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MARKETING AND STORYTELLING ESSAYS

COPYRIGHT 1996 - 2008
4/6/08

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Thoughts of David Morris


I have been at the University of New Haven for twenty years. When I first came I thought it was great but I was waiting for Harvard to call and ask me to come and teach marketing.

When I started as an academic I actually thought that the role of an academic was to bring forth new ideas and thoughts in their field. I found a devotion to the incremental or very small additions to current understanding in universities.

I knew that many of us would never succeed with a big break through but I had faith the environment would let it happen. If given real academic freedom then a small percentage of us would break through and discover a boon for the world.

During my career at UNH I thought that I was one of the luckiest academics in the world. I was able to try many things and explore as a professor. A look at my website will give you some idea of my explorations in marketing and storytelling.

In 1996 I wrote a book ‘Arkaim: Marketing Wars’ after returning from teaching in Russia. I saw the great battle that was going on in academics was to give the American middle class training called higher education. I saw those of Celtic heritage although dominant in numbers in the USA still continued to be eliminated, devalued, and plundered. Very few members from this ethnic heritage have ever been allowed to enter academics. If we get the job we are often rejected for tenure and promotion. I worked very hard to not have this happen to me or anyone else.

Why would I make such a statement or have such insights? A rocket hit me that it is a clash of stories. Academia in the world has never been to teach the masses. After World War II the US military came to the wise conclusion that our production and capacity had to be spread out within the nation. W.W. II showed the disaster of concentrations of production. German Blitzkrieg took land and capacity so fast that their foes could not survive to fight back.

A US military strategic decision was made to geographically diversify capacity so that a loss of a part of the nation would not mean a defeat. The creation of the middle class was a critical component in this strategy. To grow the middle class current academic institutions were challenged with the expediential growth of state institutions. The middle class veterans were given a more structured and controlled classical education.

The Viet Nam War hit and the children of Celtic the heritage of the World War II masses resisted the call. This challenged the concept of the draft to fill the Army. The conclusion drawn of why this resistance was so great was that it was a mistake to open a classic education to the masses. It was dangerous to give the lower classes a classic education and create a middle class.

A more appropriate education for us was one focusing on memorization, training, math, and science. Classic liberal arts in the hands of the masses must give way to specific programs. UNH was at the right place at the right time, our leadership responded, and we grew. To handle this rapid increase faculty were selected that were creative, entrepreneurial, and student oriented. The president wanted to hire people with advanced degrees that were less specialized and not connected to a particular field. People were successful that could and would easily move to new markets and experiences.

To me Ralf Carriuolo, Tom Katsaros, and Bruce Tyndall, ML Mc Laughlin and many others was the model. This kind of employee permeated the entire university staff. When this philosophy dominated UNH we took many risks and seemed to get it right much more than wrong. When I came we had open enrollment and we were proud of our generalist approach. About ten years after I got here we began to move away from our open enrollment, high teaching loads, and the generalist approach toward specialization.

Every second a core of good people called for change so that we could now upgrade our student body. We all agreed that any student would receive a great education at UNH. One may identify this as a time when we were attempting to improve the quality of faculty defined as scholarly writing in a specific subset of a field. The generalist was in decline while the specialist was on the rise. Worried about their future the specialists saw themselves evaluated by generalist without much of a scholarly focus. This was not true and we were happy to see their success.

Administration with a vengeance attempted to formalize the rules for tenure and promotion so that the evil generalist could not reject the specialists. Administration took much more control over the areas previously run by the professorate. The costs began to rise with an expanding new management class. This did not appear to be an effective use of resources and it was deemed that the reason was that our management class was drawn from the UNH faculty. We must bring in an outside management professional to expand and grow. We must change and bring in the successful business approach and clean up the place.

All of a sudden it happened. This meant that we would now hold everyone accountable for their actions in their area of specialization. Accountability was deemed generally to mean greater publishing.

The new president would come in as a savior that must have complete accountability and complete power. The president would follow a successful objective model given to our university by an outside consulting firm. The plan had several components. The entire report was perhaps not forth to the UNH community but generally it was suggesting.

Separate the Board of Governors from everyone but the president. Centralize power in the president as the sole internal decision maker eliminating faculty inclusion in governance.
Centralize hiring with the president eliminating faculty controls.
Promise the scholars large increases in salaries and blame the generalist for all problems.
The identification of deficient faculty members was supposed to be in the hands of the faculty to repair themselves.
The faculty would identify evil doers and give them a chance to improve. If deemed to not improve, out.

The majority was happy and we all thought that we had a unique and secure reason for our success and protection. Heads of administrative areas began to fly each apparently replaced by the president.

I had read the complete consultant reports on the Internet sold to other Universities that had also hired our objective consulting firm. I brought this to the president’s attention in a meeting and suggested that perhaps he was unaware that this firm held a particular position on all the consulting reports I could find.

The round up of professors began and for some reason I was on the list for not teaching marketing. In a famous poem the idea was put forth, when they came for me at the end no one was left. My own experience was far different; when they came for me in the beginning no one believed that they would be next. From my own experience several colleagues would say anything and the rest were silent. After 19 years all of a sudden all students were dissatisfied with my teaching of marketing. Many other bad things began to randomly happen to me.

Faculty was all given a very good retirement package and I took it. I probably would have taken it without any random bad things happening to me.

My feelings are mixed about our so called business model in academics. The academic model has been in place for centuries. Going back to the idea that the middle class is no longer receiving a classic education but rather we are now receiving a useless specific education. I tried to include the classics and storytelling into marketing for my students because I could not be their trainer. I felt bad that my people were being dumbed down. I then realized that they were not going to be even dumbed down. They would be without training.

The American business model that we now suggest to be our UNH guiding force is not the same as that put forth by the objective consultants. Or perhaps there are other reports. The new American business model is to destroy all high priced labor in the USA and move it to less expensive overseas mass produced products. Inferior distant learning courses produced outside of the USA by three textbook publishers with our University logo on it are here.

If this is true we will require very few professors to run our university. In my view we can and will be reduced by 91%. The Celtic children will be trained with minimal exposure to the classics or training. Then they will not resist their calls to service.

Can this be stopped? I do not think so. If you want a classic education along with a fluid specific education you must take more responsibility. My website is my gift to start your real education.

How many will look? How many will try? Nine out of 1000. My suggestion is to copy the entire site so that when you are ready it will be there for you.

DM

Rethoughts

The big breakthrough by a few has been the West Point model of building a society. Many future soldiers are given the best education and the experiences of West Point to find a handful of great generals and leaders in our nation. How much was a General Eisenhower worth to our nation? The future leaders of our nation must have professors with academic freedom to assure that their education was not dogmatic. The students of these freed professors would be able to build and move these concepts into many practical applications. During my career at UNH I thought that I was one of the luckiest academics in the world. I was able to explore many ideas in marketing and instruction.

After World War II the US military came to the wise conclusion that our production and capacity had to be spread out within our nation. W.W. II showed the disaster of concentrations of production. German Blitzkrieg took land and capacity so fast that their foes could not survive industrially to fight back. The US military strategic decision was to geographically diversify capacity so that a loss of a part of the nation would not mean a defeat.

The creation of the middle class was a critical component of this military strategy. Academic institutions that were in place before the war were unwilling to participate and change their goal of the education of the social elite. The government grew the middle class education by supporting the expediential growth of state institutions.

The created middle class veterans and their children were given a more structured but controlled classical education than the social elite. This is what I received at Syracuse University. The Viet Nam War hit and the educated children of Celtic heritage of the World War II masses resisted the call. They challenged the concept of the draft to fill the Army. The conclusion drawn by the military of why this resistance was so great was that it was a mistake to open a classic higher education to the masses. It was dangerous to give the lower classes access to a classic education and create an elite middle class.

CONTINUED

Rethoughts

A more appropriate education now for us would be one focusing on memorization, training, math, and science. Classic liberal arts in the hands of the masses must give way to specific programs such as business and marketing. When the transition began after WW II UNH was at the right place at the right time, our leadership responded and we grew as the middle class was opened to wisdom. To handle this rapid increase in student enrollment faculty were selected that were generalist, creative, entrepreneurial, and student oriented. The president at that time wanted to hire people with advanced degrees that were less specialized and not too emotionally connected to any particular field.

The generalists at UNH began to decline while the specialists were on the rise. Worried about their future the specialists saw themselves evaluated by generalist without much of a scholarly focus. This was not true and we were happy to see their success. Administration with enthusiasm attempted to formalize the rules for tenure and promotion so that any evil generalist could not reject the new specialists. Administration began to take much more control over areas previously run by the professorate.

Costs began to rise and enrollments decline with our new more stringent entrance requirements. The reason for enrollment declines was said to be because our new management class was drawn from the UNH faculty. A new street wise president should come in as a savior with complete accountability and power to bring about change. All of a sudden it happened. This meant that he or she would now hold everyone accountable for their actions. The president would pledge to follow a totally objective consulting model.

Even though the consultant’s super plan had several repetitive and reoccurring components. Separate the Board of Governors from everyone but the president. Centralize the power in the president as the sole internal decision maker eliminating any faculty inclusion in governance. Centralize hiring within the president eliminating faculty controls. Promise the scholars large increases in salaries and blame the generalist for all previous problems. The majority of the scholars were happy and we all thought that we had a unique and secure reason for our success and protection. Anyone targeted had nothing to do with our security.