Academic Working Lives

Lynne Gornall is Leader of the Working Lives Research Team, a group established in 2007 bringing together staff from the Universities of Glamorgan, Cardiff and Wales, UK. She has held teaching, leadership and management roles within Higher Education in the UK.Caryn Cook is Senior Lecturer in the Business School at the University of Wales, Newport, UK.Lyn Daunton is Deputy Head of the Glamorgan Business School at the University of Glamorgan, UK, where she is Head of the Division for Organizational Leadership, Learning & Management.Jane Salisbury is Senior Lecturer in Sociology of Education, Education Policy and Qualitative Research Methods at Cardiff University, UK, where she is Director of PGCE programmes for the School of Social Sciences.Brychan Thomas is Reader at the Glamorgan Business School and Deputy Leader of the Welsh Enterprise Institute at Glamorgan University, UK.

• List of Tables and FiguresAcknowlegementsForeword, Jon Nixon (Hong Kong Institute of Education, Hong Kong)Working Life: Poem, Val WalshIntroduction: Starting the Day Fresh: Hidden Work and Discourse in Contemporary Academic Practice, Lynne Gornall (Working Lives Research Team, UK), Lyn Daunton (University of Glamorgan, UK), Jane Salisbury (University of Cardiff, UK), Caryn Cook (Newport Business School, UK) and Brychan Thomas (University of Glamorgan, UK) Part I: Transition, Identity and Routinized Work Introduction, Jane Salisbury1. Structure and Agency in an Irish Institute of Technology, Carole O’Byrne (Waterford Institute of Technology, Ireland) 2. ‘Getting on with the job’ and Occupational Socialization in Further Education, Martin Jephcote (University of Cardiff, UK) 3. Teacher Narratives of Performativity and Change, Philippa Dixey (Post 16 Tutor for Psychology , Sociology and Basic Skills) and Lynette Harbottle (University of Cardiff, UK)3. An Insider Perspective on a College 'Widening Participation' Initiative, Judith Larsen (Severn College, UK)4. Emotional Labour and Ethics of Care in Further Education, Jane Salisbury6. Becoming a Teacher in Higher Education, Trevor Austin (University of Bedfordshire, UK)Part II: Leadership, Management and Human Resources Issues Introduction, Lyn Daunton7. A Policy Perspective from Wales on Employment and Working Life, Christine Chapman (Welsh Assembly Government, UK)8. ‘Human Resources Management’ Implications of Working Lives Research, Caryn Cook and Lyn Daunton9. Narratives of Academics who Become Department Heads, Alan Floyd (University of Reading, UK)10. How Management Accounting Shapes Academic Lives, Rod Kelly (University of Derby, UK) and Rebecca Boden (University of Roehampton, UK)11. Human Resources Policies and the Individualization of Academic Labour, Matthew Waring (Cardiff Metropolitan University, UK)12. Professional Work and Policy Reform Agendas in a Marketized Higher Education System, Lynne Gornall and Brychan Thomas13. Perspectives on Research Management and Capacity Building in Six Countries, Mary Goretti Nakabugo (University of KwaZulu Natal, South Africa), Paul F Conway (University College Cork, Ireland), Eimear Barrett (Queen’s University Belfast, UK) and Seán Farren (University of Ulster, UK)14. Sustaining Academic Professional Careers, Andrew Rothwell (University of Loughborough, UK) and Frances Rothwell (Nottingham Trent University, UK)Part III: The Academic Role, Professionalities and ProspectsIntroduction, Lynne Gornall15. The Academic as Examiner, Marilyn Strathern (University of Cambridge, UK)16. Personal Tutoring in Academic Work, Jan Huyton (Cardiff Metropolitan University, UK)17. Professionalising Teaching Identity and Teaching ‘Excellence’ Schemes, Ming Cheng (University of Glasgow, UK)18. Younger Faculty, Identity and Careers in Japan, Machi Sato (Tohoku University, Japan)19. Latin-American Academics Coping with Work in UK Higher Education, Maria Bertani Tress (University of Leeds, UK)20. Research Careers and Fixed-term Contracts: A Science Case Study, Sarah-Jane Richards (Capital Research Associates, UK)21. Academia as the Com(promised) Land for Women?, Sandra Acker (University of Toronto, Canada) and Michelle Webber (Brock University, Canada)22. Balancing Working Time and Academic Work in Finland, Oili-Helena Ylijoki, Lea Henriksson, Johanna Hokka and Virve Kallioniemi-Chambers (all at Tampere University of Technology, Finland)Part IV: Technology, New Pedagogy and Teaching and Learning RolesIntroduction, Brychan Thomas23. Higher Education, Information Technology and Academic Work, Brychan Thomas and Lynne Gornall24. Teaching in the Virtual Classroom, Susy Rogers (University of Glamorgan, UK)25. New Learners, New Pedagogy and an Emerging Craft Professionalism, Nigel Ecclesfield (JISC, UK) and Fred Garnett (London Knowledge Lab, UK)26. 'Habitus' and Meanings of a Career in Learning Technologies and Educational Development, Alison Hudson (University of Dundee, UK)27. Becoming ‘Indigenous’ as New Teaching and Learning Staff and a Reflexive Review, Lynne GornallPart V: Research and Professional LearningIntroduction, Caryn Cook28. Promoting Change in Higher Education and the Professional Doctorate, Janet Laugharne (Cardiff Metropolitan University, UK), Mary Carter (Cardiff Metropolitan University, UK) and Eleri Jones (Cardiff Metropolitan University, UK)29. A New Collegiality in Collaborative Work and Practice, Caryn Cook and Lynne Gornall30. Researching Changes in Higher Education Occupations, Robert Mears (Bath Spa University, UK) and Eric Harrison (City University London, UK)31. Ongoing Practice in Researching Academic Life and Higher Education Life, Martin Gough (De Montfort University, UK)ConclusionAcademia as Workplace: a Natural Pessimism and a Due Optimism, Ronald Barnett (Institute of Education, UK)Index

I recommend this fascinating book which reports wide-ranging research into the ‘how’, ‘when’, ‘where’ and ‘who’ of academic working lives in higher and further education. Amongst many insightful contributors, Ron Barnett deserves special mention for his chapter which addresses the ‘why’ of our workplace, suggesting that pessimists adhere to the perceived inevitable while optimists build change through the interstices of academic life.