Speaking of football. I just now received an email newsletter from the American Association of University Professors (AAUP), the union of which I am necessarily a member. The newsletter calls attention to a New York Times op-ed by Michael Bérubé, an AAUP activist who happens to be the Paterno Family Professor of Literature at Penn State. For Bérubé and the AAUP, the Penn State sex-abuse scandal “coincided with the steady erosion of faculty governance.” Peter has written critically about shared governance, which is a central and long-standing platform of the AAUP; and we can argue about whether shared governance is likely to be efficient in general. But it seems to me dubious that faculty oversight of athletics would have meant quicker detection of the offense and the cover-up at Penn State: the problem is less one of incentives than of impacted knowledge in a large bureaucracy. In yesterday’s news came the announcement that a history professor at Utah had been arrested for viewing child pornography on his laptop during a plane flight. How could this be? Isn’t the History Department under faculty governance?

What struck me most about the AAUP newsletter was the extent to which it reflected the academic coattail effect: issues of great popular interest or concern sweeping up in their wake lots of long-existing and dubiously related academic hobby-horses. Global warming is another, more obvious, example. At a university function a while back, I heard a retired faculty member bemoan the inexplicable lack of research and funding into the role of the family in global warming. Needless to say, she was a historian of the family.

Mises considered the stock market the distinguishing feature of capitalism. “There can be no genuine private ownership of capital without a stock market: there can be no true socialism if such a market is allowed to exist.” But he forgot another capitalist marker: the MBA program. Cuba still lacks a stock market, but the streets of Havana will soon ring with sounds of PowerPointese. The Financial Times has the scoop. Just imagine running some Marxist Revolutionary rhetoric through the MBA Writer!

In case you wonder the author of this paper — Stefano Allesina — works in Chicago:

Abstract: Nepotistic practices are detrimental for academia. Here I show how disciplines with a high likelihood of nepotism can be detected using standard statistical techniques based on shared last names among professors. As an example, I analyze the set of all 61,340 Italian academics. I find that nepotism is prominent in Italy, with particular disciplinary sectors being detected as especially problematic. Out of 28 disciplines, 9 – accounting for more than half of Italian professors – display a significant paucity of last names. Moreover, in most disciplines a clear north-south trend emerges, with likelihood of nepotism increasing with latitude. Even accounting for the geographic clustering of last names, I find that for many disciplines the probability of name-sharing is boosted when professors work in the same institution or sub-discipline. Using these techniques policy makers can target cuts and funding in order to promote fair practices.

Allesina, S. (2011). “Measuring Nepotism through Shared Last Names: The Case of Italian Academia.” PLoS ONE 6(8): e21160. doi:10.1371/journal.pone.0021160

Naomi Riley’s new book on university tenure is creating a bit of a stir. It is of a kind with a number of similar works reflecting growing unease about the traditional arrangements in academe. One reads frequently about the lack of value for money that students get for persistently rising tuition fees. And a colleague of mine says he thought he was hired to do research and found out he was actually hired to create publications — and these can be drastically different things. (Witness the recent post by Nicolai).

I wonder how these arrangements have survived in the marketplace. Clearly, universities are multi-product firms. Education (for which tuition is paid) is only one of the products. Another is “research.” This is supposedly a public good (in large part — I guess some products of research could be proprietary). So it is reimbursed by the public purse — aka we have a rent-seeking situation with all its dysfunctions, including minimal feedback on product quality. There is no constituency of consumers to speak of. In effect the producers (the researchers) end up judging their own work and setting the standards and (perhaps most importantly) the rules of the game. Put this in motion and you get a system that serves only the players of the game — provides them with formidable isolating mechanisms and protections.

One implication is that the larger the share of revenue accounted for by tuition (as with liberal arts colleges) the higher the quality of teaching should be. And a growing share of tuition dollars should put pressure on these isolation mechanisms. Of course, where this tuition is paid mainly by the state (state schools) this would not be the case.

So, its a bit of a puzzle to me why the liberal arts colleges don’t have a larger market share. Why do the big “research” schools maintain their prestige attraction when they cost so much and produce such low quality teaching? Maybe its a kind of screening effect — the job market rewards students who graduate from prestigious schools so good students tend to go there and the teaching is irrelevant — a network effect.

Glenn Ellison has a paper in the new issue of Economic Inquiry called “Is Peer Review in Decline?” Here’s the abstract.

Over the past decade, there has been a decline in the fraction of papers in top economics journals written by economists from the highest ranked economics departments. This paper documents this fact and uses additional data on publications and citations to assess various potential explanations. Several observations are consistent with the hypothesis that the Internet improves the ability of high profile authors to disseminate their research without going through the traditional peer review process.

An alternative explanation is that the distribution of productivity among departments has gotten flatter, and Ellison can’t definitively reject that possibility. (Luigi Zingales and his coauthors had argued that the Internet has reduced the advantages for productivity of being at a top university.) But the explanation Ellison favors has to do with the increasing costs of the review process, especially at top field journals, where editors (he claims) have been increasingly demanding revisions. Because the costs of the review process are high and the benefits modest for prestigious authors, they increasingly avoid these journals.

Via Steve Kates, some data on US grade inflation that may or may not surprise you. I leave discussion of root causes to the discussion thread.

Contemporary data indicate that, on average across a wide range of schools, A’s represent 43% of all letter grades, an increase of 28 percentage points since 1960 and 12 percentage points since 1988. D’s and F’s total typically less than 10% of all letter grades. Private colleges and universities give, on average, significantly more A’s and B’s combined than public institutions with equal student selectivity. Southern schools grade more harshly than those in other regions, and science and engineering-focused schools grade more stringently than those emphasizing the liberal arts. At schools with modest selectivity, grading is as generous as it was in the mid-1980s at highly selective schools. These prestigious schools have, in turn, continued to ramp up their grades. It is likely that at many selective and highly selective schools, undergraduate GPAs are now so saturated at the high end that they have little use as a motivator of students and as an evaluation tool for graduate and professional schools and employers.

Do academic oral historians have the same legal protections as journalists? No, according to the US Department of Justice:

With the filing, the U.S. government has come down firmly on the side of the British government, which is fighting for access to oral history records at Boston College that authorities in the U.K. say relate to criminal investigations of murder, kidnapping and other violent crimes in Northern Ireland. The college has been trying to quash the British requests, arguing that those interviewed as part of an archive on the unrest in Northern Ireland were promised confidentiality during their lifetimes.

This is from Inside Higher Ed via Zachary Schrag, who notes that the DOJ brief

suggests that the Boston College researchers are mere academics, and seizing information from them should be easier than prying it from reporters “because the Constitution and the courts have long recognized the unique role which news reporters play in our constitutional system. See, e.g., Branzburg, 408 U.S. at 681; New York Times Co. v. Sullivan, 376 U.S. 254, 268-71 (1964). The limited protections afforded news reporters in the context of a grand jury subpoena should be greater than those to be afforded academics engaged in the collection of oral history.”

Lots of interesting stuff above about informed consent, academic freedom, confidentiality, etc.

Mike Ryall on the MBA curriculum (via Josh Gans):

What is the logic for having world-class academic researchers (who, for the most part, have never managed a business themselves) teach business classes to MBA students? The topics covered in many first-year microeconomics MBA courses, for instance, are a subset of those contained in Section III of Economics for Dummies. There may be good reasons for someone to pay $3,000 for a class taught by a researcher that covers the same topics in this $12 book — greater clarity and/or depth, for instance — but still, at a 250:1 cost ratio, students had better be getting something more for their money. It’s not clear that they are.

The argument is not unique to business schools, but applies more broadly across the college curriculum — hence the threat (to incumbents) of for-profit and other alternatives. Oh, but the University of Phoenix isn’t Harvard, you say? Consider: “In an earlier age, professors took their knowledge certification role seriously (with the fail rates to prove it). Today, many faculty view their role as educating everyone admitted to the program, passing them through, and leaving it to the recruiters to sort things out on the back end.” Of course, at most US colleges and universities, the goal of the undergraduate program is also to pass everyone admitted to the program.

See also: “Why Harvard and Yale  Had to Merge” (via Troy Camplin).

Interesting item from a Sports Illustrated profile on Connecticut star Kemba Walker (via Jason Fertig):

Last spring [Kemba] Walker approached UConn academic counselor Felicia Crump and asked her to help him figure out how to earn his degree in sociology so that he could enter the draft this year and still graduate. Together they built a schedule that required Walker to take courses last summer in Storrs and then a full load in both the fall and the spring. . . .

Walker took schoolwork with him throughout the Big East and NCAA tournaments, completing short required papers while postponing tests until after the season. He met with his campus tutor on Skype. And in his travel pack is a copy of New York Times columnist William C. Rhoden’s Forty Million Dollar Slaves: The Rise, Fall, and Redemption of the Black Athlete, a book that Crump encouraged Walker to read as part of an independent study class on racism in sports. Before the Final Four, Crump suggested that Rhoden’s book would be the first that Walker had ever made it through cover-to-cover. After the win over Kentucky, Walker confirmed this. “That’s true,” he said. “You can write that. It is the first book I’ve ever read.”

Actually UConn has had some excellent students on its men’s basketball team (such as Emeka Okafor who, Dick tells me, graduated from the UConn Honors Program in three years with a 3.7 GPA in finance).

Anyway, I started posting this to have a bit of fun with our friends from the other side of the aisle. Then I realized that many economics and management majors probably haven’t read any books.

The Onion asks whether tests are biased against students who don’t give a sh…. — and whether in fact the whole education system is catering to those who don’t think education is a boring waste of time.

Now that I think of it I have on several occasions noted that lazy, uninterested students tend to do systematically worse on my tests. So I am part of this unreasonable and unjust system, and I expect many O&M readers are too.

I think we should all reflect on this over the weekend.

Thanks to Eirik S. Knudsen for the pointer.