Homo academicus and Gender: The Cracking Assumptions of Rationality

Abstract

This chapter delves into the ontological assumptions underlying academic identities in the fields of management and organization, particularly in the context of New Public Management (NPM). It explores how these assumptions, shaped by the increasing emphasis on research and publishing, influence academics’ self-perceptions and their navigation of the academic landscape. Drawing on in-depth interviews with women academics from the management field, this study uncovers how NPM has reshaped their ontological beliefs about their roles and capabilities, highlighting the gendered dimensions of these shifts. The findings illustrate how the prioritization of research over teaching under NPM not only exacerbates gender inequalities but also leads to a reframing of academic identity, where research is perceived as both a privileged domain and a central criterion for evaluation. This study argues that these ontological shifts have practical implications, resulting in a dual burden for women academics who must balance the demands of research, teaching, and administrative duties in an environment with limited support. The chapter underscores the need for HEIs to reassess performance criteria to foster more equitable and supportive conditions, enabling academics to align their professional practices with their personal academic identities.