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100   $a20160429d2016      u|         0
101 0 $aeng
135   $aurnn#008mamaa
181   $ctxt
182   $cc
183   $acr
200 10$aAccelerating Academia $eThe Changing Structure of Academic Time /$fby F. Vostal
205   $a1st ed. 2016.
210  1$aLondon :$cPalgrave Macmillan UK :$cImprint: Palgrave Macmillan,$d2016.
215   $a1 online resource (XI, 242 p.)
225 1 $aRevisited - Perspektiven der Gender und Queer Studies
300   $aBibliographic Level Mode of Issuance: Monograph
311 08$a9781137473592 
311 08$a1137473592 
311 08$a9781349692576 
311 08$a1349692573 
320   $aIncludes bibliographical references and index.
327   $aMachine 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.
330   $aThe era of a 'slow-paced' academia characterized by leisurely tempos of research and pedagogy has gone. Academia is now an intensely social site, and the boundaries between capitalist dynamics and academic life have become blurred. Academic workloads are increasing as academics have to deal with an ever-growing number of tasks, information, obligations, texts, procedures and connections. Yet the time available for carrying out these activities remains relatively constant, and even seems to be decreasing. Simultaneously, the 'will to accelerate' has emerged as a significant cultural and structural force in knowledge production, propelled by competitiveness and the drive for excellence. Filip Vostal examines the changing character of academic time, and questions the nature of this acceleration. Without challenging its negative implications, Vostal argues that we cannot fully understand this phenomenon unless we scrutinize its positive dimensions, and ask why people opt for acceleration,and how and why the compulsion to accelerate features in higher education policy discourse.
410  0$aRevisited - Perspektiven der Gender und Queer Studies
606   $aEducational sociology
606   $aEducation and state
606   $aIndustrial sociology
606   $aEducation, Higher
606   $aSociology
606   $aSociology of Education
606   $aEducation Policy
606   $aSociology of Work
606   $aHigher Education
606   $aSociology
615  0$aEducational sociology.
615  0$aEducation and state.
615  0$aIndustrial sociology.
615  0$aEducation, Higher.
615  0$aSociology.
615 14$aSociology of Education.
615 24$aEducation Policy.
615 24$aSociology of Work.
615 24$aHigher Education.
615 24$aSociology.
676   $a378.1/2212
686   $aEDU015000$aEDU037000$aSOC026000$2bisacsh
700   $aVostal$b F$4aut$4http://id.loc.gov/vocabulary/relators/aut$01064458
906   $aBOOK
912   $a9910255160303321
996   $aAccelerating Academia$92538363
997   $aUNINA