國立高雄大學圖資館 |

Language: English

Back

Accelerating academiathe changing st...

SpringerLink (Online service)

Accelerating academiathe changing structure of academic time /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Accelerating academiaby Filip Vostal.
Reminder of title:	the changing structure of academic time /
Author:	Vostal, Filip.
Published:	London :Palgrave Macmillan UK :2016.
Description:	xi, 242 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	College teachersWorkload.
Online resource:	http://dx.doi.org/10.1057/9781137473608
ISBN:	9781137473608$q(electronic bk.)

Accelerating academiathe changing structure of academic time /
Vostal, Filip.

Accelerating academiathe changing structure of academic time /[electronic resource] :by Filip Vostal. - London :Palgrave Macmillan UK :2016. - xi, 242 p. :ill., digital ;24 cm. - Palgrave studies in science, knowledge and policy. - Palgrave studies in science, knowledge and policy..

The era of a 'slow-paced' academia characterized by leisurely tempos of research and pedagogy has gone. Academia is now an intensely social site, and the boundaries between capitalist dynamics and academic life have become blurred. Academic workloads are increasing as academics have to deal with an ever-growing number of tasks, information, obligations, texts, procedures and connections. Yet the time available for carrying out these activities remains relatively constant, and even seems to be decreasing. Simultaneously, the 'will to accelerate' has emerged as a significant cultural and structural force in knowledge production, propelled by competitiveness and the drive for excellence. Filip Vostal examines the changing character of academic time, and questions the nature of this acceleration. Without challenging its negative implications, Vostal argues that we cannot fully understand this phenomenon unless we scrutinize its positive dimensions, and ask why people opt for acceleration, and how and why the compulsion to accelerate features in higher Education policy discourse.

ISBN: 9781137473608$q(electronic bk.)

Standard No.: 10.1057/9781137473608doiSubjects--Topical Terms:

744614
College teachers
--Workload.

LC Class. No.: LB2331 / .V675 2016

Dewey Class. No.: 378.12212

Accelerating academiathe changing structure of academic time /
LDR:02100nmm a2200325 a 4500 001 486599
003 DE-He213
005 20161005160402.0
006 m d
007 cr nn 008maaau
008 161116s2016 enk s 0 eng d
020 $a 9781137473608$q(electronic bk.)
020 $a 9781349692576$q(paper)
024 7 $a 10.1057/9781137473608 $2 doi
035 $a 978-1-137-47360-8
040 $a GP $c GP
041 0 $a eng
050 4 $a LB2331 $b .V675 2016
072 7 $a JN $2 bicssc
072 7 $a JHBC $2 bicssc
072 7 $a EDU040000 $2 bisacsh
082 0 4 $a 378.12212 $2 23
090 $a LB2331 $b .V971 2016
100 1 $a Vostal, Filip. $3 744613
245 1 0 $a Accelerating academia $h [electronic resource] : $b the changing structure of academic time / $c by Filip Vostal.
260 $a London : $b Palgrave Macmillan UK : $b Imprint: Palgrave Macmillan, $c 2016.
300 $a xi, 242 p. : $b ill., digital ; $c 24 cm.
490 1 $a Palgrave studies in science, knowledge and policy
520 $a The era of a 'slow-paced' academia characterized by leisurely tempos of research and pedagogy has gone. Academia is now an intensely social site, and the boundaries between capitalist dynamics and academic life have become blurred. Academic workloads are increasing as academics have to deal with an ever-growing number of tasks, information, obligations, texts, procedures and connections. Yet the time available for carrying out these activities remains relatively constant, and even seems to be decreasing. Simultaneously, the 'will to accelerate' has emerged as a significant cultural and structural force in knowledge production, propelled by competitiveness and the drive for excellence. Filip Vostal examines the changing character of academic time, and questions the nature of this acceleration. Without challenging its negative implications, Vostal argues that we cannot fully understand this phenomenon unless we scrutinize its positive dimensions, and ask why people opt for acceleration, and how and why the compulsion to accelerate features in higher Education policy discourse.
650 0 $a College teachers $x Workload. $3 744614
650 0 $a Learning and scholarship. $3 175577
650 0 $a Universities and colleges $x Faculty. $3 339212
650 0 $a Education, Higher $x Aims and objectives. $3 277196
650 1 4 $a Education. $3 177995
650 2 4 $a Sociology of Education. $3 338784
650 2 4 $a Education policy. $3 744615
650 2 4 $a Sociology of Work. $3 742438
650 2 4 $a Higher Education. $3 276621
650 2 4 $a Sociology, general. $3 557597
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer eBooks
830 0 $a Palgrave studies in science, knowledge and policy. $3 740085
856 4 0 $u http://dx.doi.org/10.1057/9781137473608
950 $a Education (Springer-41171)