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Reprinted from the May 1995
With the prolonged business downturn in Japan the new terms "restructuring," "downsizing," and "right-sizing," are often heard. Recently Sophia University attempted to implement a "restructuring" plan at the Sophia Community College. Had there been "economic necessity" we could have understood the school's plan to some extent. However, the administration could not and did not justify the plan on any grounds. The administration offered neither economic nor educational reasons for the plan. Clumsy attempts to intimidate the teachers into accepting a downgraded contract made union formation necessary. Though tested by a long and frustrating struggle, teacher solidarity prevailed. Although far from being completely settled, the situation has improved all around: negotiations yielded a new and improved contract, communication and mutual understanding with the school has opened, the College and its teachers now enjoy a strengthened role and heightened respect at the University.
These teachers founded the SUITE union at Sophia University in March, 1994. The genesis of the Union: a sudden and incomprehensible urge for the administration to "clarify" the instructors' Employment contracts. The proposed clarifications proved to be drastic changes: the employees would be transformed into "independent contractors" invited to teach (or not invited to teach) on a semester-by-semester basis under an "Entrustment" contract.
As "invitees" they would lose all protection of the Japanese Labor Law (such as minimum notice of dismissal, minimal health insurance and the like). The teachers concerned had between 7 and 22 years of service to the Community College. Desirous of maintaining their positions, they appealed to the authorities and attempted to defend their cause in good faith. During the several months of informal talks they were told there was "nothing to negotiate," that the offer was "final and irrevocable," that they could "accept the contract or leave the school." The administration went so far as to state that the contract the teachers had worked under for up to 22 years had "unfortunately" been "mistakenly" entitled "Employment Contract." They asked the teachers to "please understand and cooperate" with the rectification of the 20 year "mistake."
After fruitless months of meetings, the talks reached an impasse. Finally, as a last resort, and on the advice of a labor attorney, the teachers formed SUITE - the Sophia University International Teachers and Employees Union. Like many other language school unions, SUITE is affiliated with and grateful to NUGW, the National Union of General Workers.
What's in a name?
In addition to name "SUITE" the acronym SUTEU (stew) was considered
as it reflects the melting pot diversity of the Community College. Currently
there are ten languages taught at the open enrollment extension of Sophia
University; teachers hail from 20 countries. The College has been educating
the greater Tokyo metropolitan area through language classes and other subjects
since 1971. The one teacher who had been with the College since its founding,
Mr. Roosevelt Dowdy, was elected president of the union.
Over the years, the teachers had been offered rather permanent employment contracts in order to give the College a more reliable structure and to attract high quality faculty. In direct contrast, the new contracts explicitly created a disposable faculty, members of which could be invited or uninvited at whim. What change in direction was the school making? What kind of teacher did the new contract envision? Temporary teachers do not a strong school make!
Early efforts at negotiation
Even after repeatedly asking for an explanation of why the new contract
was necessary and how it would benefit the educational aspect of the College,
there was no explanation at all. The only response was "Take it or
leave it. If you don't like the new contract, find another place to work."
These options were unacceptable: the teachers had invested considerable
effort in helping create and maintain the long and successful history of
the College. They decided to stay, and, through the union, they worked to
maintain their standing while upholding the educational mission of the College.
The Union goes to work
Immediately after the union was organized, SUITE demanded renewal of the
Employment contracts and commencement of proper negotiations. The school
immediately relented, renewing the contracts and scheduling official labor
negotiations. On its own volition, management rescinded the Entrustment
contract that one non-unionized teacher had agreed to sign.
Results
This year, contract negotiations finally concluded with a new contract for
the teachers. The compromise entailed that the document would be entitled
simply "Contract" instead of "Employment Contract" or
"Entrustment Agreement." Compromise was conditioned on SUITE putting
off distribution of its "explosive" campus newsletter, The Sophia
Internationale, until the next school year and to do its best to call off
the media. As a result, the Japan Times Weekly stopped publication of a
cover story in on the NOVA and Community College struggles.
HISTORY -
Attempts at Intimidation
As a prelude to the negotiations many actions were taken to intimidate the
teachers, the first being to inform them that they were considered gakugaisha
(persons from outside the school). Closely following this statement, the
administration canceled a pension plan, contacted other schools at which
the teachers work, radically changed several teacher's schedules without
consultation, issued an eviction notice for the teacher offices and terminated
two teachers without cause or notice. Employment documents were also changed:
ID numbers disappeared from the new school year IDs, paychecks became hand
printed instead of computer generated. Shaken but not beaten, the teachers
set to work.
In the Fall 1994 semester, during the height of the controversy, SUITE became the talk of the campus. The union distributed newsletters, newspaper articles appeared, a demonstration was held, students wrote protest letters to the Chancellor: it was dramatic. Adding to the drama of the demonstration, the school had 30 officials and rented security guards lined up at the gate two deep to "protect the school."
All through the troubles the only place which offered respite for the teachers was the eye of the hurricane - the Community College classroom. And even there several of us were harassed while teaching.
Teachers were Fired
Although the union received a great deal of sympathy on campus, a dark December
found ten known union members fired. What a coincidence! Only the ten teachers
who were known to be union members were fired! The upcoming course catalog
was printed without those ten teachers: the school was prepared to have
the College enter 1995 as a shell of its former self (half of the English
and French courses had simply disappeared!). And still, the school was saying
"Take it or leave it" to the remaining teachers.
Teachers were Rehired!
The situation was bleak. Drained from the fight, with no solution in sight,
the teachers prepared their final strategy. The only bright spots -a sympathetic
hearing at the Tokyo Labor Commission and a great deal of interest by the
media. Then, just before Christmas, a decision was apparently made on high
and the administration accepted a final negotiation meeting. There, management
agreed to agree to a new contract. The union did likewise. An insert to
the 1995 catalog was hurriedly printed by the office, restoring the 51 lost
classes, and was mailed out with the catalog proper. The teachers had returned!
Why the fight occurred - School Politics
One might wonder why the teachers would return to a school at which they
are apparently not welcome. In fact, though, there is much support at Sophia
for the Community College. It seems that there are only a few people who
are bent on pushing the College down. Unfortunately, some of those individuals
are in positions where they can exert undue influence.
One might also wonder why part-time teachers would fight so hard. The simple answer is that the Community College classroom is a special place. The subjects taught are interesting and the students diverse. All ages and backgrounds are represented; in common the students are a dedicated to learning. Along with the teaches they share high expectations for the class, and are thus instrumental in creating a very positive classroom; as a result, we all enjoy the challenge and satisfaction of being part of this institution.
Considering that this classroom is so ideal, how could it be the cause of so much commotion? Even today, the wherefore and what for is not clear. Oddly enough, one reason was its success. The College had grown too big; at its height there were over 6,000 students enrolled. The director had to struggle to get classroom space; perhaps some administrators thought the College too pushy. Other professors look down on the students: one published an article in which he said that he would like to offer an extension class but felt that the students, as being merely "members of the general public," would be an inappropriate audience. How would he know? He has never had a class at the College! Finally, there exists a large resentment in the University against "language" programs.
It may seem strange at first to think that Sophia University, so famous for its language programs, would harbor ill will towards its calling card. It is understandable, though: for who has not heard someone introduced as "She went to Sophia University; she must be good at speaking English." Certainly, much more goes on at Sophia than language learning: there are many, many other subjects for which Sophia deserves recognition. Even within languages, there are many departments other than English. It must be frustrating for academics to have their departments overshadowed by the ubiquitous English Department. It must be an unhappy experience when the engineer is given a translation project with the explanation "because you went to Sophia, you must be good at English."
However valid those concerns, it does not follow that the solution is to push down the teaching of language or bully the Community College, to disrespect the teachers or jeopardize their livelihoods.
For various reasons the College is nearly half of its previous size as to the number of teaches and classes. Nevertheless, during the contract crisis the official spokesperson explained to the media that since the number of students had decreased, a change to the College and its contracts was necessary. She continued to explain that a reason for the smaller College enrollment was the decrease in the teen-age population. If she had been explaining a decrease in the University enrollment (which has not occurred) her reason might be valid. As it is, the College teaches adults. It is a school for continuing education. We would hope that the spokesperson could understand at least that much about the nature of the College.
SUITE is pleased to report that while the College may be compact, it is healthy. Students continue to register in large numbers. The average enrollment per class has increased significantly; nearly all the classes are full. However, we can only celebrate this enrollment halfheartedly because many students have been turned away, unable to apply for classes that had filled up. Moreover, if current trends of getting rid of teachers and classes continue, students will find fewer and fewer classes that meet their schedule and their needs. We pledge that we will do all we can to assure the future of the College by maintaining a varied and balanced curriculum
One positive thing that the administration has done recently was to encourage non-language department professors to teach classes at the College. What better way to show the community that Sophia is made of more than language programs than to teach classes in Economics or Psychology in the Community College? We language teachers welcome those professors to the College. We only ask them: teach with us, not instead of us. We ask management: work with us, not against us.
SUITE's main job today is to uphold the Community College language programs inside and outside the classroom. We cannot rely on the school to support the program. For example, when asked why the other (non-language) extension classes get much more extensive publicity, the College marketing official explained that "Everyone knows the College teaches languages, so there is no need to advertise them. The new, non-language classes need the advertising." College catalogues are no longer distributed at area bookstores because "it costs money." He continued, in an attempt to reassure: "But don't worry, many students called to make sure that the College still teaches language classes."
It is sad that we had to go to such great lengths to protect the Community College, a wonderful school with wonderful students that gives great benefit (and no little revenue) to Sophia. It is a shame that some in Sophia do not recognize the quality of education that the College has as its mainstay. It is strange that some Sophia administrators ignore the common missions of the University and College - to help bridge East and West, to reach and teach the community, to educate the whole person for the whole lifetime. It is ironic that Sophia, arguably the most prestigious of international universities in Japan, has highly placed persons who do not see the importance of intercultural education.
Our Pledge to the Community College
We accept the new, improved contract and we appreciate the recent opening
of communication. We are grateful to our unknown benefactors, those in the
administration that saw fit to bring about the compromise. Our hope for
the future is strengthened; for if we can educate others in the administration
as to the value of the Community College, then we will have safeguarded
our school and its ability to improve the community.
Even after all the bad times, we are not bitter. Admittedly, though, we are a bit uneasy. For what good are improved management/teacher communications and an improved contract if the school disappears?
SUITE Newsletter
Volume 1, Number 1 July 4, 1994
SUITE Newsletter
Volume 1, Number 2 October 1, 1994
SUITE Newsletter
Volume 1, Number 3 October 13, 1994
SUITE Newsletter
Volume 1, Number 4 October 25, 1994
SUITE Newsletter
Volume 1, Number 5 November 10, 1994
SUITE Newsletter
Volume 1, Number 6 December 13, 1994
SUITE Newsletter
Volume 2, Number 1 July 4, 1995