the future of the CSU, part 2

Today, let's look at

Deliverology
Deliverology is the name of Chancellor Reed's latest, greatest initiative to... uh... to...

Well, on one hand, Deliverology is supposed to be a way to improve graduation rates, by cutting budgets and eliminating faculty authority over courses. If it's not clear why improving graduation rates depends on cutting budgets and eliminating faculty authority, then I suppose you're not up to date with the most recent trends in corporatized public institutional management.

Deliverology is the "make the trains run on time" practice developed in Great Britain by Sir Michael Barber, as a way to run trains on time. You get the idea. It turns out to be rather simple: to make the trains run on time, you eliminate stations, eliminate employees, and reduce service. And voilà! Trains. Running. On. Time.

Apparently, the basic evidence that Deliverology works is that customers figured out how to get around the system. The ingenuity of people should not be underestimated.

Anyway, since trains are exactly like higher education in every conceivable way, it's obvious that using these strategies will work perfectly to make higher ed work better in California. And "work better" here means... um... you know, better. Like, better.

How about we let Sir Michael Barber speak for himself on the need for Deliverology in higher education:

Obsessions with policies that are wrong and expensive, such as continuing marginal reductions in class size or protecting teachers' "rights" to teach as they wish in the citadel of their own classrooms, is widespread. Many still cling to the demonstrably false view that creativity consists of each teacher making it up in the classroom. This is not creativity, it is betrayal.

You see, it's simple. The basic problem in higher ed is that faculty insist on "making it up in the classroom," that is, "the citadel of their own classrooms" where they presume to have "'rights'" to... uh... to...

So, Deliverology is a theory which states that:

(1) Faculty do not have the right to determine what they teach, or how

(2) When faculty do determine what and how they teach, they betray (uh..., someone...)

(3) Faculty must be controlled, and their teaching determined by someone who knows better than faculty what faculty should teach (in their own areas of specialization, because they... don't... er... know?... their fields?

(4) Students get more from their educations when faculty don't use their expertise to determine what and how to teach in the classes they are... experts... uh... in?

You might wonder, why? At least, I do.