In the contemporary landscape of higher education, the shift towards what is termed the ‘Gig Academy’ signifies a profound transformation in organizational structure and labor dynamics. This shift raises critical questions about the implications for faculty, students, and the overall future of college education. The book, ‘The Gig Academy: Mapping Labor in the Neoliberal University,’ authored by Adrianna Kezar, Tom DePaola, and Daniel T. Scott, delves into this pressing issue, illuminating the troubling trends that have emerged over the past two decades.

The landscape of higher education employment has witnessed a dramatic alteration, characterized by a significant shift from a predominantly tenure-track, full-time faculty composition to a workforce increasingly reliant on contingent, part-time instructors. As a striking statistic, nearly 70 percent of college faculty members are now non-tenure-track instructors. This shift not only challenges the traditional academic workforce but also raises concerns about the quality of education provided to students.

The financial realities faced by these non-tenure-track instructors are disheartening. For instance, teaching eight courses on average yields an annual salary of approximately $22,400, which is alarmingly lower than the earnings of many fast-food workers. This stark contrast highlights the precarious nature of academic labor and the adverse effects it has on educational quality and the professional lives of educators.

Within ‘The Gig Academy,’ the authors provide a comprehensive assessment of the implications of this workforce restructuring. They present an overarching framework that applies the concept of the gig economy to the university workforce, scrutinizing the labor dynamics across both academic and nonacademic domains. By synthesizing various employment trends, the authors reveal the magnitude of the challenges faced by individual workers across a wide range of institutional types and job categories.

A significant aspect of the book is its critique of contemporary neoliberalism, which has contributed to the growing divide between employees and administrators within the university setting. The authors argue that this divide exacerbates the challenges faced by faculty and staff, creating an environment that is less conducive to collaborative efforts aimed at improving educational outcomes and institutional effectiveness.

Furthermore, the book discusses the strengthening state of unionization among university workers. In light of the exploitative practices that have become prevalent, the authors advocate for a collectivist and action-oriented vision aimed at reversing these trends. They encourage readers to utilize the insights provided in the book as a tool for interrogating the state of working relations on their own campuses and advocate for a system that prioritizes democratic governance for the benefit of all stakeholders.

Ultimately, ‘The Gig Academy’ serves as a rallying cry for non-tenure-track faculty, staff, postdocs, graduate students, and their allies within the academic community. It encourages a united front against the neoliberal policies that have reshaped the educational landscape, fostering a collaborative movement toward achieving a more equitable and effective system of higher education.

This book not only examines the challenges faced by higher education professionals but also offers a vision for the future, emphasizing the importance of solidarity and collective action in addressing these pressing issues. ‘The Gig Academy’ is more than just a critique; it is a call to arms for all individuals within the academic community to come together and fight for a better, more just educational system.