Academics are often thought of as living in an ''ivov tower" world, somehow immune to the tensions and pressures of everyday life. But in reality, academics, like other people, must cope with the stresses inherent in living in the late twentieth century. They work in large, complex organizations, have time demands and deadlines, interact with a diversity of people in the course of the day, and have families and mortgages. And like their peers in business, industry, and the professions, academics must learn to manage their stress.
Mallinger (1986) proposes that stress management is an organizational as well as an individual responsibility. Organizations can reduce stress by taking preventive measures. Job redesign, decentralization of authority, innovative reward systems, improvements in communications networks, refining performance evaluation standards, and clarifying role expectations may be required to lower employee uncertainty and feelings of helplessness on the job (see Chapter Eight).
The tenure process is a source of stress for many academics. To apply Mallinger's thesis, institutions can reduce the stress associated with tenure by clarifymg the performance standards by which tenure decisions are made. This would reduce the ambiguity of the tenure process. Tenure decisions based on explicit and understandabie aiteria are far more likely to be perceived as fair.
Although academic institutions have an obligation to moderate
P. Seldin (d).
Coping with Faculty Shcrr.