Interesting Take

From Insty, talking about some guy who quit Notre Dame in disgust:

“Members of the managerial class care more about their reputation within that class than about the success of what they manage.”

(Please follow the link first so that the rest of what follows makes sense.)

Glenn’s absolutely correct, if the above is applied (as he does) to academia.

In the real world?  Not so much, because managers there need to ensure that their operation survives in the marketplace, which is more important than collegial reputation.  Perhaps an organization like Notre Dame can shrug off the resignation of one of its star performers, but it’s a rare business that can do so without suffering some form of service- or product degradation.  (Of course, nobody is irreplaceable, especially in a country like the U.S. which is blessed with an abundance — sometimes even a surplus — of talent.)

I would suggest, however, that in contemplating the above, the loss of a star senior manager for the reasons given by the Notre Dame professor (i.e. dissatisfaction with the corporate direction) should be read as an alarm bell by his erstwhile superiors — and it often is.

If that alarm bell is disregarded or belittled, however, there are generally speaking only a couple of reasons why this would be the case.

The first reason might be that the corporation is so rotten and the top executives so incompetent or misguided that the resignation may not only be accepted with a shrug, but welcomed.  If this is the case, then the corporation is doomed.  (Notre Dame, and by extension most of academia itself would be a prime example of this.  When student numbers fall because the product is too expensive and the product’s value is regarded as irrelevant — as with most non-STEM undergraduate degrees — and potential students are drawn instead to trade schools or industries which do not require a degree for admission, it’s hard to argue that a reassessment and redirection of the corporate mission or product isn’t critical.)

The second reason why the resignation of a key player wouldn’t be important to the corporation’s directors is that the value of their product is declining in the market, generally speaking.  It’s an extension of the first reason, of course, but what that says is that the upper management is either oblivious to that reality (i.e. truly incompetent) or else they are fully aware of that product’s decline, but are intent on riding the gravy train even if the train is heading for a distant cliff.  Given the advanced age of senior management in general, this would be entirely understandable albeit contemptible.  Why try to effect change to a long-revered product when that effort would be exhausting, and when your own tenure is soon to end anyway?

Now add to that mindset the fact that attempting to change your product would bring opprobrium and even resistance from your managerial peers in the market — no more invitations to industry conferences in Geneva or Fiji, reduced esteem in the rarified air of the industry oligarchy — and it’s easy to see why such change would be resisted.

And the larger the industry, the more difficult the change.  Imagine trying to change the corporate direction of Microsoft or Oracle, for example, and the scale of the thing becomes clear.

Now imagine the difficulty of changing the corporate direction and mission of an unimportant entity such as the United Nations.  In this situation, the resignation of a key manager — the United States — might well be injurious to the corporation;  but the mission (as it has been transformed from first principles) has become so entrenched in their Weltanschauung  that change would be regarded as not only impossible but destructive.

And by the way:  as with the United Nations, so too with academia.

Pretty Much Illiterate

Then there’s this tale of woe (read it all for the full horror):

College students are increasingly unprepared for serious study, with some professors recently reporting they are illiterate, raising significant questions about the overall quality of American education.

“It’s not even an inability to critically think,” Jessica Hooten Wilson, a Pepperdine University professor, told Fortune. “It’s an inability to read sentences.”   Wilson described that she is trying new pedagogical methods to convey the same information.  “I feel like I am tap dancing and having to read things aloud because there’s no way that anyone read it the night before,” Wilson stated. “Even when you read it in class with them, there’s so much they can’t process about the very words that are on the page.”

Yeah, I know all about that.  I think I’ve told the story of how Connie (as Global Director of Training at a Great Big Accounting Firm) had occasion to review some of her earlier training materials.  These, she discovered, were about 80% text and the rest graphics.  Only five years later, the ratio had been completely inverted:  80% graphics and the rest text.  (And just so we know who we’re talking about, the trainees all had Masters degrees in either Finance or Business.  Not yer typical Fem Studies or Art History grads, these.)  When she tried to arrest that development and include more text, all that happened was that the training became less effective:  less absorption and poorer retention.

So none of the above are at all surprising to me;  only the extent is somewhat shocking.

At some point, all learning, innovation and civilization itself is going to plateau (or worse, #Muslims) instead of increasing with each generation, as before.

Socrates had it nailed.

Flawed Methodology

Some lofty survey has ranked the top universities in the world, so go ahead and look at it — if you think that universities per se  are worth more than a minute of your time.

However, before you do that, know that “sustainability” was one of the measures applied.

Wot dat?  you ask.

Sustainability is measured in two ways: the commitment of the institution to “the climate crisis” and how its research aligns with the climate goals of the United Nations.

Those of you who think that this should be a negative factor in the ranking methodology, raise your hands.

Yeah, that’s me in Row JJ Seat 24.

How To Breathe

I can only regard with incredulity this new adventure in education:

A renowned Canadian university has launched a bizarre ‘Adulting 101’ crash course for pampered students who can’t perform the most basic life tasks like changing a tire, buying groceries or doing laundry.

In an era dominated by digital innovation, Generation Z – or those born between 1997 and 2012 – are in desperate need of practical knowledge that older generations might otherwise consider ‘common sense’.

Adulting 101 is designed to teach basic life skills that Gen Z often struggles with, including cooking, budgeting, basic nutrition, laundry and even navigating a grocery store.  The course covers everything from maintaining healthy relationships, practicing fire safety in the kitchen and changing a tire.

For many, the course has been a saving grace – not only helping them personally, but also boosting their daily confidence in navigating the ins and outs of adulthood.

Well, I guess that once a university stoops to deliver courses in Remedial English because such basics somehow escaped the grade-, middle- and high school curriculum, why not the equivalent of 8th-grade Home Economics?

The difference is that “life skills” belong not in secondary school education, but squarely in the “parenting” remit, as the article suggests:

Jean Twenge, a researcher and psychology professor at San Diego State University, suggests that prolonged adolescence and ‘helicopter’ parenting have delayed development among Gen Z.

You don’t say.

For all the mud slung by “educators” at homeschoolers, I defy anyone to come up with examples of such helplessness among the homeschooled.  We started giving our kids an allowance as soon as they reached an age we deemed appropriate, said budget to cover their clothing, toiletries and entertainment.  We took them shopping all the time, whether for toiletries, groceries or clothing, but let them make their own decisions, staying well back as they navigated their way through the stores — although we did show them basic stuff like comparative pricing and value judgements.  Hell, I think the Son&Heir learned how to shop for produce from the age of five, because he always accompanied me on the weekly supermarket trip;  and when he bought his first car (at age 19, cash, from his own savings), I showed both him and Daughter the basics of car maintenance — checking the oil, the radiator, how to use a gas pump, and so on.  Their allowance, by the way, ended at age 17 and they all went out to work, at restaurants, movie houses, drugstores and so on, and they were solely responsible for managing their savings and expenditure.

I’m not holding us up as ideal parents, but FFS, any parent who doesn’t do this kind of thing is setting their kids up for failure.

But thank goodness for the universities, who will make up for parental neglect with a course that probably costs $2,500 per quarter.  That cost, by the way, should not be covered by public subsidy or student loans, but by the fucking parents.

Fat chance.

Woke Bollocks

Back when I were a callow young student of some fifty-seven summers, I was approached by a professor who wanted to chat with me about the paper I’d just submitted.

He/She* told me that I would have got an A+ for the paper, except that I’d committed the unpardonable offense of using B.C. and A.D. therein instead of (the stupid and unnecessary) B.C.E. and C.E.  All I had to do was re-submit the paper with the terms changed, and I’d get my A+.

“What if I refuse to do that?”  I asked.
“Then you’ll get a C,”  was the response.
“Then give me the C,” was my response.  “And then I’m going to appeal the grade, loudly, especially after you’ve just told me that my work is of A+ standard.”
“You’re refusing to change it?”
“Yes.  And I’m expecting to see an A+ for it, too.”
“Why don’t you just change the terms?”

So I launched into an explanation that was more or less the same as the one that David Marcus published here., stressing, though even an atheist myself, I had to acknowledge the role of the Judeo-Christian influence on our history and culture.  At the end of it, the professor seemed somewhat stunned by what I’d just said.  And I happened to know that this professor, unusually, was actually quite conservative, just by observing the general tenor and terminology used in the lectures.

I ended up getting an A+ for the (unchanged) paper, and for all the rest of the papers** and exams in that professor’s course.

A small victory, perhaps, but for me an important one.


*used not because of their “chosen pronouns”, but because I prefer to keep their identity anonymous.

**For one paper, I got a 100% grade, because my argument was not only irrefutable, but the professor admitted later that it had caused them to rethink their whole position on the topic.  Under those circumstances, clearly, the “BC/BCE” silliness was irrelevant.