Donning the ‘Slow Professor’: A Feminist Action Research Project

Crabtree, Sara Ashencaen; Hemingway, Ann; Sudbury, Sue; Quinney, Anne; Hutchings, Maggie; Esteves, Luciana S.; Thompson, Shelley; Jacey, Helen; Díaz, Anita; Bradley, Peri; Hall, Jennifer; Board, Michele; Feigenbaum, Anna; Brown, Lorraine; Heaslip, Vanessa; Norton, Liz

doi:10.5195/rt.2020.647

Cited by 3 publications

(2 citation statements)

References 16 publications

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“…The professional work context may lead to the construction of supportive networks of like-minded colleagues, but arguably, this occurs not merely from serendipitous friendships but more likely as an intuitive flocking tactics taking the chill off indifferent, even antithetical work cultures and environments. It is evident from research literature that oppressive relationships of dominance and subordination, of command, control and compliance are commonplace experiences in HE (Erickson, Hanna, and Walker 2020;Ashencaen Crabtree et al 2020)…”

Section: From Factory Floor To Cottage Industrymentioning

confidence: 99%

“…The issue of work-balance, time, tempo and demands has accordingly become a cause célèbre for feminist academics, especially those who are challenging the neoliberal fallback position of laying responsibility for time management on individuals, rather than accepting it as structurally imposed, and therefore open to reform (Berg and Seeber 2016;Ashencaen Crabtree et al 2020;Gill 2009). This, however, requires will and commitment to change -an ideological paradigm shift, to employ an old cliché, and one that until the lockdown had yet to take place.…”

Section: Introductionmentioning

confidence: 99%

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A ‘new (ab)normal’?: Scrutinising the work-life balance of academics under lockdown

Crabtree

Esteves

Hemingway

2020

Journal of Further and Higher Education

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In March 2020 virtually all UK universities were suddenly thrown into an unprecedented and sudden closure of campus and facilities owing to the British Government's Covid-19 pandemic lockdown policies. Further evidence suggests that this exacerbated existing gendered differences. This paper reports on UK academic responses from an international survey examining the work-life balance of academics under Covid-19 lockdown. The aim of the study was to examine the experiences and perceptions of academics, using these to inform how universities can improve the worklife balance of academics during the current and post-lockdown scenarios, as well as in the longer term, given a pandemic-prone future. Rich in qualitative comments, primarily derived from women academics, gendered contrasts in work-life balance appear magnified under conditions of lockdown. Key lessons for HE internationally emerge from the findings.

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Section: From Factory Floor To Cottage Industrymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A ‘new (ab)normal’?: Scrutinising the work-life balance of academics under lockdown

Crabtree

Esteves

Hemingway

2020

Journal of Further and Higher Education

Self Cite

View full text Add to dashboard Cite

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Grieving academic grant rejections: Examining funding failure and experiences of loss

Borgstrom,

Driessen,

Krawczyk

et al. 2023

The Sociological Review

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Bidding for research funding has increasingly become a main feature of academic work from the doctoral level and beyond. Individually and collectively, the process of grant writing – from idea conceptualisation to administration – involves considerable work, including emotional work in imagining possible futures in which the project is enacted. Competition and failure in grant capture are high, yet there is little discussion about how academics experience grant rejections. In this article we draw on our experiences with grant rejections, as authors with diverse social science backgrounds working with death and bereavement, to discuss how grant rejection can be conceptualised as a form of loss and lead to feelings of grief. We end by considering what forms of recognition and support this may enable.

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Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Wolbring

Lillywhite

2021

Societies

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The origin of equity/equality, diversity, and inclusion (EDI) initiatives at universities are rooted in the 2005 Athena SWAN (Scientific Women’s Academic Network) charter from Advance HE in the UK, which has the purpose of initiating actions that generate gender equality in UK universities. Since then, Advance HE also set up a “race charter” to deal with equality issues that are experienced by ethnic staff and students within higher education. Today “equality, diversity and inclusion” and “equity, diversity and inclusion” (from now on both called EDI) are used as phrases by universities in many countries to highlight ongoing efforts to rectify the problems that are linked to EDI of students, non-academic staff, and academic staff, whereby the focus broadened from gender to include other underrepresented groups, including disabled students, disabled non-academic staff, and disabled academic staff. How EDI efforts are operationalized impacts the success and utility of EDI efforts for disabled students, non-academic staff, and academic staff, and impacts the social situation of disabled people in general. As such, we analysed in a first step using a scoping review approach, how disabled students, non-academic staff, and academic staff are engaged with in the EDI focused academic literature. Little engagement (16 sources, some only abstracts, some abstracts, and full text) with disabled students, non-academic staff, and academic staff was found. This bodes ill for the utility of existing EDI efforts for disabled students, non-academic staff, and academic staff, but also suggests an opening for many fields to critically analyse EDI efforts in relation to disabled students, non-academic staff, and academic staff, the intersectionality of disabled people with other EDI groups and the impact of the EDI efforts on the social situation of disabled people beyond educational settings. The problematic findings are discussed through the lens of ability studies and EDI premises, as evident in EDI policy documents, EDI academic, and non-academic literature covering non-disability groups, and policy documents, such as the 2017 “UNESCO Recommendation on Science and Scientific Researchers” and the 1999 “UNESCO World Conference on Sciences” recommendations that engage with the situation of researchers and research in universities.

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Donning the ‘Slow Professor’: A Feminist Action Research Project

Cited by 3 publications

References 16 publications

A ‘new (ab)normal’?: Scrutinising the work-life balance of academics under lockdown

A ‘new (ab)normal’?: Scrutinising the work-life balance of academics under lockdown

Grieving academic grant rejections: Examining funding failure and experiences of loss

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

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