03927nam 22007695 450 991025516030332120240312135703.09781137473608113747360610.1057/9781137473608(CKB)3710000000651837(SSID)ssj0001668773(PQKBManifestationID)16460324(PQKBTitleCode)TC0001668773(PQKBWorkID)14862216(PQKB)11012169(DE-He213)978-1-137-47360-8(MiAaPQ)EBC4720098(Perlego)3487443(EXLCZ)99371000000065183720160429d2016 u| 0engurnn#008mamaatxtccrAccelerating Academia The Changing Structure of Academic Time /by F. Vostal1st ed. 2016.London :Palgrave Macmillan UK :Imprint: Palgrave Macmillan,2016.1 online resource (XI, 242 p.)Revisited - Perspektiven der Gender und Queer StudiesBibliographic Level Mode of Issuance: Monograph9781137473592 1137473592 9781349692576 1349692573 Includes bibliographical references and index.Machine generated contents note: -- Introduction. 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.The 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.Revisited - Perspektiven der Gender und Queer StudiesEducational sociologyEducation and stateIndustrial sociologyEducation, HigherSociologySociology of EducationEducation PolicySociology of WorkHigher EducationSociologyEducational sociology.Education and state.Industrial sociology.Education, Higher.Sociology.Sociology of Education.Education Policy.Sociology of Work.Higher Education.Sociology.378.1/2212EDU015000EDU037000SOC026000bisacshVostal Fauthttp://id.loc.gov/vocabulary/relators/aut1064458BOOK9910255160303321Accelerating Academia2538363UNINA