Compulsive Working, ‘Hyperprofessionality’ and the Unseen Pleasures of Academic Work

Abstract

The paper applies Hoyle's notion of ‘extended’ professionality to modern higher education working. It begins with some of the policy contexts and theoretical perspectives around the structural and professional change experienced by academic staff: changes that have been documented in systematic studies of university life from the 1970s onwards. However, the realisation for academic staff that, at 45 per cent of the workforce, they were no longer the majority group in the sector, has added impetus to debates about work, the workplace and the role of change in scholarly life (Gornall, 2009). The Working Lives team has been gathering qualitative data on academic experiences of everyday work between 2007 and 2010, using life history and ethnographic methods. This paper draws on in‐depth interviews with 24 academics and participants in four focus groups, to consider the propensity in an ‘always‐on’ environment for staff to rarely ‘switch off’. This is explored alongside a set of ‘emic’ notions of working practices and places that characterise the ‘hyperprofessional’ academic.

Transforming finnish higher education: institutional mergers and conflicting academic identities

“…In this regard developments in Finland are in line with the several other studies revealing increasing fragmentation and heterogeneity within the academic profession (e.g. Anderson, 2008;Fanghanel, 2012;Gornall & Salisbury, 2012;Henkel, 2005). Although the academic profession has always been differentiated into distinct cultures with specific notions of academic identity that relate to disciplinary fields and institutional settings (Becher, 1989), this diversity has become more pronounced due to the managerial and structural transformations in the university environment.…”

What is effective research leadership? A research-informed perspective

“…It is a fine line that separates the motivational features of exemplars such as the professors referred to above from the potentially harmful effects of their setting the bar at too high a level for most people to reach. In order to excel, many professors set themselves ambitious targets and goals and endure or inflict upon themselves punishing work schedules consistent with the notion of 'hyperprofessionality' (Gornall & Salisbury, 2012).…”

The Effect of Family Relationships on Technology-Assisted Supplemental Work and Work-Life Conflict among Academics

“…For example, a positive outcome of TASW, according to Venkatesh and Vitalari (1992), is that individuals have the ability to perform better than their colleagues as a result of having fewer work interruptions and more independence. Indeed, Gornall and Salisbury (2012) reported in their study that academics were most productive when they worked from home rather than from their institution.…”

“…Many academics actually begin their day, in the early morning, checking their emails and persistently continue to do so throughout the day, even during the evenings (Gornall & Salisbury, 2012;Heijstra & Rafnsdottir, 2010). Academics often work during the evenings by using their Notebooks to check emails and to work on their own research projects (Gornall & Salisbury, 2012). Furthermore, Currie and Eveline (2010) found that many academics in their study worked on their computers from 8pm to 10pm.…”

“…To take an example, Ylijoki and Mantyla (2003) mention that, although email enhances communication and saves time, it also nonetheless requires academics to be constantly available for students and colleagues. Many academics actually begin their day, in the early morning, checking their emails and persistently continue to do so throughout the day, even during the evenings (Gornall & Salisbury, 2012;Heijstra & Rafnsdottir, 2010). Academics often work during the evenings by using their Notebooks to check emails and to work on their own research projects (Gornall & Salisbury, 2012).…”