On the eve of Amtrak's fiftieth birthday, it seems fitting to
note again how the retrenchment of the railroads in the years leading up to the creation of Amtrak (and later Conrail, to salvage something in the Official Region) parallels the ongoing shakeout of the universities. In that post, I wondered, "Are any academic administrators sufficiently forward-looking today? Or will the current crop of administrators have to retire, as was the case with the old-line railroad administrators, before there is any change?" I don't know if Matt "Dean Dad" Reed is still reading Cold Spring Shops; credit him, no matter the source, for
understanding the attrition trap.
Layoffs are one way to cut a position, of course, but in my experience they are, by far, the least common one. The much more common one is to leave a position unfilled when someone leaves. The position more or less collapses behind them.
Nonreplacements don’t trigger the same kind of scrutiny, or pushback, as layoffs. For one thing, nobody loses their job. It’s possible to argue that someone is harmed -- presumably, the person who otherwise would have been hired -- but most of the time, nobody knows who that is. No one person has the standing to sue. There’s a cumulative, generational cost, but that doesn’t trigger the same kind of conflagration as firing an incumbent.
With nonreplacements, there’s no suggestion that someone’s performance was poor. In collective bargaining environments, incumbents are represented by unions but prospective hires are not; there’s nobody to bring a grievance.
Nonreplacements -- also called cuts by attrition -- aren’t entirely friction-free, but they’re certainly less traumatic than layoffs.
The remaining rail barons managed to get union support for their mergers, which were intended to achieve operating economies, by pledging to respect seniority and by relying on attrition to achieve the smaller payrolls over time. To a naïve view, that sounds humane: the fun begins when all the senior armature-winders in the Motor Shop decide to cash out and junior armature-winders in the Diesel Shop at the other end of the system have to be brought in; or if the most promising assistant trainmasters find promising offers elsewhere. The extension to "
can't complete schedules" because the senior faculty have fled is straightforward. If a number of faculty who all came through tenure review at about the same time call it a career at the same time, the head of the economics department might be in the same position as the foreman of the Motor Shop.
You have to sacrifice some, but not all, of those positions to fill a budget gap. That entails picking winners and losers from among the departments that want to hire replacements. You look at the obvious factors -- enrollment trends at the department level, anticipated demand from employers, strategic directions for the institution, the availability of adjuncts -- and perform a kind of triage.
For the moment, some classes might be covered by temporary help, something that couldn't be said of armature-winders, and yet that is not sustainable. Blue-collar aristocrats take a more realistic view of job prospects, and they won't go railroading. That a lot of young people still have the academic vocation, despite going on fifty years of that being a losing proposition, will be somebody else's research opportunity.
Nonreplacement isn’t a panacea. It usually relies, at least in part, on the availability of adjuncts who are paid much less than their full-time counterparts. That creates issues of its own, not the least of which is fairness. Over time, nonreplacement can lead to top-heavy departments. In the case of small departments or programs or work areas, the folks who remain wind up with greater workloads to compensate for the loss; that has limits. And at a really basic level, nonreplacement at scale is more of a holding action than a real solution.
The real solution, however, might be to hive off some of the unproductive divisions. Where is the system trustee of great vision who will do for the excess capacity in converted normal schools what the Final System Plan did for the Erie-Lackawanna?