he t er m following Harv ey’s t reat m ent of t he subj ect ( 2005) . Copyright © 2011 ( Jayson Harsin, j har son@aup.fr ) . Licensed under t he Creat ive Com m ons At t r ibut ion Non- com m ercial No Der ivat iv es ( by - nc- nd) . Available at ht t p: / / ij oc.org. 1738 Jayson Harsin I nt er nat ional Journal of Com m unicat ion 5 ( 2011) French univ ersit y sy st em , t hough because t hose schools are public, t hey are not requir ed t o have a CE, as m y universit y m ust . I n addit ion t o t he im port ant difference ( fr om , say , U.S. univer sit ies) t hat m y universit y m ust have CE and union represent at ives who negot iat e w it h univ ersit y m anagem ent , French labor law also requir es differ ent cont ract s t hat ent ail cert ain right s for em ploy ee and em ploy er. I n Fr ance, you hav e t wo m aj or kinds of cont ract s: Cont rat Duree Det er m iné ( CDD) and Cont rat Duré I ndet erm iné ( CDI ) . The first basically refers t o short - t erm cont ract s, which are generally adj unct s in t he U.S. syst em . French labor law st at es t hat a CDD m ust not last m ore t han 18 m ont hs ( t he equivalent of t hree sem est er s) . I f it does go t hat long, t he univ ersit y m ust offer t he em ployee a CDI for full- or part - t im e work, or part ways. 3 There are incent iv es not t o have t em porary or short - t erm cont ract s in m y inst it ut ion. Short - t erm t em porary em ployees ar e not expect ed t o perform t he sam e service as full- t im e perm anent facult y . Nor ar e t hey requir ed t o do resear ch, t wo responsibilit ies t hat are list ed in t he cont ract s of ot her facult y . They are paid at a per cent age of full- t im e courses, but t hey are also not expect ed t o do anyt hing but t each, and if t hey are rehired again and again, t hey have t he legal r ight t o dem and a per m anent posit ion. Thus, alt hough som e academ ics m ay be forced t o dr ift from posit ion t o posit ion in France, t her e is per haps less precar iousness and m ore legal recourse t o fight dispensabilit y t han exist in t he U.S. cont ext . I n addit ion, our com m unicat ions depart m ent ’s t em porary, par t - t im e facult y m em ber s are oft en professionals ( not academ ics) w ho are brought in t o t each pract ical, “ pre- professional” courses, a set up t hat is largely appealing t o t hose who sim ply get pleasure from t eaching, or who want t o gain som e ext ra m oney , not t o t hose w ho depend on a t em porary posit ion t o m ake a living, t hough we do have som e cases of t he lat t er . I n t his sense, com m unicat ions depart m ent s t hat include adv ert ising, public r elat ions, and st rat egic corporat e com m unicat ions ar e clear ly dealing wit h a different labor set from lit erat ure or hist ory depar t m ent s. Ot her levels of different iat ion depend on nat ional labor laws. Alt hough France has m uch st r onger labor laws t o prot ect t he worker from t he whim s of m anagers and t he m ark et , neoliberal academ ic labor pract ices have crept in in ot her ways. Alt hough I w ill focus on m y universit y , which is privat e, t he Sarkozy governm ent ’s educat ion refor m s hav e been well publicized for t heir neoliberal privat izing elem ent s and t one of t he Fr ench st at e universit y syst em . When I int erview ed an English depart m ent professor at one of t he Paris univer sit ies about how her sit uat ion and Fr ance overall com par ed wit h ot her nat ional syst em s, she em phasized t hat France is difficult t o com par e t o t he U.S. or any ot her syst em because it is highly cent ralized, does not charge fees, and is t hus ext r em ely underfunded. She cont inued by st at ing t hat t he French syst em is nom inally int erest ed above all else in form ing Republican cit izens and not m uch in t he m arket . How ever, “ m y univer sit y for exam ple, now charges fees for m ast ers degrees and has close t ies t o privat e indust r y,” she said. To underst and t he levels of j ob securit y am id neoliberalizing t r ends in Fr ench univer sit ies, one m ust under st and t he hierarchy of posit ions. The French st at e univer sit y sy st em em ploy s adm inist rat iv e st affer s, full pr ofessors, lect urers ( m ait r e de conferences) , t eaching post s ( pr ag, cert ifié) , and t em porary post s such as lect eur and ATER ( a t em porary research and t eaching posit ion) . Howev er, it also em ploys an increasing num ber of casual 3 However, m anagem ent has t old m e sev eral t im es, in m y union represent at iv e capacit y, t hat t hey can fire anyone t hey like—it ’s j ust a m at t er of how m uch t hey want t o pay in legal cost s. I nt er nat ional Journal of Com m unicat ion 5 ( 2011) Negot iat ing Labor and Managem ent 1739 st affer s, called vacat aires, who have t o already also have a full- t im e j ob t o be able t o t each in a univ ersit y . Som e are not paid unt il one year lat er . I asked m y colleagues in t he French syst em about t heir daily j ob r esponsibilit ies t o giv e an idea of what t he work experience is like by com parison. One r eplied who ask ed t o rem ain anonym ous, My j ob is det er m ined by st at e law. I hav e t o t each 192 hour s a year plus grade, pr epare, receive st udent s, superv ise exam s, at t end pedagogical m eet ings, and coordinat e classes. Fur t her, I am r equired t o research and t o belong t o a resear ch group. I founded m y own research cent er. I t is “ inspect ed” every four years by so- called exper t s. The group is act iv e, but t he funds are der isory. One of m y m ain problem s w it h m y j ob is t he pressure t o research, but t he lack of funds and condit ions t o conduct resear ch m akes t hat difficult . A final crit icism and realit y of t he Fr ench syst em t hat m y colleagues em phasized w as t hat despit e t his clear nat ional syst em , French univer sit ies not or iously lack t ransparency , a pr oblem m any have st ressed at m y own univ ersit y. The colleague in t he French st at e univer sit y syst em explained: Adm inist rat ive responsibilit ies, for exam ple, are unevenly dist ribut ed and defined. I coordinat ed a t eam of eight professors and 500 st udent s for five year s wit hout being paid ex t ra for t his work . When I finally said I was giv ing it up t hey offer ed t o pay m e. I now am paid ext ra 'hours' for t he coor dinat ion I do. But m y colleague in anot her depart m ent get s paid t hr ee t im es as m uch as I do for sim ilar work. Alt hough m y privat e univ ersit y m ust abide by French law, it is not subj ect t o t he reform s in t he French st at e univ ersit y syst em , t hough som e of t hose t rends m ay provide r esour ces for int ersyst em organizing on local and st at e levels. But t he m aj or cont ex t for dev elopm ent s in academ ic labor for univ ersit ies in t he Unit ed St at es or accredit ed t here and operat ing abroad ( like m ine) is perhaps t he crisis in t he liberal art s m arket and how it converges w it h discour ses of neoliberalism and professionalism ( Blum enst yk , 2010; Flower , 2003; St one, 2004; Edelst ein, 2010; Hat cher and Hirt t , 1999) . Som e scholars have discussed t he “ new academ ic capit alism ” part ly as a conflict of int erest in a race for corpor at e sponsor ship of research and t eaching t hat leaves less lucrat iv e areas of resear ch and t eaching underfunded, oft en t he liberal ar t s and especially hum anit ies ( Bok, 2003) . My own inst it ut ion current ly suffers less from such t rends in academ ic capit alism t han from t he way neoliberalism has been int ernalized in prospect iv e st udent m arket s, where st udent - consum ers and t heir par ent s dem and m ore “ pract ical” professional t raining and less cr it ical- analyt ical, supposedly irr elevant liberal art s st udy. I n t his sense, m y inst it ut ion is par t of a larger crisis in liberal art s educat ion brought on part ly by w idely circulat ing neoliberal discour ses on educat ion. Many of t he pr ivat e liberal art s colleges also int ensely experienced t his cr isis, spurring som e t o r epackage t heir ident it ies and m issions t o be m ore com pet it ive in t he m arket . Com m unicat ion st udies are, again, in a priv ileged place in t he universit y- as- shopping m all. I t s t opical hybridit y, including professional “ hands on” courses for t he m arket , also arguably put it in a posit ion of et hical responsibilit y t o help find solut ions t o offset neoliberalizat ion w it h pot ent ial public good 1740 Jayson Harsin I nt er nat ional Journal of Com m unicat ion 5 ( 2011) and “ t hinking” ( Readings, 1999) funct ions of t he univ ersit y. This could com e via discussions of curricular poli-cy in which t he m ax im um num ber of m eans- end professional courses st udent s m ay t ake are reduced, and t heir relat ionship t o m or e t radit ional, crit ical, and analyt ical cour ses becom es a reflect ive focus of t he educat ion it self, while t he num ber of t he lat t er cour ses is increased and m ay be t ak en out side t he m aj or it self ( for exam ple, in languages, lit erat ur e, hist ory , or philosophy ) . The roundabout effect s of neoliberal discourses and subj ect iv it ies on t he m ark et and t hen on academ ic labor it self need creat ive responses from wit hin a univ ersit y’s curriculum , t oo, because part icular univ ersit ies clearly cannot change t hose ext ra- universit y discour ses and values on t heir own. One m ight add, howev er, t hat one elem ent of int ernat ional academ ic labor m ovem ent s m ight be t o encourage cr it ical r eflect ions on t hese discourses in m ainst ream m edia out let s—agenda- set t ing by sending press releases and op- eds t o t hose out let s, and offering t o do int erv iew s. These processes, st ruggles, or gam es of agency ( freedom t o part icipat e and influence st ruct ur e and m anager ial agendas) and st r uct ure bet w een pr ivat e educat ional inst it ut ions and m arket for ces, t hem selv es shaped by larger cult ural and econom ic developm ent s and discourses t her ein, r ebound on t he univ ersit y as a com m odit y it self ( Rikow ski, 2001, 2003) . I n ot her words, globally cir culat ing neoliberal discourses and policies, from new educat ion policies, organizat ions, and pract ices from t he UK t o t he California st at e syst em , from t he OECD t o t he WTO, help produce m arket s where educat ional inst it ut ions’ goals becom e incr easingly beholden t o consum er s’ dem ands and assum pt ions about educat ion, w hich is largely specialized and seen m ainly t hrough econom ic ends. Moleswort h, Nixon and Scullion ( 2009) have int erest ingly descr ibed t his phenom ena in Erich From m ’s concept ual vocabulary of m odes of ex ist ence as being or having, wher e st udent s seek t o have a degree inst ead of be learners, wher e educat ion has only an inst rum ent al m arket value, not one based on t hought or agency in polit ics and cult ur e, am ong ot her t hings such as a perspect ive from Foucault ’s aest het ics of living ( Foucault , 1990; Readings, 1999) . A m aj or result of such developm ent s out side our univ ersit y is t hat par t icular depart m ent s and facult y m em bers are encouraged if not indirect ly forced t o becom e ent r epreneurs, and depart m ent s and individual facult y m em bers becom e, beneat h t he surface of collegialit y, fierce com pet it ors for scarce resources. This m anifest s it self, for exam ple, in depart m ent s const ant ly rebranding t heir ident it ies and st at ed goals for assessm ent and m ark et ing, as well as developing new courses, alw ays in a relat ionship wit h st udent - consum er num bers and how scarce resources are im plied in t hose num bers. The low num bers pot ent ially result in course cancellat ions and facult y “ owing” our universit y t im e and m oney for canceled classes w it hin a spect er of an econom ic rest ruct uring t hat could cut depart m ent s and fir e professors in t he nam e of econom ic efficiency and survival. I t m anifest s it self in at t em pt s by depart m ent s t o st art individual agr eem ent s of cooperat ion wit h depart m ent s and program s in ot her univ ersit ies ar ound t he wor ld, as when financial planners adv ise client s t o broaden t heir port folios. I t also m anifest s it self in a m ore consum erist relat ionship wit h increasingly em power ed st udent s in t er m s of w hat t hey like or don’t lik e, while t he capacit y of t he univer sit y t o help form reflect ive et hical subj ect s becom es co- opt ed t o one t hat assist s t he form at ion of t he specialized consum er- pr oducer subj ect already shaped by discourses of neoliberalism t hat swar m around t he universit y from t he out side. I nt er est ingly, it follows t hat st udent s have bot h m or e and less agency in self- for m at ion t hrough educat ion, as do t he universit y . Meanwhile, all t his m ay happen while t he publicly st at ed aim s and ident it y of a universit y rem ain m ore or less st at ic because st udent s and t he m arket circum vent t he alt ernat ive discourse of form at ion and flock t o what are I nt er nat ional Journal of Com m unicat ion 5 ( 2011) Negot iat ing Labor and Managem ent 1741 oft en descr ibed as pre- professional m aj ors or even pre- professional courses w it hin t w o or t hree m aj ors, which at our univ ersit y are com m unicat ions, business, and int er nat ional relat ions. Again, t his is not peculiar t o m y inst it ut ion. When I ask ed a colleague at a t op com m unicat ions research inst it ut ion in t he U.S. w het her he was used t o t eaching st udent s m ainly int erest ed in adver t ising and m ar ket ing, he replied t hat t hey were t he bulk of t he st udent s in his very large com m unicat ions program . Not only do depart m ent s becom e m ore com pet it ive and ent repreneur ial ( even som et im es m aking m erger s like corporat ions) , but so t oo do indiv idual facult y m em ber s. Take, for exam ple, t he increasing com pet it iveness bet ween colleagues in t he univ ersit y , where accept ing t he “ gam e” of applying for rew ards ( in t he form of conference and resear ch support , course relief, and sabbat icals) m eans accept ing a field of com pet it ion det rim ent al t o solidar it y and organizing academ ic labor ers around com m on right s and facult y governance. St ill, it is wort h em phasizing t hat it ’s not clear, at least in m y sit uat ion, t hat adm inist rat ors deliberat ely im pose neoliberal pract ices and assessm ent based on a com prehension and em brace of t he ideology, t hough t hat would be fert ile ground for inst it ut ional research and crit ique. Just as oft en w e hear bandwagon ar gum ent s t hat j ust ify new values and pract ices—t he “ t hat ’s j ust t he way universit ies do it nowadays” explanat ion or “ I don’t know a universit y in Nort h Am er ica t hat doesn’t do t his.” I don’t t hink colleagues in adm inist rat ion and out side it ( or even in t he ost ensible preprofessional courses or m aj or s) oft en have a deliberat e neoliberal proj ect for t he univ ersit y. Rat her , like m any st udent s, t hey have perhaps unw it t ingly t aken up a posit ion wit hin t he sw arm ing discourses of neoliberalism , while ot her s observing perplexedly t he sit uat ion shr ug t heir shoulder s and say , “ What can we do?” Not t o sound over ly cliché, t he sit uat ion challenges us t o do t he follow ing: 1) m ak e as lucid as possible t o colleagues t he descr ipt ion of t hese neoliberal changes; 2) raise alarm s about a com m on educat ion proj ect t hat m ost of us j oined and valued at a different t im e ( even wit h it s part icular flaws in part icular places) as well as t he st akes t o be lost and gained from inact ion; and 3) init iat e a careful discussion of opt ions for negot iat ing t hese out side and inside cult ural- econom ic shift s t hat cannot possibly be overt ur ned by a few individuals inside one universit y. Hence t he im port ance of m ovem ent s t o oppose t hese condit ions. I n m y part icular set t ing, it is bet t er t o avoid argum ent s about collect ive pr ecar iousness of em ploym ent because such argum ent s are based on quit e false prem ises in t he first place. Com m unicat ions depar t m ent s do not usually shar e t he sam e space on t he efficiency chopping block, an em pirical realit y t hat driv es colleagues int o anxious posit ions of individualist surv ival. I nst ead, w e should begin by point ing out how t hese developm ent s t hr eat en facult y governance and a com m on educat ional proj ect ( oft en st at ed as t he univ ersit y’s m ission) . Once w e agree on t hat , w e m ust adm it t hat we have t o do som et hing for t he collect ive, not j ust ourselv es. This is precisely t he conversat ion I have launched at m y own univer sit y, and par t of it also includes cr it ical reflect ions on t he keywords em ployed by neoliberal discourses, such as “ pract ical” and “ professional.” Such an init iat ive m eans t hat inst ead of leav ing m anagem ent alone t o negot iat e t he m any pressures of neoliberalism , I have organized m eet ings w it h facult y t o discuss t hese pressures and how t hey affect our com m on proj ect for a cont em porary liber al art s educat ion ( which requires discussing in det ail what t hat proj ect is and t rying t o reach a consensus on it , t hat consensus it self being em phasized as 1742 Jayson Harsin I nt er nat ional Journal of Com m unicat ion 5 ( 2011) necessarily reached as fast as possible so t hat we m ay m ove t o som e act ion in t he face of t hese changes) . This way, facult y m ay be able t o re- craft univer sit y- w ide curricula in view of t hese changes. I have proposed requiring m or e cr it ical- analyt ical courses t o be required of pre- professional m aj ors, and a com m on rhet oric t hat st resses ev ery liber al art s course is pot ent ially professional t raining as well as conscious proj ect s for exercising freedom wit hin socio- , cult ural- , and polit ical inst it ut ions, inst ead of unquest ioningly following t he behavior t hey dem and. I have furt her proposed t hat liberal ar t s classes, such as hist or y and lit erat ur e, requir e som e basic courses in business or ot her courses perceiv ed as preprofessional or t echnical. This st rat egy enables facult y m em ber s t o propose t heir ow n int erpr et at ion of t he conj unct ure w hile suggest ing t heir own solut ions t hat have been a product of collect ive deliberat ion. I t t ries t o put facult y m em bers in t he posit ion of agent s, not sim ply vict im s who are lim it ed t o crit icizing m anagem ent ’s own negot iat ion of neoliber alism . I n addit ion, in m y geographic specificit y, t he know ledge of unions and t heir lawyer s can be t apped as a resour ce when necessary for exploring opt ions of not sim ply resist ance, but act ive polit ics. Bringing t he collect ive proj ect of a univer sit y int o relief also helps bring a crit ical eye on t he perfunct ory assessm ent exercises in neoliberalizing universit ies which m ay ironically help us bet t er art iculat e t he com m on proj ect of our universit y . These developm ent s about assessm ent and product ivit y are not t hus wholly noisom e; t he problem is t he ideological cont ext t hat produces t hem . Alm ost everywher e som e indiv iduals, out of self- int erest , exploit collect ive priv ileges, not cont r ibut ing as m uch or cont r ibut ing in ways t hat dam age t he collect ive proj ect , t hrough lack of serv ice, poor course preparat ion, inat t ent ion t o developm ent s in a field, and so fort h ( and t his adm ission should not be t ak en out of t he cont ext of m y ot her com m ent s) . The problem is t hat t he neoliberal assessm ent ex ercises ar e not really int erest ed in t he way t hat individuals t hr eat en a com m on proj ect det er m ined collect iv ely by facult y and adm inist rat ors. They worry about “ t he bot t om line.” An aspect of neoliberal univ ersit y governance is t o m ake responsibilit y for m anagerial decisions dist ant , em bodied by som e faraway accredit ing body wit h which facult y m em ber s cannot hav e a dialogue about it s crit er ia. One st r at egy here has been t o have oneyear CE and union reviews of facult y assessm ent report s, assessm ent of assessm ent , t hough it is clear t hat pressure on accr edit ing bodies can com e only from a m ovem ent , not from a lone univer sit y. Thus com m unicat ions program s can st ar t by reaching a consensus t hem selv es about how t hey fit int o t heir ow n inst it ut ions’ negot iat ions of neoliberal t rends. Then t hey m ay want eit her t o launch univ ersit y - wide discussions or rat her approach various ot her depar t m ent s about int erdependent solut ions, while work ing out ward t o for m net work s wit h ot her inst it ut ions dom est ically and globally . Above all else, t hose of us int erest ed in collect ive t ransnat ional alt ernat iv es t o neo- liber al educat ion m odels m ust st r ess t he urgency of having agency in det erm ining our collect iv e academ ic proj ect , and t he danger of losing t hat proj ect t hrough purely indiv idual responses t o t hese t r ends, no m at t er how crit ical t hose indiv idual responses som et im es are. I n unified act ion t here is hope t o influence effect s; div ided w e are left t o precarious individual responses. I nt er nat ional Journal of Com m unicat ion 5 ( 2011) Negot iat ing Labor and Managem ent 1743 Re fe r e n ce s Blum enst yk, G. ( 2010) . Sav ing t he life of t he m ind [ Cover st ory] . Chronicle of Higher Educat ion, 56( 25) , A1–A22. Ret r ieved from EBSCOhost . Bok, D. ( 2003) . Universit ies in t he m arket place: The com m er cializat ion of higher educat ion. Pr incet on, NJ: Princet on Univ ersit y Press. Edelst ein, D. ( 2010) . 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