Tomorrow's Professor E-Book

Richard M. Reis

• Herausgeber: John Wiley & Sons
• Kategorie: Wissenschaft und neue Technologien
• Sprache: Englisch

Seitenzahl: 749

Veröffentlichungsjahr: 2012

Beschreibung

Tomorrow's Professor is designed to help you prepare for, find, and succeed at academic careers in science and engineering. It looks at the full range of North American four-year academic institutions while featuring 30 vignettes and more than 50 individual stories that bring to life the principles and strategies outlined in the book. Tailored for today's graduate students, postdocs, and beginning professors, Tomorrow's Professor: * Presents a no-holds-barred look at the academic enterprise * Describes a powerful preparation strategy to make you competitive for academic positions while maintaining your options for worthwhile careers in government and industry * Explains how to get the offer you want and start-up package you need to help ensure success in your first critical years on the job * Provides essential insights from experienced faculty on how to develop a rewarding academic career and a quality of life that is both balanced and fulfilling *

Leseprobe

Contents

Cover

Half Title page

Title page

Copyright page

Dedication

Preface

Acknowledgments

Introduction

Part I: Setting the Stage

Chapter 1: The Academic Enterprise

Unlike Any Other Institution

Key Characteristics

Governance and Decision Making

Institutional Issues

A New Look at Scholarship

Seven Sample Schools

Vignette #1 A Place for Scholarship in Undergraduate Education

Summary

Appendix Doctorate-Granting Institutions

References

Chapter 2: Science and Engineering in Higher Education

Comparisons Across the Institution

Departments of Science

Departments of Engineering

Interdisciplinary Collaboration

Scholarship Across the Disciplines

Vignette #2 Science at a Metropolitan University

Summary

References

Chapter 3: New Challenges for the Professoriate

Forces for Change in Teaching and Research

Implications for Faculty Scholarship

Vignette #3 The Laboratory Without Walls

Summary

References

Part II: Preparing for an Academic Career

Chapter 4: Your Professional Preparation Stategy

The Decision to Pursue an Academic Career

Supply and Demand—What is Going on Here?

The Three-Pronged Preparation Strategy

Vignette #4 A Ph.D. Career in Industry

Summary

References

Chapter 5: Research as a Graduate Student and Postdoc

Choosing a Graduate School or Postdoc Institution

Choosing a Research Topic

Choosing a Dissertation Advisor/Postdoc Supervisor

Writing Your Own Research Proposals

Carrying Out Your Research—An Example

Publishing

Attending Conferences and Other Professional Meetings

Presentations

Supervising Other Researchers

Managing Research Projects and Programs

Networking

Vignette #5 The Research Continuum

Summary

References

Chapter 6: Teaching Experiences Prior to Becoming a Professor

Why Teach as a Graduate Student or Postdoc?

Types of Teaching Experiences

How to Find the Right Teaching Opportunities

Preparing for a Successful Experience

Your Teaching Portfolio

Vignette #6 Teaching as a Postdoc

Summary

References

Part III: Finding and Getting the Best Possible Academic Position

Chapter 7: Identifying the Possibilities

Explore Now, Search Later

Deciding What You Want

Researching What is Out There

Preparing for the Search

Vignette #7 From Industry to Academia

Summary

References

Chapter 8: Applying for Positions

Setting the Stage

Preparing Your Application Materials

The Application Process

Positions Outside Academia

Vignette #8 Diversity Issues in the Hiring of Science and Engineering Faculty: An Illustration from Astronomy

Summary

References

Chapter 9: Getting the Results You Want

Your Negotiating Approach

General Principles for Responding to Academic Job Offers

Dual-Career Couples

What to Do if You Do Not Get the Offer You Want

Vignette #9 The Dual-Career Job Search

Summary

References

Part IV: Looking Ahead to Your First Years on the Job—Advice from the Field

Changing Gears

Chapter 10: Insights on Time Management

Setting the Stage

Vignette #10 Establish Your Absence

Vignette #11 Set Long-Term Goals

Vignette #12 Keep Something on the Burner

Vignette #13 How to Help New Faculty Find the Time—One Department Chair’s Approach

In Addition: Sources of Faculty Stress, Faculty Efficiency, the Urgency Addiction, and Achieving Balance in Our Lives

Conclusions

References

Chapter 11: Insights on Teaching and Learning

Setting the Stage

Vignette #14 Five Elements of Effective Teaching

Vignette #15 Developing Engaged and Responsive Learners

Vignette #16 Team Teaching in an Interdisciplinary Program

Vignette #17 The Upside-Down Curriculum

In Addition: Characteristics of Successful Teachers, Course Planning, Teaching, and Learning with Technology, and Developing a Teaching Portfolio

Conclusions

References

Chapter 12: Insights on Research

Setting the Stage

Vignette #18 Keeping Your Research Alive

Vignette #19 A High-Leverage Approach to Industry-University Collaboration

Vignette #20 Multidisciplinary Research and the Untenured Professor

Vignette #21 Cross-University Collaborations

In Addition: Writing Research Papers

Conclusions

References

Chapter 13: Insights on Professional Responsibility

Setting the Stage

Vignette #22 Service to Your Department and Your Profession

Vignette #23 Consulting and Other Industry Relationships

Vignette #24 Teaching and Learning Standards

Vignette #25 Professional Responsibility and Academic Duty

In Addition: Appropriating the Ideas of Others, Conflict of Interest, and Freedom of Information?

Conclusions

References

Chapter 14: Insights on Tenure

Setting the Stage

Vignette #26 Leveraging Wherever Possible

Vignette #27 Understanding the Priorities

Vignette #28 A Second Chance of Tenure

Vignette #29 Taking Another Direction

Vignette #30 Lessons Learned

In Addition: The Ten Commandments of Tenure Success, Tenure as a Political Process, and Getting Help Along the Way

Conclusions

References

Chapter 15: Insights on Academia: Needed Changes

Helping Graduate Students and Postdocs Prepare for Academic Careers

Helping Graduate Students and Postdocs Find Academic Positions

Helping Beginning Faculty Succeed

Conclusions

References

Appendix A: Possible Items for Inclusion in a Teaching Portfolio

The Products of Good Teaching

Materials from Oneself

Information from Others

Appendix B: Statement of Personal Philosophy Regarding Teaching and Learning

Appendix C: Professional Associations for Academic Job Seekers in Science and Engineering

Science

Engineering

Appendix D: Questions to Ask Before Accepting a Faculty Position

Demographics

Faculty

Faculty Duties

Facilities

Undergraduate Program

Graduate Program

Research

Promotion and Tenure

Professional Development

Benefits and Contractual Issues

Appendix E: Sample Offer Letters

Sample 1: Offer from a Liberal Arts College

Sample 2: Offer From a Master’s University

Sample 3: Offer from a Research University

Appendix F: Elements Found in Most Successful Proposals

General Considerations

The Proposal

The Budget

Appendix G: Common Shortcomings of Grant Proposals

Index

About the Author

TOMORROW’S PROFESSOR

IEEE Press445 Hoes Lane, P.O. Box 1331Piscataway, NJ 08855-1331

Editorial BoardRoger F. Hoyt, Editor in Chief

J. B. Anderson        

A. H. Haddad

R. S. Muller

P. M. Anderson

R. Herrick

W. D. Reeve

M. Eden

G. F. Hoffnagle

D. J. Wells

M. E. El-Hawary

S. Kartalopoulos        

S. Furui

P. Laplante

Kenneth Moore, Director of IEEE PressKaren Hawkins, Senior EditorLisa Dayne, Assistant EditorLinda Matarazzo, Assistant EditorSavoula Amanatidis, Production Editor

IEEE Education Society, SponsorED-S Liaison to IEEE Press, Robert Herrick

Technical ReviewersProfessor Pierre Belanger, McGill UniversityDr. Albert Henning, Redwood MicrosystemsProfessor Michael Lightner, University of ColoradoProfessor Robert Herrick, Purdue University

Also from the IEEE Press …

The New Engineer’s Guide to Career Growth and Professional Awarenessedited by Irving J. Gabelman1996 Softcover 300 pp              ISBN 0-7803-1057-8

Managing Your First Years in Industry: The Essential Guide to Career Transition and SuccessDavid J. Wells1995 Softcover 200 pp              ISBN 0-7803-1021-7

The Internet for Scientists and Engineers: Online Tools and Resources, 1996 EditionBrian J. ThomasCopublished with SPIE1996 Softcover 520 pp              ISBN 0-7803-1194-9

The Unofficial IEEE Brainbuster Gamebook: Mental Workouts for the Technically Inclinedcompiled by Donald R. Mack1992 Softcover 144 pp              ISBN 0-7803-0423-3

© 1997 THE INSTITUTE OF ELECTRICAL AND ELECTRONICS ENGINEERS, INC. 3 Park Avenue, 17th Floor, New York, NY 10016-5997

All rights reserved.

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For ordering and customer service, call 1-800-CALL-WILEY.Wiley-Interscience-IEEE        ISBN 0-7803-1136-1

13

Library of Congress Cataloging-in-Publication Data

Reis, Richard M. (date)Tomorrow’s professor: preparing for academic careers in science and engineering / Richard M. Reis; IEEE Education Society, sponsor,p. cm.Includes bibliographical references and index.ISBN 13: 978-0-7803-1136-71. Scientists—Vocational guidance—United States—Handbooks, manuals, etc. 2. Scientists—Vocational guidance—Canada—Handbooks, manuals, etc. 3. Engineers—Vocational guidance—United States—Handbooks, manuals, etc. 4. Engineers—Vocational guidance—Canada—Handbooks, manuals, etc. 5. College teachers—Vocational guidance—Handbooks, manuals, etc. 6. College teaching—Vocational guidance—Handbooks, manuals, etc. I. IEEE Education Society.II. Title.Q149.U5R45   1997                          96-37355507′.1’1—dc21                                          CIP

To Nancy

who more than any one else brings out the teacher in me

Preface

This book is intended primarily for graduate students and postdocs interested in academic careers in science and engineering. It should also be of interest to college juniors or seniors considering graduate school in one of these fields. In addition, I hope professional scientists and engineers in government and industry who are contemplating a return to academia as professors will profit from the material. The book should also be of benefit to beginning faculty, and to all faculty and administrators in a position to encourage and support those interested in becoming professors.

Schools of science and engineering produce a number of “products” of value to society. The first is graduates at the bachelor’s, master’s, and, in certain cases, doctoral level. The second is courses that can be taken in one form or another by industry employees. The third is all forms of scholarship including basic research, the integration and application of knowledge, and the development of new courses and methods of instruction. The key to all three of these products is a fourth product, professors, whom we want to be well prepared, highly motivated, and strongly supported.

There are approximately 1500 four-year institutions of higher education in the United States and Canada. Virtually all new faculty hires at these institutions, particularly at the assistant professorship level, have doctorate degrees. Of these 1500 institutions, approximately 250, or 17%, offer doctorates in one or more fields of science or engineering. These schools also employ approximately 55% of the total number of professors at four-year institutions. Thus, while the “producers” of Ph.D.s are also the “buyers” of Ph.D.s, the remaining 1250 schools also hire a significant number of Ph.D.s as professors. Of these schools, approximately 700 grant both bachelor’s and master’s degrees, while approximately 550 are liberal arts schools primarily offering four-year degrees.

This book represents a new way to help individuals prepare for, find, and succeed at careers as science or engineering professors. It derives from a course I teach at Stanford University. It also builds on my background as an engineer in industry and as a director of a nonprofit scientific and educational society. It further profits from my experiences as a college professor, career counselor, associate dean, and executive director of two Stanford University research centers with extensive relationships among graduate students, faculty, government, and industry.

I have taught at a variety of schools in the United States and Canada, including community colleges, institutions offering bachelor’s and master’s degrees, and those schools with a strong emphasis on research and the granting of doctorate degrees. Yet, as I began writing this book, it became obvious to me that I needed further information about both the schools students attended for their doctorates, as well as the other nondoctorate-granting institutions where many wished to go to pursue an academic career.

As a consequence, I identified as sources of more in-depth information seven sample schools in the United States and Canada covering the spectrum of institutions of interest to most future science and engineering professors. These schools are representative of the four major categories of four-year institutions defined by the Carnegie Foundation for the Advancement of Teaching. The schools and their classifications are: Bucknell University in Lewisburg, PA (Private Baccalaureate), Memorial University of Newfoundland in St. John’s, Nfld. (Public Doctorate), the University of Michigan in Ann Arbor, MI (Public Research), the Rochester Institute of Technology in Rochester, NY (Private Master’s), San Jose State University in San Jose, CA (Public Master’s), Stanford University in Stanford, CA (Private Research), and the University of New Orleans in New Orleans, LA (Public Doctorate).

During a three-year period, I also talked at length with over 70 faculty, graduate students, and postdocs at some 20 additional institutions in all fields of science and engineering. Their comments and insights have proved invaluable. Indeed, quotes from most of these individuals appear in the pages that follow. Thirty of them are also the subjects of the vignettes appearing throughout the book.

Acknowledgments

I want to thank the following individuals for sharing their experiences and insights with me: Jim Adams, Emily Allen, Guy Blaylock, Diann Brei, Ralf Brinkmann, Amir Bukhari, Patricia Burchart, Mark Cutkosky, Elizabeth Drotleff, Renate Fruchter, Mahmoud Haddara, Eloise Hamann, John Hennessy, Charles Holloway, Dan Huttenlocher, Ben Knapp, Elizabeth Komives, Nety Krishna, Charles Kruger, Michael Kutilek, Tava Lennon, Al Levin, Martin Ligare, Michael Lightner, Susan Lord, Thomas Magnanti, Michele Marincovich, Joanne Martin, Robert McGinn, Susan Montgomery, Jim Patell, Jim Plummer, Bezhad Razavi, Michael Reed, Kirk Schulz, Noel Schulz, Alan Schwettman, George Springer, Pam Stacks, Robert Sutton, James Sweeney, Kelly Johansen-Trottier, Kody Varahrayan, Sally Veregge, Roger Verhelst, Sam Wood, and Candice Yano.

I would like a special note of appreciation to go to the students in the Stanford Future Professors of Manufacturing program who have contributed so much through their participation in my ongoing Proseminar in Manufacturing Education. They are: Dina Birrell, James Bradley, Kyle Cattani, Eliav Dehan, Wendell Gilland, Andrew Hargadon, Neil Kane, David Kasmer, Christopher Kitts, Jeff Kundrach, Constantinos Maglaras, Christopher Marselli, Mark Martin, David Owens, Sanjay Rajagopalan, Keith Rollag, Glen Schmidt, Steven Spear, and Jan Van Mieghem.

I owe a particular debt to the individuals behind the 30 vignettes: Thalia Anagnos, Ernest Boyer, Alison Bridger, Keith Buffinton, Mary Anne Carroll, Geoffrey Clayton, Jo Anne Freeman, Lance Glasser, Mark Hopkins, Paul Humke, Rollie Jenison, Donald Kennedy, Ruthann Kibler, Hau Lee, Lew Lefton, Paul Losleben, Brian Love, Nancy Love, Nino Masnari, Kim Needy, Greg Petsko, Shon Pully, Martin Ramirez, Joseph Reichenberger, Eve Riskin, Ulrike Salzner, Gerald Selter, Cheryl Shavers, Sheri Sheppard, Susan Smith-Baish, Susan Taylor, and Norm Whitley.

A number of individuals took the time to read portions of the manuscript covering their area of specialty or interest, and their comments were particularly helpful: Rafael Betancourt, Ron Bracewell, Claudio Coelho, Russ Hall, Stacy Holander, Paul Hurd, Seymore Keller, Christopher Kitts, Michael Kutilek, Fritz Prinz, Evan Reis, Jim Schneider, Carolyn Tajnai, Robert Tschirgi, Decker Walker, and Steve Yencho. In addition, the following individuals read the entire manuscript, and in the process, offered in-depth comments and suggestions: Pierre Belanger, Yasser Haddara, Albert Henning, Michael Lightner, Vince Mooney, Ron Reis, Rick Vinci, and especially Robert Herrick, the IEEE Education Society Liaison to the Press.

I want to particularly acknowledge the contribution of Albert Henning. It was he, more than anyone else, who emphasized my need to go beyond the boundaries of Research I and II universities, to think deeply about the broader role of scholarship at colleges and universities, and to examine carefully the reality behind much of today’s higher education rhetoric. His patient and thoughtful analysis of all my drafts has resulted in a far better final product than would have been the case without his contribution.

I want to thank Deanna Reis for her very helpful editing, and Elizabeth Drotleff for her editorial help and constructive input on Chapters 10–14.

Harrianne Mills provided very helpful suggestions with respect to graphic approaches. Kiersten Lammerding is mainly responsible for the layout, graphic design, and many of the illustrations in the book.

Vince Mooney was my research assistant who, in the process of gathering and synthesizing information, had the opportunity to talk with over 40 faculty at 20 different schools. As a result, he gained considerable insight into the workings of academia, and I gained valuable information, a broader network of faculty colleagues, and a good friend.

I also wish to acknowledge the financial support for this project from Stanford University’s Center for Integrated Systems (Robert Dutton), Electrical Engineering Department (Joseph Goodman), and School of Engineering (Jim Gibbons and Jim Plummer).

Finally, let me point out that I see this book as the beginning of a process, not an end. While much of the material is time-independent, I expect that periodic updates of certain statistics and trends will be desirable. Also, material that could not be included in the book because of space limitations, such as additional vignettes or an elaboration of a process or procedure, should also be of interest to some readers. Furthermore, it is likely we could all profit from sharing information, opinions, ideas, and stories. To promote the above, I have created a World Wide Web Home Page (http://cis.stanford.edu/structure/reis.html) and an electronic mail address ([e-mail]). Through the Home Page, you can access updated information and comments from readers, while the e-mail address can be used for correspondence. I very much look forward to our exchanges.

Richard M. ReisStanford University

Introduction

We begin by setting the stage in Part I for the more specific work to follow. Chapter 1, “The Academic Enterprise,” is a look at the unique characteristics of higher education. Graduate students and postdocs of course, have been part of such enterprises for some time. Yet, most lack an accurate understanding of how colleges or universities function, and the important ways in which they differ from other organizations in society.

The place of science and engineering in academia is examined in Chapter 2, “Science and Engineering in Higher Education.” Here, we look at the similarities, and more importantly, the differences among various science and engineering departments and disciplines. We also discuss the prospects for cross-disciplinary collaboration among these various fields.

Part I concludes with Chapter 3, “New Challenges for the Professoriate.” It begins by examining the significant forces currently impacting higher education. These include the prospects of decreasing government funding, the changing relationship between industry and academia, the increasing use of communication and computational tools, the rising costs of doing research, and the greater focus on interdisciplinary programs. We then discuss the implications the above factors have for faculty scholarship and the preparation of tomorrow’s professors of science and engineering.

Part II, “Preparing for an Academic Career,” begins with Chapter 4, “Your Professional Preparation Strategy.” Here, we explore the decision to pursue an academic career, particularly in light of the current situation with respect to supply and demand. We then outline a three-pronged preparation strategy to prepare you for an academic career while maintaining your options for careers in government and industry.

Chapter 5, “Research as a Graduate Student and Postdoc,” looks at how to apply the above strategy to the many research activities that you need to complete prior to becoming a professor. Some activities, such as choosing a research topic and identifying an advisor, are required of all Ph.D. students and postdocs, while others, such as writing proposals and supervising other researchers, although not specifically required, will nevertheless put you ahead of most of your competition in looking for academic, government, and industry positions.

Part II concludes with Chapter 6, “Teaching Experiences Prior to Becoming a Professor.” The chapter begins with a discussion of the benefits of acquiring such experiences, followed by a look at some innovative ways to go beyond teaching assistantships to developing and presenting lectures, conducting laboratory sessions, and even teaching full courses at your own or another institution. The chapter concludes with a discussion of the teaching portfolio, and how it can be used to capture the successes of your teaching experiences for presentation to potential employers.

How to find, and then get, the best possible academic position is the subject of Part III. As the supply and demand for new assistant professorships in science and engineering shift, anxiety among graduate students and postdocs about obtaining an academic appointment increases. However, as will be seen in Chapter 4, the situation is more complex, and in many instances more positive, than recent headlines would suggest. At the very least, if you follow the strategy discussed in Chapters 4–6, you are apt to be in a much more competitive position than many of your colleagues who have not done so.

It is important to keep in mind that finding “a” job is not the issue; finding the “best” possible academic position, the right one for you and for the hiring department and school, is the real goal. Detailed suggestions on how to do all of the above are the subjects of Chapter 7–9.

Chapter 7, “Identifying the Possibilities,” explains that in seeking an academic position, it is essential for you to explore before you search. You need to compare what is available (types of institutions, positions, and locations) with what you need and want (capabilities, interests, and values). Only then will you be in a position to search–apply for specific jobs.

Chapter 8, “Applying for Positions,” is a detailed discussion of the job search process. Here, we examine how new faculty positions are established, what departments look for in new faculty, how to find out what is available, and the time frame for academic openings in your field. We then discuss the preparation of your application materials, including cover letters, curriculum vitae, and letters of recommendation. Conferences, campus visits, and the all-important academic job talk are looked at next. The chapter concludes with an examination of jobs outside academia, and how you can accept one of them while keeping your options open for a future academic position.

Chapter 9, “Getting the Results You Want,” begins with a look at the negotiation process by examining in some detail the principles you need to use in responding to academic job offers. We then explore some of the special problems faced by dual-career couples, in particular those in which both members are seeking faculty positions. The chapter concludes by discussing what to do if you did not receive an academic job offer, or received one that is unacceptable to you.

Your shift from a graduate student or postdoc to beginning professor is going to be exciting and dramatic. At such a time, the most valuable thing you could probably do would be to ask a half dozen professors at the institution to which you are going what they feel it takes to succeed as a beginning professor. If you pick the right assistant, associate, and full professors, the advice you receive could be invaluable. In Part IV, “Looking Ahead to Your First Years on the Job—Advice from the Field,” we do the next best thing by capturing insights for success in five key areas from science and engineering professors across North America. The five areas are: time management (Chapter 10), teaching and learning (Chapter 11), research (Chapter 12), professional responsibility (Chapter 13), and tenure (Chapter 14).

Each chapter begins with an introduction, followed by four or five vignettes on faculty who provide insights on the theme under discussion. These vignettes are followed by a detailed, “In Addition” section describing other sources you can turn to for further information and understanding. The chapters conclude with a section summarizing the main ideas from both the vignettes and the readings.

While you can earnestly follow the suggestions described in Chapters 1–14, unless academia does its share to support you, your success could be limited. Changes are required to help graduate students and postdocs obtain meaningful teaching experience, participate directly in the research development process, obtain the best possible academic position, and then succeed in their chosen careers as faculty. The book concludes with Chapter 15, “Insights on Academia: Needed Changes.” It suggests ways in which administrators and senior faculty can provide an environment that will enable tomorrow’s professors to prepare for, find, and succeed at academic careers in science and engineering.

PART I

SETTING THE STAGE

CHAPTER 1

The Academic Enterprise

George P. Shultz, former U.S. secretary of state, of labor, and of treasury, was also a senior officer in the Bechtel Corporation, and former dean of the Business School at the University of Chicago. He is currently on the faculty at the Stanford University Graduate School of Business. Shultz was asked recently to compare the three types of organizations in which he had spent so much time; industry, government and academia. He replied, “When I worked in industry I had to be careful if I asked someone to do something because there was a very good chance they would do it. When I worked in government I didn’t have that problem. But at the university I very quickly came to understand that it was… inappropriate to ask”[1].

Tongue-in-cheek as his comment may be, Shultz is hinting at something important about how colleges and universities differ from industry, government, labor unions, churches, hospitals, and virtually every other institution in society.

Clark Kerr, president emeritus of the University of California, supports Shultz’s point in a more formal way by noting that [2]:

[American colleges and universities] have mostly been comparatively privileged entities of tolerant societies exercising great self-restraint toward them. And their principal participants—the faculties—have had more leeway to conduct their lives according to their individual wishes than most other members of the modern labor force—they have not viewed themselves, or been viewed by others, as “employees.” It has been a world of comparative institutional autonomy and comparative individual academic freedom.

As a possible future professor, it is important for you to understand the unique features of an institution in which you may spend the rest of your professional life. We begin the development of such an understanding in this chapter, first with a brief look at the evolution of higher education in North America. This historical discussion is followed by an examination of the key characteristics of academia, including governance and decision making. Some of the critical issues currently facing all colleges and universities are examined next. A new concept of scholarship originally proposed by Ernest Boyer, former president of the Carnegie Foundation for the Advancement of Teaching, is then introduced. This scholarship concept forms the basis for important discussions in the chapters to follow. We then introduce seven sample schools representing the types of four-year institutions to which most science and engineering Ph.D.s and postdocs will go as new professors. The chapter concludes with a vignette describing Ernest Boyer’s views on the role of scholarship in undergraduate education.

UNLIKE ANY OTHER INSTITUTION

With all the downsizing and restructuring taking place in higher education, you might think colleges and universities are looking more, not less, like other institutions. Hahnemann University in Philadelphia, PA is a case in point. The Hahnemann administration recently threatened to fire any faculty member, tenured or not, who is not able to attract research grants providing between 50 and 100% of his or her salary. As Leonard L. Roos, dean of the Hahnemann School of Medicine, put it, “If IBM expects that of its employees, why can’t we expect it of the academic community? It’s a big business” [3].