How do academics organise their time? What experiments and techniques of time management are practiced in higher education? How are early-career academics socialised into time management routines? In this post, I outline an upcoming project to trace the personal and communal practices that academics use to organise their work. If you have any advice or opinions, please share them in the comments below.
The pace of life in academia has become a central concern of professionals in the sector. I have written and published a bit on work/life balance, managerialism, identity, values, and range of topics that are pervaded by discourses of accelerationism and the loss of autonomy over working conditions. Heather Menzies and Janice Newson’s paper ‘No Time to Think’ is typical of the sentiment. Intensifying and mobile work routines have been enabled by digital technologies and brought into demand through competitive pressures in the university bureaucracy and academic status hierarchies. For early-career researchers to mid-career course managers and lab coordinators, time pressure is the key phrase. Changing organisational structures are discussed in terms of conflicting temporalities.
Individualised, self-centred responses to time pressure is normatively assumed in much of the literature. This is not a surprising assumption, given that the very idea of ‘career-building’ in academia is now strongly associated with individual performance appraisals and growing rhizomes of data collection and fabrication software. The metric regimes that have come to regularly interface with academics though profile-based social media (Twitter, Academia.edu, ResearchGate) and identity-tracking platforms (ORCiD, ResearcherID, GoogleScholar) seem to eerily mimic institutional performance appraisals (tracking publications, grant money, teaching experience, role titles) and morph them into further figures (such as ResearchGate’s bizarre RG Score).
While the identity-focus of the audit culture in higher education seems to incentivise individualistic approaches to dealing with time-pressure, some very interesting practices have become socialised. Perhaps one of the most well-known recent developments has been the Shut up and Write (SUAW) communities that have emerged (see in particular The Thesis Whisperer’s post on this for a clear explanation). Groups all over the world are using social media and location-tracking software to schedule regular meetings for both academics and other creative and professional writers. SUAW, using the Pomodoro technique (in short, 25 mins of intensive writing, 5 min break, repeat), offers to assist with time management through time-compression; what might be written in a meandering, email-distracted way over a few hours might be punched out in a matter of minutes. SUAW is hence a technique for self-regulation through community.
Members of SUAW communities express appreciation not only for the technique and regulating presence of other writers, but also the sense of belonging that is created. SUAW groups can be spaces to have one’s efforts recognised and celebrated, as well as assist with the task of writing. It is interesting that this writing practice is possible in isolation (all you need is a timer and writing space) and yet groups gather in both physical and online spaces, routinely, to perform solitary acts together.
I aim over this year to explore what other methods and practices have been established to manage time in academia and in particular what techniques exist for socialising academics into time management practices. These could occur in the classroom (at undergraduate levels), in the office (for graduate students), in seminars, in online spaces cafes (as per the SUAW collectives), in tearooms or read from classic texts (such as the appendix to C. Wright Mill’s The Sociological Imagination, ‘On Intellectual Craftsmanship’).
If you have an interest in these practices, ideas or just want to chat about your methods, comment below, follow me on Twitter (@fabiancann) or email me at firstname.lastname@example.org.