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Description
Full-time faculty positions at traditional higher education institutions are very hard to get. Tenure is dying and academic freedom is under threat. It is time to completely rethink the way in which we behave as academic professions. This session will describe some of the trends in the adjunct labor market and what Oplerno is doing to increase faculty pay and academic security while redesigning tenure.
Scott's webinar: http://app.webinarjam.net/register/18456/711e4b8bcd
A
All
right
well
I'd,
like
to
thank
Robert
and
Appler,
know
for
this
opportunity
to
be
here
and
to
talk
about
the
changing
face
of
higher
education
in
the
21st
century.
This
is
something
I
care
very
much
about
so
I'm
glad
to
be
here.
My
name
is
Scott
rank
and
I
am
a
newly
minted.
Phd
I
also
run
a
website
and
hosts
a
podcast
called
the
scholar
preneur,
where
I
talk
about
a
lot
of
the
things
you're
going
to
be
hearing
in
wood
block.
A
So
what
I'm
going
to
be
presenting
is
some
of
the
problems
in
higher
education,
particularly
for
adjunct
instructors
and
but
beyond
the
problems
which
we
hear
a
lot
about.
What
are
new
opportunities
that
are
emerging
in
all
of
this
chaos,
so
I'm
going
to
hit
some
of
those
points
and
then
Robert
and
I
will
flesh
they're
practical
things
that
academics
instructors
can
be
doing
today
to
be
taking
advantage
of
all
these
new
opportunities
that
are
available
to
us.
A
So,
let's
very
quickly,
I
want
to
talk
about
some
of
the
problems
right
now,
you're,
probably
aware
of
them.
If
you're
an
adjunct
instructor
or
if
you
don't
have
tenure,
we
all
know
that
job
market
is
currently
terrible.
It's
hard
to
get
a
job
for
a
lot
of
reasons,
but
the
two
main
ones
are
that
the
competition
is
fierce
and
there
are
shrinking
number
of
jobs
available.
Just
to
give
you
a
couple
of
numbers,
there's
a
surplus
number
of
doctorates.
A
Looking
for
a
shrinking
number
of
positions,
for
example,
in
2000
there
were
45,000
newly
minted
PhDs
who
were
released
to
the
job
market
and
the
number
has
increased
every
year
which
by
2010
there
were
70,000
according
to
the
Department
of
Education.
So
over
this
10-year
period
there
were
nearly
600,000
new
PhDs
added
the
current
supply
of
PhDs,
but
only
a
hundred
and
fifty
thousand
jobs
were
added.
A
So
if
you
just
crunched
the
numbers,
you
see
that
there
are
four
hundred
and
fifty
thousand
fewer
jobs,
and
there
were
ten
years
ago
and
the
hope
of
landing
a
tenure-track
job,
which
is
I.
Think
all
of
us
who
are
entering
higher
education
was
our
hope
at
one
point
or
another.
I
really
isn't
realistic
for
a
lot
of
us
anymore.
So
colleges
are
relying
more
and
more
on
part-time
instructors
in
1969.
You
can
believe
it.
A
The
only
22
percent
of
instructors
were
doing
part-time
work
or
on
a
non
tenure
track,
but
in
2000
the
figure
rose
to
66%,
and
now
approximately
three-quarters
of
the
instructional
faculty
at
nonprofit
schools
make
up
for
three-quarters
of
them
are
not
on
a
tenure
track
in
any
way.
So
the
competition
is
fierce,
but
beyond
that
academic
freedom
is
also
in
many
ways.
Under
threat.
Non
tenure
track
faculty
can
lose
their
jobs
from
a
single
complaint
by
a
single
student.
Because
of
this
they
don't
have
any
rights
or
do
press
due
process
rights
before
dismissal.
A
Because
of
this,
a
lot
of
adjunct
instructors
are
practicing
self-censorship.
I've
been
reading
articles
all
over
the
place
like
Chronicle
of
Higher
Education,
where,
if
a
student
complains
of
emotional
distress
or
being
triggered
by
material
that
can
lead
to
an
adjunct
being
fired.
So
some
people
are
removing
so-called
controversial
texts
from
their
curriculum,
like
Mark,
Twain
or
Edward
Sayid,
before
they
even
put
it
on
there.
In
the
first
place,
one
example
this
recently
in
February
Northwestern
film,
professor
Laura
Kipnis,
criticized
campus
codes
that
prevented
relationships
between
professors
and
students.
A
She
wrote
a
column
in
The
Chronicle
of
Higher
Education
that
led
her
to
becoming
the
subject
of
an
investigation
due
to
a
graduate
student
complained
that
she
violated
title
9.
Title
9
is
the
federal
law
that
prohibits
sex
discrimination
and
higher
ed.
But
the
irony
of
this
episode
is
that
the
complaint
came
against
her
remarks
at
title.
9
was
being
interpreted
so
broadly
that
even
remarks
perceived
as
insensitive
to
rape
was
a
chargeable
offense.
A
So
the
complaint
against
her
criticism
of
title
9
was
filed
under
title
9
and
she
wasn't
allowed
to
have
an
attorney
present
with
her
during
her
interview
with
investigators.
So
these
are
a
lot
of
challenges
for
faculty.
The
job
market
is
not
good
at
all.
There's
worries
that
you
have
to
practice
self
sense
and
most
of
us
know
these
things
and
most
of
us
know
it's
not
in
good
condition.
A
So
I
want
to
talk
about
alternatives
that
people
like
Robert
and
oppler
know
and
other
people
as
well
are
doing
in
order
to
be
able
to
succeed
when
it
doesn't
seem
like
there's
a
lot
of
clear
plat
paths
going
forward.
So
there's
a
lot
of
ways
for
adjuncts
to
work
in
non-traditional
ways,
one
of
which
is
the
Alltech
approach
or
alternative
academic.
This
means
working
a
non
teaching
or
non
research
position
at
a
university.
A
You
might
work
in
academic
affairs,
student
affairs
or
grant
writing
offices
or
you
might
work
at
a
university
university
and
be
at
a
library
or
be
a
digital
humanities
specialist
at
a
museum,
for
example,
there's
all
sorts
of
blogs
and
articles
about
all
tack
and
there's
a
growing
number
of
literature
about
how
to
pursue
this.
Another
model
is
postdoc
or
post
academic,
where
some
people
decide
to
completely
swear
off
higher
education
and
think
I'm
going
to
take
my
PhD
and
try
to
use
them
to
go
into
the
corporate
world
or
become
a
writer.
A
So
if
on
your
academic
cv,
it
says
that
you
organize
conferences,
you
translate
that
into
I,
did
leadership,
training
and
try
to
make
that
experience
commensurate
with
something
that
could
be
in
a
corporate
job.
So
I
want
to
talk
about
a
third
model,
and
this
is
something
that
I've
tried
to
do
with
scholar.
Preneur
I
call
that
people
call
it
different
things.
A
I've
heard
one
person
called
the
adjunct,
preneur
model
I
called
it
scholar,
preneur
the
portmanteau
of
scholar
and
entrepreneur,
and
what
it
means
essentially,
is
that
you
are
an
academic
who
controls
your
own
academic
career
you're,
not
tethered
to
an
institution
as
your
means
of
identity.
So
you
don't
have
to
filter
all
of
your
scholarship
and
all
of
your
knowledge
and
all
your
teaching
through
a
university.
But
you
control
the
means
of
your
academic
production
in
an
old
system.
Your
academic
production
is
controlled
by
a
university
and
they
control
your
academic
avatar.
A
But
in
this
new
system
you
may
be
able
to
publish
your
knowledge
at
multiple
outlets
you
teach
at
one
or
two
institutions.
Maybe
you
have
a
course
on
oppler
No,
maybe
you
publish
on
Amazon.
Maybe
you
have
another
course
on
udemy,
so
you
have
different
outlets,
but
your
total
academic
identity
is
under
your
control.
A
It's
the
idea
that
knowledge
can
be
taken
to
different
venues,
whether
to
a
university
or
even
to
the
open
market,
so
that
academics
can
profit
in
ways
that
would
be
unimaginable
as
an
adjunct
instructor
where
some
people
are
earning
20,000
a
year
to
teach
five
or
six
courses
and
there's
people
who
have
to
supplement
that
by
being
a
night
clerk
at
a
hotel
or
a
janitor,
or
anything
like
that.
So
here's
why
I
think
that
there
are
so
many
possibilities
for
academics
and
here's.
A
Why
I
don't
think
it
makes
any
sense
that
academics
and
adjuncts
are
paid
so
poorly
and
it's
so
hard
for
jobs.
If
you
consider
the
skills
that
an
academic
has
they
possess
multiple
skills
and
each
one
of
them
are
skills
that
somebody
would
gladly
pay
for
for
their
professional
services.
I
mean
what
are
some
things
that
an
academic
can
do.
They
can
be
a
writer,
they
can
be
an
editor.
They
can
be
a
dissertation
coach,
a
proofreader.
They
can
be
a
teacher
that
can
be
a
team
leader,
a
fundraiser,
a
public
speaker
researcher.
A
They
have
a
lot
of
different
skills
and
abilities,
and
there
are
people
who
make
full-time
careers
out
of
each
one
of
these
skills.
So
the
question
is:
how
can
we
unbundle
these
skills?
How
can
we
unpackage
the
skills
of
an
academic
and
jailbreak
their
particular
skills
from
inside
the
walls
of
a
university,
so
they
can
be
compensated
according
to
what
I
think
they
deserve,
because
there's
a
lot
of
the
talents
and
abilities
in
one
person
if
they
can
do
all
of
those
different
things.
A
So
the
truth
is,
you
can
monitor
skills
and
there
are
people
out
there
who
will
pay
for
them
if
these
skills
are
useful
and
all
these
things
I
have
listed,
these
are
business
opportunities
that
other
people
have
monetized.
So
anytime,
you
have
a
skill
that
other
people
want
is
an
opportunity.
I
want
to
give
a
couple
of
examples
of
people.
A
One
example
is
someone:
I
spoke
with
recently
marquise
Thomas
Wharton,
who
is
the
founder
of
scholarship
comm.
She
finished
a
PhD
in
English
literature
at
Baylor
in
2012,
and
even
though
she
was
named
one
of
the
outstanding
professors
of
the
year
in
2011
and
she
published
peer-reviewed
research.
She
faced
what
many
of
us
face
of
a
bleak
academic
hiring
market
five
weeks
after
her
dissertation,
she
gave
birth,
so
she
literally
got
hands
full
and
wasn't
capable
of
entering
the
job
market.
A
At
that
point,
so
taking
care
of
her
child
was
beyond
a
full-time
job
and
everyday.
The
prospects
of
a
tenure
track
job
seemed
to
drift
further
and
further
away,
so
she
realized
one
day
well.
What
if
I,
took
the
part
of
my
job
that
I
enjoyed
the
most,
which
was
working
one-on-one
with
writers
to
help
them
grow
and
form
a
business
out
of
it?
This
was
something
she'd
proven
down
at
their
university.
A
She
helped
launch
the
Graduate
writing
consultation
program
at
Baylor,
and
she
read
some
self-help
books
on
how
to
offer
these
services
to
people
and
convert
this
idea
into
a
reality.
So
she
learned
how
to
find
clients
do
consultation
services
and
make
them
so
satisfied,
but
that
they
recommended
her
to
other
people.
A
So
she
picked
one
aspect
of
her
job
that
she
really
loved
and
built
a
business
around
that
so
her
company
scholarship
offers
editorial
support,
coaching
and
consultation
to
academics
across
disciplines
and
in
how
some
compete
high
stakes
writing
projects
like
dissertations,
grant
writing
projects
and
theses
as
well.
Another
example
that
you
might
have
heard
of
is
Karen
kelskiy,
who
runs
the
professors
in.
A
She
is
a
former
professor
of
anthropology
at
the
University
of
Illinois
at
urbana-champaign,
as
she
left
her
tenure-track
position
in
2010
and
now
runs
the
professors
in
which
is
a
consultation
service
to
help
academics
Huntress
enter
the
higher
education
job
market.
So
that's
interesting
because
everyone
strives
for
tenure
and
she
actually
left
a
tenure-track
position.
A
The
professor
is
in
she
began
to
offer
training
for
graduate
students
about
to
enter
the
job
market,
giving
them
mentoring
that
they
weren't
receiving
from
their
advisers,
and
she
now
makes
for
her
salary
approximately
three
times
as
much
as
she
did
as
a
tenured
tract
instructor,
which
I
mean
think
about
that.
For
a
moment,
that's
quite
surprising.
A
An
endowed
faculty
chair
would
barely
make
that
much.
Other
examples
of
people
who
are
thinking
creatively
about
applying
their
academic
knowledge,
one
example
is
at
Kenney
mentor,
who
is
a
tenured
professor
in
art
history.
As
far
as
I've
seen
he's
one
of
the
most
successful
professors
on
udemy,
which
is
a
website
where
you
can
upload
courses
and
it's
a
marketplace
where
people
pay
for
them
his
course
art
history,
Renaissance
to
the
20th
century.
A
A
This
is
something
that
until
a
few
years
ago
was
not
very
respectable,
because
if
you
were
a
tinfoil
hat
wearing
conspiracy,
theorists
and
weren't
too
respectable,
then
you
basically
had
to
go
there.
But
in
the
last
few
years,
amazon
has
been
opening
up
self-publishing
to
authors,
and
it's
become
such
a
successful
model
that
some
people
are
actually
foregoing.
Traditional
publishing
to
do
this,
mostly
because
the
royalty
rate
is
70%
for
authors,
which
is
almost
ten
times
higher
than
the
royalty
rate
for
a
traditional
publisher.
A
Andrew
Hartley
is
a
Shakespeare
scholar
at
the
University
of
North
Carolina,
and
he's
had
tremendous
success
on
Amazon
by
self-publishing,
a
novelization
of
Macbeth.
Writing
it
into
a
game
of
Thrones
style
and
now
he's
adapting
it
for
audio
and
working
on
Hamlet.
So
the
fundamental
thing
I'm
getting
at
is
that
professors
I
think,
can
really
succeed
when
they
own
their
knowledge
and
can
transmit
it
to
people
without
having
to
go
only
through
a
university
system.
A
So,
for
example,
if
you
were
to
do
a
course
on
up
learn,
oh
it's
more
of
a
platform
that
a
university
and
because
you
control
your
means
of
academic
production.
What
you
can
get
paid,
for
course,
per
course,
is
significantly
higher,
because
the
amount
of
money
that
costs
to
run
that
system
is
much
less
than
a
university.
If
you
think
of
all
the
amenities
of
a
University
of
Rock,
Climbing,
Walls
and
five-star
student
dining
services
that
comes
out
of
student
tuition,
which
it
doesn't
go
to
you.
A
So
this
is,
why
add,
adjuncts
don't
get
paid
very
much
and
just
to
kind
of
break
down
how
this
process
works
and
how
we're
really
getting
so
underpaid.
Let
me
just
give
you
a
little
back
of
the
napkin
analysis.
A
scholar
who's
working
at
a
university
is
essentially
selling
their
knowledge
for
a
wage
and
the
university
to
I.
Don't
know
I
guess
quote:
Marxist
economics
is
owning
the
means
of
production,
they
own
the
classrooms
student
enrollment
and
they
funnel
all
the
students
to
the
professor.
But
somebody
who
works
independently.
A
Maybe
they
on
the
courses
or
maybe
they
own
the
knowledge
they
can
sell
their
knowledge
directly
to
students
and
keep
the
majority
of
the
profits.
So,
for
example,
let's
say
that
you're
Socrates
and
you're
teaching
your
students
at
the
Agora.
You
charge
each
of
your
students
to
take
your
intro
to
philosophy,
lesson
two
thousand
seven
hundred
dollars
each,
which
that's
the
average
cost
of
an
average
u.s.
student
that
pays
for
a
semester.
A
If
the
agora
were
a
free
public
forum-
and
he
didn't
have
to
pay
any
money
to
the
city
of
athens
to
host
these
students,
then
he
would
come
away
with
a
hundred
and
thirty
five
thousand
dollars,
but
no
professor
ever
earns
a
hundred
and
thirty
five
thousand
dollars
for
a
course.
Really,
if
you're
a
tenured
instructor,
you
get
about
twelve
thousand
dollars
for
a
course
based
on
your
salary.
A
If
you're
an
adjunct
instructor,
you
get
more
like
two
thousand
dollars
which,
if
you
think
about
it,
450
students,
that's
not
very
much
money
per
student,
that's
going
to
the
professor,
so
that
money
is
vacuumed
up
by
gleaning
student,
centers
and
millionaire
football
coaches,
and
all
these
other
extraordinary
costs
and
the
vice
dean
of
student
enrollment.
That
gets
four
hundred
thousand
dollars
a
year
administrators,
that's
kind
of
that's
a
thorn
in
my
side,
majorly
and
but
anyway,
there's
there's
a
lot
of
money
that
just
isn't
going
to
where
it
should
be
in
the
university.
A
So
our
hypothetical
Socrates,
let's
a
he,
was
zapped
into
the
21st
century
and
he
taught
on
a
platform
like
udemy
or
oppler,
know
where
you
get
more
like
80%
of
your
take-home
earnings,
he's
still
walking
away
with
over
a
hundred
thousand
dollars
which
isn't
that
bad.
But
you
can
get
all
those
students
for
one
course.
So
these
are
the
innovations
that
are
coming
to
adjuncts.
A
It's
in
one
sense
we're
in
a
difficult
time
in
history,
because
the
higher
education
model
that
was
built
up
and
worked
really
well
throughout
the
20th
century.
Where,
if
you
were
reasonably
intelligent,
you
got
a
PhD.
You
could
mostly
expect
to
get
a
job
due
to
a
whole
myriad
of
market
forces
and
the
growth
of
higher
education
and
the
way
I
think
it
hasn't
how
it's
really
mistreated
academics,
those
days
I
think
for
the
most
part
gone,
but
because
we
have
tools
that
are
available
to
us.
A
Now
that
weren't
available
to
our
predecessors
really
even
five
years
ago,
that
can
almost
directly
connect
with
students
and
not
have
to
go
through
the
expensive,
cumbersome,
inefficient
machinery
of
a
university
confettis
bypass
that
whole
system
and
profit
in
ways
that
are
unimaginable
in
the
past.
So
it's
a
little
bit
more
unstable,
but
I
think
it's
also
really
exciting.
I
think
there
are
ways
that,
if
you
can
create
a
system
for
yourself
there's
things
that
you
can
do
that
you
could
profit
in
unimaginable
ways.
A
So
one
last
thing
I
just
wanted
to
mention
before
we
open
this
floor
up
to
discussion
if
anyone's
interested
on
Thursday
I'm
hosting
a
free,
webinar
training
I
go
into
a
little
bit
more
detail
about
starting
some
type
of
consultancy.
Like
those
people
I
mentioned
earlier,
like
Margit,
Thomas,
Wharton
and
Karen
kelskiy,
it's
called
how
to
turn
your
academic
knowledge
into
a
profitable,
consulting
business
without
any
startup
costs
and
I
think
they
put
a
link
to
this
in
the
sidebar
but
I'm
putting
this
in
the
chat
window
here.
A
So
if
you
click
on
that
link,
you
can
register.
So
if
you
want
to
check
that
out,
you're
welcome
but
yeah.
So,
let's
so
Robert
and
I
will
discuss
some
of
these
other
issues
of
we're
both
like
very
much
in
agreement
and
how
broken
the
current
system
is
and
but
also
I
would
say,
cautiously
optimistic
that
there
might
be
opportunities
for
adjuncts
to
and
academics
to,
maybe
profit
to
earn.
B
Hey
that
was
a
great
presentation
and
you
really
hit
up
a
lot
of
the
same
points
that
you
know
we're
constantly
going
over
to
plan
on
you're
right
about
the
adjunct
salaries.
The
barriers
are
really
really
interesting.
You
know
we're
in
this
time
of
transition
as
traditional
higher
education
institutions
start
to
you
know,
become
under
more
stress
because
of
the
financing
because
of
the
delivery
methods,
etc.
Things
like
a
plano
are,
you
know,
growing
the
disintermediation
is
happening
so
long
term,
I,
I,
don't
and
I
think
you
would
agree
with
me.
B
I,
don't
see
the
current
higher
education
system
really
being
able
to
adapt
or
function.
You
know
as
long
as
it
as
long
as
the
interest
rates
are
low
on
student
loans
and
there's
that
type
of
subsidy
things
can
continue
to
sort
of
limp
along,
but
that's
not
gonna
that
won't
last
forever
and
you
know
there
are
creating
this
type
of
you
know.
If
you
want
to
look
at
at
higher
ed.
B
You
know
that
delivery
method,
getting
the
students
assigning
the
courses
that
you
pointed
out
in
your
talk
and
then
the
professor
teaching
them
the
institution
is
kind
of
the
market.
Okay,
it's
where
all
these
kinds
of
decisions
happen,
and
it
used
to
be
that
the
markets
were
only
local
and
that
they
were
centered
around
a
name-brand
right.
A
B
The
fact
is
that
you
know
we
don't
need
that
anymore,
that
technology
is
making
it
so
that
all
kinds
of
different
people
can
participate.
You
can
participate
from
anywhere
on
the
planet.
What
hasn't
caught
up
to
the
technology
and
the
cultural
you
know,
and
the
the
business
models
that
we're
trying
to
create
is
sort
of
the
regulatory
and
sort
of
cultural
practices
of
academics.
The
regulatory
practices
have
to
deal
with
the
government.
You
know
it's
really
interesting.
B
The
investigations
now
of
for-profits
and
Phoenix
University
are
really
justified,
because
what
they
were
doing
is
you
know,
taking
the
old
model
and
you
know
doing
some
very
nasty
things
in
terms
of
with
government
support.
You
know
taking
advantage
of
our
veterans
and
students
and
Empire
on
debt,
but
the
universities
themselves.
They
just
cannot.
You
know
they're
kind
of
circling
the
wagons
and
trying
to
keep
things
the
way
they've
always
been,
but
that's
just
again,
that's
not
going
to
last
the
technology
and
the
you
know.
B
Different
industries
are
kind
of
unbundling
themselves
from
sort
of
the
traditional
degree.
You
know
mill,
I,
think
Scott.
You
know
you
just
defended
your
dissertation
in
the
summer
and
congratulations,
you
know
they
get
it
totally
done.
You
know
we're.
Probably
the
last
I'm
47
I,
don't
really
see
my
kids,
you
know
getting
this
kind
of
thumb.
B
You
know
degree
depending
you
know,
going
for
a
doctorate
it.
The
doctorate
makes
sense
that
level
of
education
makes
sense,
but
how
it's
delivered-
and
this
sort
of
you
know
stamp
of
approval
with
the
with
the
diploma
on
the
wall.
I'm,
not
sure,
that's,
you
know
gonna
last
another.
You
know
ten
fifteen
years,
but
I
may
be
wrong.
I
I.
A
Agree-
and
this
is
a
this
transitional
point
we're
facing
where
a
sixty
or
seventy
thousand
dollars
a
year
for
studying
something
that
nowadays
doesn't
help
you
much
at
all
in
the
job
market,
I
mean
a
generation
ago.
You
could
major
in
whatever,
and
that
was
enough
to
get.
You
started
and
some
sort
of
aspiring
middle-class
job,
but
that's
not
the
case
now,
and
because
this
system
is
being
changed
and
rushed
apart,
it
really
can't
go
back.
There's
some
talks
among
faculty.
A
Those
who
don't
have
tenure
have
talked
about
unionization
and
I
mean
I,
do
think
anytime.
Adjuncts
try
to
band
together
and
improve
their
own
situation
is
a
good
thing,
but
there's
certain
economic
forces
that,
because
the
whole
system
I
think,
could
really
have
a
bubble
bursting
like
what
happened
to
real
estate.
I,
don't
know
if
that
will
be.
That
will
be
the
thing
that
can
fix
it
and
like,
as
you
said,
if
people
aren't
as
interested
as
paying
an
extraordinary
amount
like
they
did
in
the
old
system.
What
does
that
mean
to
instructors?
A
It
means
that
well
I
mean
they
just
can't
depend
on
the
old
system,
so
I
think
now
they're
for
people
who
are
trying
to
navigate
these
turbulent
waters.
There
are
things
that
you
can
do
in
the
old
system
to
do
well.
I've
talked
to
a
few
people
who
are
actually
doing
quite
well
taking
advantage
of
online
teaching
opportunities
at
traditional
universities,
where
there
are
a
lot
of
universities
who
are
looking
for
online
instructors
for
different
sessions.
A
So
if
they
can
do
that
for
one
or
two
courses
and
kind
of
cobble
that,
together
as
part
of
their
their
whole
academic
self
and
all
the
different
things
that
they
could
do,
then
that's
one
way
to
take
advantage
of
pre-established
system.
But
still
it's
it's
something.
That's
good
on
the
margins,
but
I
don't
know
if
you
can
completely
subsist
on
that
and
expect
it'll
be
there
for
the
future.
But
one
thing
that
we
do
you
have
going
forward
for
instructors.
A
Many
of
us
who
are
listening
are
probably
educated
in
some
type
of
Western
institution,
and
if
you
go
to
a
university
in
Europe
or
America,
those
are
still
considered.
The
preeminent
institutions
on
earth
and
people
from
all
over
the
world
want
to
go
to
those
institutions.
I
live
in
Turkey
and
everyone
here
wants
us,
do
their
masters
or
doctorate
in
America
or
if
they
can
do
in
England
or
Western
Europe.
That's
great,
so
I
think
one
thing
that's
coming
for
the
future
is
with
this
internationalization
of
Education
and
how
everything's
online
finding
students
internationally.
There's.
A
No
reason
why
you
can't
do
that
and
deeper
be
presented
as
someone
who's
educated
through
a
Western
institution
has
a
good
branding,
so
that
gives
you
the
ability
to
reach
a
whole
body
and
I
guess:
I,
don't
if
you
call
it
a
clientele
that
would
have
been
possible
in
the
past,
so
these
same
forces
of
disintermediation
that
are
making
it
almost
impossible
to
get
a
tenure
track.
Job
could
also
be
the
same
forces
that
could
let
you
have
a
global
classroom
and
the
global
number
of
students
to
choose
from.
A
So
if
you
can
be
successful
in
creating
a
platform
for
yourself,
the
sky's,
the
limit
and
there's
people
who've
been
doing.
All
sorts
of
things
like
both
Robert
and
I
have
talked
with
a
Gregory
Sadler
who's,
a
philosophy
professor,
and
he
he's
basically
taken
his
courses
and
put
them
on
YouTube
and
then
also
has
special
video.
Only
courses
and
has
tens
of
thousands
of
followers
have
those
over
a
million
views
on
YouTube.
B
He's
yeah,
he
is
you
know,
Gregg
is
an
absolutely
amazing
example
of
sort
of
you
know.
What's
going
to
become
commonplace
in
the
future,
you
know
again
with
that
online
presence.
A
question:
do
you
think,
since
there
are
a
totally
different
set
of
skills
with
an
ultra
with
scholar
preneur
than
there
is
with
a
traditional
academic?
Do
you
think
that's
going
to
change
who
becomes
involved
in
the
Academy?
What
are
we
going
to
do
with
all
of
those
highly
educated
specialists?
You
know
who
you
know
when
I'm
interacting
with
faculty.
B
Some
of
them
say
well,
you
know
where,
when
are
you
gonna
assign
me
students,
you
know
the
conception
that
that
they
would
rather
than
go
out
and
talk
to
people
created.
You
know
knowing
how
to
create
a
Twitter
feed.
Knowing
how
to
you
know
create
to
deal
in
social
media.
There
seems
to
be
a
very
big
gap
between
the
skills
that
were
valued
20
years
ago.
Mm-Hm.
A
B
A
That
there
there
is
a
lot
of
room
for
people
who
can
make
that
transition,
because
the
need
for
education
hasn't
changed
and
it's
still
a
multi-billion
dollar
industry
online
education
I
think
it
was
worth
north
of
a
hundred
billion
dollars
last
year
in
all
of
its
various
forms,
from
university
instruction,
all
the
way
out
to
somebody
privately
creating
a
udemy
course.
So
there
is
an
interest
there
is
possibility,
but
for
academics
to
take
advantage
of
it.
It
were
a
little
bit
of
skill.
A
little
bit
of
mindset,
changing
I
think
for
a
lot
of
academics.
A
So
there's
that
negative
concept,
but
in
terms
of
technical
skills,
there's
people
who
are
stepping
digital
humanities,
and
so
there
are
people
who
are
taking
upon
themselves
to
learn
these
things.
And
many
of
these
platforms,
where
you
can
succeed
upon
like
Twitter,
require
very
little
technical
finesse
and
we
mentioned
Gregory
Sadler
he's
not
doing
anything
terribly
difficult,
I
mean
when
I
talked
to
him
on
my
podcast.
He
had
a
camera
that
he
fired
up
pointed
at
him.
I
think
someone
from
the
University
helped
it
get
set
up,
and
that
was
it
I
mean
he
wasn't.
A
A
An
older
academic
system
where
nowadays
in
the
post,
pression
university
you're
expected
to
be
given
students,
but
prior
to
that
in
the
early
modern
period,
a
private
tutor
would
have
to
go
out
and
find
services,
and
somebody
who
is
educated
as
a
natural
philosopher,
an
artisan,
will
take
the
example
of
Leonardo
da
Vinci
could
be
a
scholar,
but
he
would
also
understand
the
theoretical
implications
of
building
and
military
fortification
of
creating
art
of
great
works
of
art
of
any
type
of
mechanical
needs.
That
would
be
at
in
the
state
of
wealthy
Italian
landowner.
A
Now
I'm,
not
saying
that
we
have
to
add
versatile
as
da
Vinci,
but
I'm
saying
that
really
for
centuries,
the
model
of
an
academic
is
that
it
presented
their
knowledge
and
that
they
would
find
people
who'd
be
willing
to
support
them
for
heads.
We
have
extraordinarily
powerful
tools
that
make
it
infinitely
easier
now
to
do
it,
then,
in
these
centuries
earlier
so,
like
you
said,
with
the
Appler
no
platform,
if
people
come
to
it
and
expect
okay,
give
me
students
and
you'd
say
well,
it's
it's!
That's
not
what
it
is.
A
It's
a
platform,
but
it's
not
as
hard
as
you
think,
I
mean.
If
you
have
a
network,
you
can
contact
them,
make
the
point
that
okay,
if
you
take
my
course,
this
will
probably
cost
you
1/4
or
even
1/10
as
much
as
it
would
be
at
a
university
or
something
like
Ivy
League.
Give
you
one
twentieth,
I,
don't
know!
So
you
save
a
lot
of
money.
I
earn
a
lot
of
money.
I
just
have
to
do
a
little
bit
of
work
to
learn
how
to
find
those
people,
but
I
only
started
learning
basic
entrepreneurial
things.
A
A
few
years
ago
it
was
in
the
middle
of
my
PhD
when
I
realized
how
bad
the
job
market
was
and
I
thought.
Okay,
I
need
to
diversify
my
knowledge
a
little
bit.
So
if
I
can't
get
a
tenure
track,
job
I
have
something
to
fall
back
on
so
I
learned
about
online
publishing
and
course
creation
and
now
I'm
doing
publishing
consulting
for
people
who
want
their
own
books,
published
I
had
to
read
a
couple
of
books,
but
it's
not
as
hard
as
it
sounds.
I'll
say
that
much
now.
B
You're,
a
relatively
you
know:
you're
relatively
young,
a
young
person,
younger
person,
hold
up
fascinating
I
thought
I
had
this
off
one
second,
you
know:
you're
young
I
see
a
real
digital
to
cult,
digital
and
cultural
divide
between
sort
of
the
you
know,
I'm,
not
saying
everybody,
but
between
let's
say
35
and
under
and
35
and
older
people
being
comfortable
with
working
in
distributed
teams,
people
being
comfortable
in
terms
of
doing
that.
That
kind
of
you
know
recruitment
and
I
wanted
to
know
what.
A
What,
if
there's
a
way
where
I
can
partner
with
this
person?
For
me
like,
for
example,
if
I
want
to
take
an
online
course
on
I,
don't
know
introduction
to
Greek
history.
I
would
like
to
see
a
man.
You
know
who
has
a
beard
and
has
the
tweed
jacket
with
leather
patches
and
looks
like
he's
been
publishing
a
long
time
and
like
I,
want
that
guy
teaching
me.
A
You
know
who
looks
like
okay,
he
knows
everything
and
he
can
make
clever
quips
about
Socrates
and
all
this
stuff
if
it
could
be
a
situation
where
there's
an
arrangement
of
a
younger
person
working
together
with
an
older
or
maybe
an
older
instructor
is
sort
of
the
face
and
the
visible
avatar
of
a
course
that
you
would
put
together.
They
have
all
the
academic
accolades
that
can
attract
the
students.
A
Then
the
younger
instructor
knows
about
how
to
leverage
networks,
how
to
post
free
content
on
social
networks,
on
academia.edu,
on
LinkedIn
and
other
things
and
bring
them
together,
and
maybe
there's
a
royalty
split
model.
I
mean
one
project.
I'm
starting
to
work
on
is
an
online
education
project
in
Turkey.
By
actually
this
a
team
of
instructors
who've
worked
for
a
few
decades,
but
they
don't
really
understand
online
tools
on
how
to
leverage
this
so
I'm,
helping
them
with
the
platform
and
then
we're
trying
to
figure
out
how
to
kind
of
split
up
the
revenue.
A
A
I
use
called
a
babble
cube,
dot-com,
I'll
type,
this
in
the
text
box,
where
you've
an
author
finds
a
translator
and
the
translator
will
translate
the
book
of
the
author
and
then
they'll
do
a
royalty
split
of
the
royalties
and
that's
a
way
for
two
people
to
come
together
and
to
benefit
from
each
other's
mutual
knowledge,
so
that
that's
what
I
would
hope
to
see
we're
going
forward
just
because
you
have
technical
skills.
Hopefully
one
person
has
both
technical
skills
and
knowledge,
but
sometimes
those
skills
are
separated
within
people
and
academics.
A
I
think
know
how
to
collaborate,
the
ones
that
do
they're,
always
that
curmudgeonly
guy
who's
in
the
corner
of
the
department
who
doesn't
talk
to
anyone,
but
the
ones
who
do
well
realize.
Okay,
this
other
person
has
a
sharp
eye
for
detail.
If
I,
let
them
look
over
my
manuscript,
they
can
show
methodological
flaws.
I
am
a
better
teacher,
so
I
can
help
him
or
her
out
with
better
pedagogy,
so
in
the
same
way
that
I
think
scholars
in
the
past
have
done
well
by
working
together
with
this
digital
divide.
A
B
It'll
be
it'll,
be
really
really
interesting.
I
mean
that
there
are
lots
of
experimentation
happening
all
over
the
world
in
terms
of
various
configurations
like
you're
talking
about,
and
you
know
some
we're
going
to
succeed,
some
are
going
to
fail.
My
question
generally
direct
you
that
that
general
piece
of
you
know
the
strengths
and
weaknesses
of
each
sort
of
you
know
age
and
cultural
cohort.
B
I
guess
that's
another
point
with
this
with
the
internet
and
online
education
in
this
internationalization
is
how
exciting
it
is
to
have
different
voices
now
in
academia,
asserting
themselves
from
different
geographic
locations,
different
cultural
locations
in
different
locations
in
class.
You
know
socioeconomic
class
and
that's
going
to
be
the
they're
really
really
exciting
thing.
That's
gonna
change
the
face
of
higher
education
in
the
next.
B
You
know
30
40
years
or
maybe
even
sooner
because
again,
with
the
platform's
being
available
on
a
smartphone
you're
not
having
to
leave
your
country
and
go
to
another
location
or
for
students
actually
to
go-
and
you
know
to
you
know
where
you
are,
you
know
as
an
instructor
not
having
to
do
that.
I
mean
that's
just
incredible:
the
recruitment.
B
B
You
know
time
with
us
this
morning
and
kicking
off
the
the
conference
on
wood
block
and
what
we're
gonna
do
is
we'll
mom,
stop
for
15
minutes
and
have
our
next
session
at
9:00,
and
then
we'll
see
you
at
at
2
o'clock
for
the
for
the
roundtable
and
it's
going
to
be.
You
know
bringing
the
hard
questions
because
the
group
is
you
know.
The
group
is
definitely
opinionated
in
it'll,
be
it'll,
be
great
great.