I thought about applying to Simon Fraser when I began applying to university in the 1970s. I ended up not applying, however, for some reason, probably because of the rain which I had had more than enough of when I visited my mum's England. Instead I ended up matriculating at Indiana University in Bloomington, something that, in retrospect, I regret given the humidity of the area and what has happened to that “university” in recent years. I now wish I had applied to SFU, the University of British Columbia, and the University of Texas, where I was going to finish my Indiana undergraduate degree anyway because of the health problems I had as a consequence of the climate in Bloomington, Indiana.
When it came time to apply for a postgraduate degree I once again considered applying to Simon Fraser. I ended up not doing so though I applied to several other universities in Canada including the University of Toronto, the university closest to my heart in North America, and Queen’s University in Kingston, where Klaus Hansen and George Rawlyk, both of whom I wanted to study with. I also applied to the University of Chicago, the University of Kansas, and La Trobe University in Australia where I wanted to work with Rhys Isaac. I was admitted to all of them though none of them worked out for various reasons most of them revolving around money. I did not have it and I did not get the necessary financial aid in the form of teaching or research assistantships at any of them. I did get into a snail mail shouting match with the graduate chair at Kansas who eventually told me that perhaps I was not a University of Kansas kind of guy. I guess I wasn't. Oh well, such is academic life.
I never forgot SFU, however. Given my interest in the history of higher education and particularly in the history of higher education in Canada, the US, and, to a lesser extent, England and Australia, I never forgot that Simon Fraser was one of the new universities and I was interested in these new universities and if they really were that different from the old ones. For these reasons I wanted to learn more about the history of Simon Fraser. When the opportunity arose I picked up a copy of SFU historian Hugh Johnston’s history of the early years of Canada's “experimental” and “radical” (I would prefer the term “progressive” instead here) university Radical Campus: Making Simon Fraser University (Vancouver: Douglas and McIntyre, 2005).
Simon Fraser University, as Johnston makes clear, is historically important, for more than simply being one of the new universities being built across the globe in the post-World War II era. Along with the University of Victoria (initially a satellite campus of McGill University in Montreal and later a satellite campus of University of British Columbia) in the BC provincial capital, SFU, and importantly so, broke the monopoly on higher education UBC long had in the province of British Columbia. The government of Social Credit premier W.A.C Bennett decided, in the early 1960s, thanks in particular to demographic pressures, to break UBC’s monopoly on higher education in the province, and he did. As a consequence Simon Fraser offered to BC’s growing student population an alternative to UBC, as did the community colleges established in the province around the same time.
Though Simon Fraser was the brainchild of the Bennett government SFU was and is, as Johnston tells us, Gordon Shrum’s university. Shrum, who had been a physics professor at UBC, head of BC Hydro, which the Social Credit government had also created, and first chancellor of SFU, was, to a large extent, the creation of Shrum, It was he who, with the help of SFU’s first president Patrick McTaggert-Cohen and its first academic planner Ron Baker, both of whom Shrum hired, built this “instant university” from scratch between 1963 and 1965, the year the campus, which was still partly under construction, opened on the top of Burnaby Mountain east of Vancouver.
Shrum, McTaggert-Cohen, and Baker, Johnston tells us, established SFU’s character, its curriculum, hired its administrative staff, hired the initial heads of faculties at the university, and hired its architect and designer, Arthur Erickson and Geoffrey Massey (yes one of those Masseys). The modernist campus Ericson and Massey built (one similar to the campuses of the new US Air Force Academy in Colorado Springs Colorado, the new SUNY Albany campus in the capital of New York, and a host of other modernist campuses across the globe), reflects Shrum’s vision for SFU, one that drew on English elements and American elements. The massive Academic Quadrangle simulates, for example, if in miniature the quads and courts of Oxford and Cambridge while Shrum’s establishment of a board of governors for the university reflects a more US style of academic governance, a style of governance adopted by the University of Toronto and other Canadian universities in the early twentieth century and after. One might argue that this mixture of the English and the American is what makes English language Canadian universities Canadian and part of what, at least in part, makes English Canada, English Canada.
Shrum's academic vision for his university, one that was somewhat English, was one of curricular interdisciplinarity, a curricular interdisciplinarity dominated by the humanities, the arts, and education (the only other “practical”professional schooling for employment after graduation, commerce, was added at the last minute at the behest of one of the members of the board of governors Arnold Hean). His was a vision of a university with a small cadre of administrators, of a university with active faculty heads initially appointed by him and his staff, and of a university with an active faculty association (which never really got off the ground in the early years of the school given that limited numbers of faculty joined it).
Shrum’s vision for SFU was initially something that drew interested faculty and students to it in its early years. Many of them were fascinated by the university's “experimental” and “radical” or interdisciplinary aspect and character. Some will see this fact, namely that it was this “experimental” and “radical” in character, also, at least in SFU"s early years, Simon Fraser's Achilles heal. Much about the workings of process and power at SFU was not spelled out or addressed by its founder. Initially the play of power within the university had a more informal collegial English like character, hence the importance of faculty heads and the small administrative staff. Once issues of hiring, promotion, and tenure (something that was more important in American universities at the time) came into play, however, the struggle over who had the power became of great important.
The fact that SFU got up and running just as the student movement was becoming prominent, Johnston reminds us, all across the globe, also complicated the battle over process and power at SFU. This was exacerbated by the fact that one of the things the student movement and its faculty allies were concerned with was who had the power in universities. Many students and many faculty at SFU wanted more "democratic” universities in general and a more “democratic” Simon Fraser in particular. An additional aspect that complicated this struggle for power in at SFU was the fact that as Canadian universities were created and grew in the 1960s the differences between British, American, and Canadian conceptions of power and process, particularly amongst its nationally varied faculty, became increasingly important.
The issue of who had the power, as Johnston points out, became problematic at SFU when the questions of how faculty heads were chosen and when hiring, promotion, ant tenure issues and procedures reared their ugly heads in the late 1960s and early 1970s. Many faculty (culture wars within the faculty are quite common) and students (culture wars amongst students are quite common) preferred elected to appointed heads seeing the election of heads as more “democratic”. They soon got what they wished for, and as a consequence, this gave meany the heady sense that, as Johnston notes, further “democratisation” of the university (not to mention Canadian society) was possible (the heady air of reform and revolution). As Johnston notes, these debates and disagreements, disagreements that eventually led to a strike by some Political Science, Sociology, and Anthropology faculty, an increase in paranoia and misreadings on all sides, and the Canadian Association of University Teachers (CAUT) censuring SFU twice for limiting academic freedom, if to little real effect, were the result of this battle for power and control of Simon Fraser University. That the battles in this culture war resulted in what was and is the original sin at the heart of American, Canadian, and increasingly British universities, the establishment of boards of governors made up of non-faculty elements who had a monopoly on power and who appointed the president and chancellors of their universities, will likely be read as a paradox by many. This original sin was aided and abetted by the BC legal system when a judge ruled that the power to hire and fire at SFU lay exclusively with the board of governors and that, as a consequence, whatever procedures there were for hiring, promoting, and firing of faculty was theirs.
Long story short, a long short story Johnston is more implicit about than explicit about (he is a historian after all), SFU became what it appears Shrum and many faculty who came to SFU in the early years of the school did not want it to become, a corporate university run by a board of governors and its appointed president. The history of the once “experimental” and “radical" SFU, in other words, was like that of other Canadian, American, and British universities in the post World War II period. SFU’s story, even if it began as something different, was the same as that of other universities in North America and Britain. It is a story of increasing bureaucratisation (see Max Weber), of increases in administrative personnel particularly in the middle and lower echelons of the administrative bureaucracy. It is the story of the bureaucratisation of faculties and the story of the increasing use of part-time quasi- faculty (sessionals, adjuncts),. It is the story of the need for more monies, monies that were increasingly raised via fundraising and wealthy donors as public support for education has not kept up fully with increasing numbers of students matriculating in universities. It is the story, of ever more pressure for “practical" professional programmes and the presence of more “practical" professional schools as the ideology of education for a job became more and more predominant and dominant (see Thorstein Veblen on this), a decline in the importance of the humanities, and the bureaucratisation of the interdisciplinarity that made SFU somewhat unique as it became a faculty with specific emphases rather than a mode of general operation. It is the story of more campuses, and, in turn, an even greater need for administrative personnel and the need—the circle of university life—to raise even more monies via fundraising and from wealthy donors who want their cut of “practical” and professional flesh as a consequence, and Americanisation. It is the story of isomorphism in action.
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