The mismeasure of academic labour

Papadopoulos, Angelika

doi:10.1080/07294360.2017.1289156

Cited by 30 publications

(16 citation statements)

References 13 publications

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“…Such transparency, they suggest, “could assist, not just those women who choose to progress to higher levels in academia, but also academics generally to achieve equity in the balance of their work roles and other activities” (Barrett & Barrett, 2011, p. 153). However, it is well documented that transparent allocation of work remains a challenge even in its technical or managerial operation (see, e.g., Hornibrook, 2012; Papadopoulos, 2017). Kenny and Fluck (2014) provide an argument that involvement of academic staff in the development and implementation of the workload allocation process helps achieve both transparency and equity, but this is somewhat speculative.…”

Section: Academic Workload Allocation: Constructing Inequity As Impossiblementioning

confidence: 99%

Gendered workload allocation in universities: A feminist analysis of practices and possibilities in a European University

Steinþórsdóttir

Carmichael

Taylor

2021

Gender Work & Organization

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The negotiated allocation of teaching and institutional service workload in universities is a key determinant of the quantity and quality of all work for academic staff. There is abundant quantitative evidence that women and men experience differential outcomes from faculty, school, or departmental workload allocation processes and convincing theoretical explanations as to why this happens. We add to this knowledge through feminist analysis of a mixed methods case study of an academic unit in a European University, focusing on gendered dynamics in the workload allocation processes there. Our analysis follows the “sweaty concept” methodology proposed by Sara Ahmed as a means of developing feminist theory that is founded on embodied experiences of discomfort in worlds that are not welcoming. The concept we develop through this is “inequitable modeling”; it suggests that while workload allocation processes are understood by model designers as a managerial tool to enable transparency and fairness (forms of procedural equity), the managed, especially women, experience them as opaque and unfair (forms of lived inequity). We conclude by questioning the principles and outcomes of such tools in achieving gender equity, and then describe how a feminist approach to workload modeling and allocation might be implemented.

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Section: Academic Workload Allocation: Constructing Inequity As Impossiblementioning

confidence: 99%

Gendered workload allocation in universities: A feminist analysis of practices and possibilities in a European University

Steinþórsdóttir

Carmichael

Taylor

2021

Gender Work & Organization

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“…Thus, time spent on academic activity is inherently contradictory, and this may contribute to individuals' struggles to establish a coherent academic identity (Billot and King 2015). This contradiction is exacerbated by the failure of academic workload models to represent the scope of academic labour, resulting in serious under-estimates of the actual work-effort involved in undertaking any allocated academic role (Papadopoulos 2017), as identified by our interviewees. Here, we recognise a secondary contradiction: between institutional needs for resources to be used efficiently today (restricting the time-allowances given to dual-role academics), and institutional desires for doctorally qualified staff in the future.…”

Section: Discussionmentioning

confidence: 98%

Friend or Foe: the complexities of being an academic and a doctoral student in the same institution

Clouder

Billot

King

et al. 2019

Studies in Higher Education

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“…Standardized approaches may result in a failure to maximize faculty talent and achieve their expressly intended purpose: to distribute workload realistically and evenly. 33 Although Bittner and Bechtel's 34 study of nursing faculty workload in Massachusetts recommended development of a consistent workload allocation formula, they also argued for more flexible models. Specifically, the authors suggested development of collaborative joint appointments, creative educator positions, and examining "the workload of older nurse faculty members in a creative way to allow for more flexibility and better work-life balance, therefore retaining these knowledgeable faculty."…”

Section: Offer a Variety Of Communication Options Identifyingmentioning

confidence: 99%

Promoting Inclusion of Disabled Nursing Faculty

Hassouneh

Mood

2021

Nurse Educ

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Background: Disabled nursing faculty make important contributions, yet little information is available about this group. Problem: Although information specifically about disabled nursing faculty is limited, available evidence and related literature point to a need for disability inclusive policy and practice in nursing academe. Approach: The authors gathered available information to inform development of 10 recommendations for change using universal design as a guiding framework. Universal design is development of an environment usable by all people to the greatest extent possible. Outcomes: The article includes 10 recommendations to promote inclusion of disabled faculty in nursing academe. Although disabled faculty are the focus, these recommendations have the potential to benefit all faculty. Conclusions: Implementing the recommendations may be challenging and will look different across schools. Nevertheless, such change is necessary to counteract exclusionary practices that impact disabled nursing faculty and promote inclusion of this important and underrepresented group.

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The mismeasure of academic labour

Cited by 30 publications

References 13 publications

Gendered workload allocation in universities: A feminist analysis of practices and possibilities in a European University

Gendered workload allocation in universities: A feminist analysis of practices and possibilities in a European University

Friend or Foe: the complexities of being an academic and a doctoral student in the same institution

Promoting Inclusion of Disabled Nursing Faculty

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