Overview and MU AAUP's Response

In September VPAA David Rehm and VPFA Mark VanEtten made "The Case" for a reduction in faculty lines. A month later, President Owens announced the Board of Trustee's decision to suspend the awarding of tenure.  In June the Board of Trustees set tenure quotas of no more than 63% tenure/tenure track in each College.  What follows here is a counter case, explaining the poor evidence and faulty reasoning used by the administration, as well as the negative consequences of these decisions.

For more complete context, including the extensive staff furloughs and layoffs that have also impacted the University community, please see the timeline, or consult the growing list of documentation. The financial and student-faculty ratio data are also available in a PDF summary.

Summary

What happened? 

What are some of the immediate and expected effects of these actions?

To Faculty

Morale has plummeted to an all-time low as all faculty can only assume that their employment is entirely contingent on the will of the BoT/Administration. Non-tenured and NTT faculty will expend significant effort that could have been devoted to teaching, scholarship and service, to getting a better, more secure job elsewhere. Work to contract will become the norm, replacing the “above and beyond” mentality this has been distinctive of faculty at Misericordia University. The quality of the institution will be compromised.

To Students

Current and future students can expect more of their courses to be taught by part-timers, who of necessity, will be less committed to instruction and not at all committed to scholarship (which enhances teaching) and service (which enhances student educational experience.) Alums must expect to see their degrees depreciate in value, since institutional rankings are in part determined by student faculty ratios, percentage of tenured faculty and faculty publications.

What justification was provided by the administration for these actions?

Uncertain times caused by the pandemic, several years of decreasing enrollment, and hopes of future flexibility.

Why is this justification inadequate?

What was problematic about the implementation of these actions?

In both cases the actions of the VPAA involved serious violations of shared governance.

In summary: Dr. Rehm lied to members of the Faculty Senate and the Faculty Status Committee about the possibility of the suspension of tenure and in fact, engaged the Status committee in work during the Fall semester which he knew was meaningless, given his knowledge of the impending suspension of tenure. Additionally, Dr. Rehm engaged in bad faith negotiations with the Senate concerning the planned layoffs, effectively refusing to follow the procedure he himself had authored. 

Were any alternative solutions considered by the Board/Administration?

Although several alternatives to faculty layoffs were proposed by the faculty, including salary reductions for faculty and administration (a common practice across the nation), no other possibilities were even considered.

What was the Board’s role in these actions?

Given the fact that the Board of Trustees signed off on all the new hires in the past several years with no comment on the financial condition of the university, the claim that they are now merely exercising their fiduciary responsibility to the institution is entirely unconvincing. Where were they when the hires they have now terminated were authorized?

What is the problem?

Figure 1: Percentage of faculty that are full time versus Full-time equivalent student-to-faculty ratio for Misericordia and 25 peer institutions

Figure 1: Student and faculty data for Misericordia compared to 25 "peer institutions." The x-axis is the full-time equivalent (FTE)* student-to-faculty ratio. The solid vertical line indicates the mean, dashed lines are ±1 standard deviation. The y-axis is the share of the faculty that is full-time (FT).

Misericordia is shown in yellow. Neighboring institutions (Marywood, Wilkes, King's) are shown in blue. Gwynedd Mercy, Dr. Owen's former institution, is shown in red.

*Full-time equivalent (FTE) = (full-time) + (part-time)/3; Faculty who teach exclusively in graduate programs are not included in this calculation

Source: IPEDS data from AY2018-19

Figure 2: FTE Students per FTE Faculty

Figure 2: Student-faculty ratios of Misericordia (yellow) compared to the mean ratio for private, non-profit 4-year institutions in Pennsylvania (blue),  the entire US (black), and other states (gray). Jitter has been applied to the x-positions to make it easier to see individual points.

Source: NCES data from AY2018-19

Figure 3: Revenue 2012-13 through 2018-19

Figure 3: Misericorida University annual revenue

Source: IRS Form 990

Figure 4: Faculty composition and Full-time equivalent faculty, by year

Figure 4: Left panel: Faculty composition (bars: full-time, part-time) and full-time equivalent undergraduate faculty (dots). Right panel: Full-time (purple), full-time equivalent undergraduate faculty (yellow), and all full-time equivalent faculty (navy).

Source: IPEDS data

Figure 5: Expenses (by dollar value and by percent share) from 2012-13 to 2018-19

Figure 5: Misericordia University annual expenses

Source: IRS Form 990

Figure 6: Increases in annual expenses by category since fiscal year 2013-14

Figure 6: Increases in annual expenses as compared to academic & fiscal year 2013-14

Source: IRS Form 990

Figure 7: Program services revenue less personnel expenses

Figure 7: Program Services Revenue Less Personnel Expenses

Program services revenue has been enough to cover personnel expenses by roughly the same amount since FY2012-13 (mean: $44.8 million, range: $3.8 million).

Source: IRS Form 990


Figure 8: Full-time equivalent undergraduate students and faculty for undergraduate programs over the academic years 2010 to 2019

Figure 8: Full-time equivalent students (orange, lefthand axis) and full-time equivalent faculty (blue, righthand axis) from AY2010-11 to 2019-20

Source: IPEDS data

What are the effects?

To the Faculty

To the Students (past, present and future)

To the University

To the Community