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000755201 019__ $$a945736132
000755201 020__ $$a9781137473608$$q(electronic book)
000755201 020__ $$a1137473606$$q(electronic book)
000755201 020__ $$z9781137473592
000755201 035__ $$aSP(OCoLC)ocn949273964
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000755201 050_4 $$aLB2331$$b.V675 2016eb
000755201 08204 $$a378.1/2212$$223
000755201 1001_ $$aVostal, Filip,$$d1983-$$eauthor.
000755201 24510 $$aAccelerating academia$$h[electronic resource] :$$bthe changing structure of academic time /$$cFilip Vostal.
000755201 264_1 $$aNew York, NY :$$bPalgrave Macmillan,$$c2016.
000755201 300__ $$a1 online resource.
000755201 336__ $$atext$$btxt$$2rdacontent
000755201 337__ $$acomputer$$bc$$2rdamedia
000755201 338__ $$aonline resource$$bcr$$2rdacarrier
000755201 4901_ $$aPalgrave studies in science, knowledge and policy
000755201 504__ $$aIncludes bibliographical references and index.
000755201 5050_ $$aIntroduction: The pulse of modern academia -- 1. Thematizing acceleration -- 2. Continuity and change in the temporal dynamics of capitalism -- 3. Vehicularity: the idea of the knowledge economy -- 4. Performativity: competitiveness and excellence -- 5. Acceleration in the academic life-world -- 6. Fast sites: igniting and catapulting knowledge -- 7. Sociology, fast and slow -- Conclusion: For a temporal autonomy of academia -- Appendices.
000755201 506__ $$aAccess limited to authorized users.
000755201 520__ $$aThe 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.
000755201 588__ $$aOnline resource; title from PDF title page (viewed May 18, 2016).
000755201 650_0 $$aCollege teachers$$xWorkload.
000755201 650_0 $$aLearning and scholarship.
000755201 650_0 $$aUniversities and colleges$$xFaculty.
000755201 650_0 $$aEducation, Higher$$xAims and objectives.
000755201 830_0 $$aPalgrave studies in science, knowledge, and policy.
000755201 852__ $$bebk
000755201 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1057/9781137473608$$zOnline Access$$91397441.1
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000755201 980__ $$aEBOOK
000755201 980__ $$aBIB
000755201 982__ $$aEbook
000755201 983__ $$aOnline
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