Early-career academics' grappling with multi-dimensional duties in the one-dimensional academic world: a temporal sociological lens.
Saved in:
| Title: | Early-career academics' grappling with multi-dimensional duties in the one-dimensional academic world: a temporal sociological lens. |
|---|---|
| Authors: | Zhuang, Tengteng1 (AUTHOR), Lin, Min2 (AUTHOR) linmin@bnu.edu.cn |
| Source: | Cambridge Journal of Education. Aug2025, Vol. 55 Issue 4, p549-567. 19p. |
| Subject Terms: | *Career development, *Academia, *Academic workload of students, *Learned institutions & societies, Sociological research, Professional ethics |
| Abstract: | This article sheds light upon the challenges that early-career academics (ECAs) are compelled to navigate within the prevailing one-dimensional acceleration-driven academic world. Although the scholarly publication remains a dominant metric for career advancement among ECAs, various different logics of higher education burden ECAs with a range of non-academic workloads that put them in a situation of temporal disadvantage. These duties, ranging from class advisorship and pedagogical training, to grant applications and attendance to managerial issues, go beyond traditional academic understanding of social service, and tend to fragment their allocated working hours in a deep-seated manner. While the status of a university faculty member may be viewed with prestige by the general public, the study unravels the temporally structural challenges inherent in the academic journey, which are especially pronounced at the initial stages of one's career advancement, and of which only ECAs themselves are acutely aware. [ABSTRACT FROM AUTHOR] |
| Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This article sheds light upon the challenges that early-career academics (ECAs) are compelled to navigate within the prevailing one-dimensional acceleration-driven academic world. Although the scholarly publication remains a dominant metric for career advancement among ECAs, various different logics of higher education burden ECAs with a range of non-academic workloads that put them in a situation of temporal disadvantage. These duties, ranging from class advisorship and pedagogical training, to grant applications and attendance to managerial issues, go beyond traditional academic understanding of social service, and tend to fragment their allocated working hours in a deep-seated manner. While the status of a university faculty member may be viewed with prestige by the general public, the study unravels the temporally structural challenges inherent in the academic journey, which are especially pronounced at the initial stages of one's career advancement, and of which only ECAs themselves are acutely aware. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 0305764X |
| DOI: | 10.1080/0305764X.2025.2512456 |
