Being An Academic In A Time-Impoverished Age

  • Ronald Barnett
Part of the Higher Education Dynamics book series (HEDY, volume 24)

I should like to introduce this chapter with a few brief quotations from ‘Academic Identities and Policy Change in Higher Education’, which is perhaps one of the key works of Mary Henkel.

Today’s academic moves in multiple time frames. An email arrives: perhaps a reply can wait until later in the day, but that reply is expected in the day. Even before that, there is a class to teach; and, while the class is part of a continuing commitment, still some preparation was undertaken the previous evening. The phone goes as our academic gets up to go to the class: is it left ringing or is it answered? Its ringing tone presses on the academic’s professional conscience. In our academic’s mind, too, are insistent thoughts about the deadline in a fortnight’s time by which a research proposal has to be submitted; and the drafting of that proposal has called for a three-year programme of activity to be specified. Prior to that is a further deadline in the next week by which some thoughts on the departmental learning and teaching strategy will have to be put down on paper (for our academic has a coordinating role in that respect, working directly to the Dean of the Faculty).

Keywords

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References

  1. Bauman, Z. Liquid Modernity. Cambridge: Polity, 2000.Google Scholar
  2. Hassan, R. The Chronoscopic Society: Globablization, Time and Knowledge in the Network Economy. New York: Peter Lang, 2003.Google Scholar
  3. Heidegger, M. Being and Time. Oxford: Blackwell, 1962.Google Scholar
  4. Henkel, M. Academic Identities and Policy Changes in Higher Education. London: Jessica Kingsley, 2000.Google Scholar
  5. Levinas, E. Totality and Infinity. Pittsburgh: Duquesne University, 1969.Google Scholar
  6. Lewis, H. and P. Hills. Time Management for Academics. Dereham: Peter Francis, 1999.Google Scholar
  7. Slaughter, S. and L. Leslie. Academic Capitalism: Politics, Policies, and the Entrepreneurial University. Baltimore, MD: Johns Hopkins University, 1997.Google Scholar

Copyright information

© Springer Science + Business Media B.V 2008

Authors and Affiliations

  • Ronald Barnett
    • 1
  1. 1.Pro-Director for Longer Term Strategy and Professor of Higher Education at the Institute of EducationUniversity of LondonLondon

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