Category: Accelerated Academy

Three simple questions to re-define higher education

The purpose and future of universities, higher education and research has been subject to ceaseless debate, often focused on complex issues of the bureaucratic structure of universities and their relationship to the state. Matt Rosen argues that by returning to three basic questions about higher education – What should the end or aim of education … Continued

To rediscover their public value universities can learn from the free culture movement

The culture of acceleration and quantification that arguably defines contemporary academic research is closely related to the information society in which we live and the technologies that support it. In this post Dafne Calvo, argues that the democratic decentralised principles of the free culture movement provide a blueprint for how academics and academic institutions might … Continued

“Coin of the Realm” – Graduate Student Lore and Faculty Advice on Research and Publication, A video intervention

In what ways should graduate students engage in scholarly research and publication, administration, and service during their programs? What might motivate their choices to do so? In this post Anicca Cox presents a video intervention depicting the inherent tensions between the advice given to graduate students and the internalised structures of work in the accelerated … Continued

Staying with the Trouble: Designing a values-enacted academy

Academic assessment is predisposed towards measurement and subsequently valuing what can be measured. In this post, Cara Cilano, Sonja Fritzsche, Bill Hart-Davidson and Christopher P. Long, describe the Cultivating Pathways of Intellectual Leadership” (CPIL) framework developed in the College of Arts & Letters at Michigan State University and how it can help to stimulate a … Continued

A genealogy of acceleration – Tracing the academic origins of the accelerated academy

Debates on the subject of the accelerated academy often focus on the contemporary condition of acceleration, or the transfusion of the ideology of acceleration from different domains into an unsuspecting academy. In contrast, Justin Tyler Clark, argues that the intellectual underpinnings of the accelerated academy do not lie in administrative and bureaucratic developments, but in … Continued

“Why I’ve deleted my Twitter account #exhaustionrebellion” ~ by Mark Carrigan

After close to a decade of using twitter as an academic, Mark Carrigan reflects on why he has decided to leave the platform. Highlighting, the benefits of twitter, but also the increasingly institutionalised nature of academic social media and the way in which social media work has become a required, but unrecognised feature of academic labour, he suggests that twitter has […]

Should we use AI to make us quicker and more efficient researchers?

Paper Digest is a new research tool that uses artificial intelligence to produce summaries of research papers. In this post David Beer tests out this tool on his own research and reflects on what the increasing penetration of AI into cognition and research tells us about the current state of academic research.  When you arrive at Paper Digest you are welcomed […]

Now a symptom of that which it sought to critique? A critical reflection on the Accelerated Academy project

Following the fourth event in the series, Mark Carrigan and Filip Vostal consider the Accelerated Academy project as a whole and how useful and productive it remains; reflecting on its evolution, diversity of perspectives, and whether the concept’s success in becoming an “academic ear worm” has inadvertently brought about an unwelcome reductionism. Our recent conference in Prague was the fourth event in […]

How are academic lives sustained? Gender and the ethics of care in the neoliberal accelerated academy

Intensifying work demands under “new managerial” practices are changing academics’ experiences. In this environment, how are academic lives sustained? Which model of science are we engaging in? And what part does gender play? Ester Conesa explores how existing gender biases in the academy are exacerbated by caring work – still mostly taken on by women – not being properly valued […]

Book Review: Accelerating Academia: The Changing Structure of Academic Time by Filip Vostal

In Accelerating Academia: The Changing Structure of Academic Time, Filip Vostal examines how speed has become a key pressure within higher education through interviews with twenty academics based in the UK. While the empirical research could be broader, Luke Martell highly recommends the book for offering considered, inquiring reflections on the structures that are contributing to the acceleration of academic life. This review originally appeared on LSE Review […]