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The typical university is in constant tension between autonomous academic departments, which control curriculum and faculty hiring and promotion, and a strong president, who controls funding and is responsible only to the lay board of directors who own the place. Also thrown into the mix are a jumble of independent institutes, research centers and academic programs that have emerged in response to a variety of funding opportunities and faculty initiatives. The resulting institution is a hustler’s paradise, driven by a wide array of entrepreneurial actors: faculty trying to pursue intellectual interests and forge a career; administrators trying to protect and enrich the larger enterprise; and donors and students who want to draw on the university’s rich resources and capitalize on association with its stellar brand. These actors are feverishly pursuing their own interests within the framework of the university, which lures them with incentives, draws strength from their complex interactions and then passes these benefits on to society.

The biggest problem facing the American system of higher education today is how to deal with its own success. In the 19th century, very few people attended college, so the system was not much in the public spotlight. Burgeoning enrollments in the 20th century put the system center stage, especially when it became the expectation that most people should graduate from some sort of college. As higher education moved from being an option to becoming a necessity, it increasingly found itself under the kind of intense scrutiny that has long been directed at American schools.

The danger posed by this accountability pressure is that colleges, like the K-12 schools before them, will come under pressure to narrow their mission to a small number of easily measurable outcomes. Most often the purpose boils down to the efficient delivery of instructional services to students, which will provide them with good jobs and provide society with an expanding economy. This ignores the wide array of social functions that the university serves. It’s a laboratory for working on pressing social problems; a playpen for intellectuals to pursue whatever questions seem interesting; a repository for the knowledge needed to address problems that haven’t yet emerged; a zone of creativity and exploration partially buffered from the realm of necessity; and, yes, a classroom for training future workers. The system’s organizational messiness is central to its social value.

Although the phrase sometimes refers to issues surrounding copyright and open access and sometimes to scholarship analyzing the online world, digital scholarship—emanating, perhaps, from digital humanities—most frequently describes discipline-based scholarship produced with digital tools and presented in digital form.

Though the recent popularity of the phrase digital scholarship reflects impressive interdisciplinary ambition and coherence, two crucial elements remain in short supply in the emerging field. First, the number of scholars willing to commit themselves and their careers to digital scholarship has not kept pace with institutional opportunities. Second, today few scholars are trying, as they did earlier in the web's history, to reimagine the form as well as the substance of scholarship. In some ways, scholarly innovation has been domesticated, with the very ubiquity of the web bringing a lowered sense of excitement, possibility, and urgency. These two deficiencies form a reinforcing cycle: the diminished sense of possibility weakens the incentive for scholars to take risks, and the unwillingness to take risks limits the impact and excitement generated by boldly innovative projects.

I am increasingly convinced that a mass defunding of public higher education is coming to an unprecedented degree and at an unprecedented scale. People enjoy telling me that this has already occurred, as if I am not sufficiently informed about higher education to know that state support of our public universities has declined precipitously. But things can always get worse, much worse. And given the endless controversies on college campuses of conservative speakers getting shut out and conservative students feeling silenced, and given how little the average academic seems to care about appealing to the conservative half of this country, the PR work is being done for the enemies of public education by those within the institutions themselves. And the GOP has already shown a great knack for using claims of bias against academia, particularly given the American yen for austerity.

But his critics can’t see something that, for all of his myopia, he always has: that our political divide is increasingly bound up in a set of class associations and signals that have little to do with conspicuous consumption and everything to do with a style of self-performance that few people ever talk about but everyone understands. It is the ability to give such a performance convincingly that, in part, people buy with their tuition dollars. That this condition makes egalitarian politics a part of elite class formation has gone little discussed in my political home, the radical left. I have been excited to see a recent groundswell of young left-aligned people, and many of them are bright and committed. But almost none of them seem aware of the fact that their ironic Twitter accounts and cultural references and received opinions on all manner of political issues are as sure a sign of their class identity as a pair of wingtips and a blazer once was. And until and unless they understand how powerfully alienated the great mass of this country is from their social culture, we cannot hope to build a mass left-wing movement and with it do good things like defend public education. I agree: it’s the economy, stupid, and we must appeal to them by making the case that things like universal free college are good. But if recent political history tells us anything it’s that no economic policy, no matter how sensible, can win if its proponents refuse to grapple with the politics of resentment. The left, broadly, has not done a good job of that. The professoriate? My god.