{"id":340,"date":"2012-02-20T16:18:39","date_gmt":"2012-02-20T16:18:39","guid":{"rendered":"http:\/\/hrefna.com\/kennslufr\/?p=340"},"modified":"2012-02-20T16:18:39","modified_gmt":"2012-02-20T16:18:39","slug":"um-making-a-mess-of-academic-work-experience-purpose-and-identity-eftir-malcolm-and-zukas-2009","status":"publish","type":"post","link":"https:\/\/hrefna.com\/kennslufr\/um-making-a-mess-of-academic-work-experience-purpose-and-identity-eftir-malcolm-and-zukas-2009\/","title":{"rendered":"Um &#8216;Making a mess of academic work: experience, purpose and identity&#8217; eftir Malcolm and Zukas, 2009."},"content":{"rendered":"<p>Um greinina\u00a0\u00a0<a href=\"http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/13562510903186659\">&#8216;Making a mess of academic work: experience, purpose and identity&#8217; eftir Malcolm and Zukas, 2009<\/a>.<\/p>\n<p><strong>M\u00ednar huglei\u00f0ingar<\/strong><\/p>\n<p>\u00deessi grein er me\u00f0 jargon-fylltari greinum sem \u00e9g hef lesi\u00f0. \u00a0\u00dear sem jargoni\u00f0 er ekki \u00e1 m\u00ednu svi\u00f0i \u00fe\u00e1 er \u00e9g ekki viss um a\u00f0 \u00e9g hafi fyllilega skili\u00f0 greinina, en skal \u00fe\u00f3 reyna a\u00f0 \u00fe\u00fd\u00f0a yfir \u00e1 mannam\u00e1l.<\/p>\n<p>M\u00e9r s\u00fdnist sem a\u00f0 h\u00f6fundar s\u00e9u a\u00f0 gera tvennt \u00ed einu<\/p>\n<ul>\n<li>Andm\u00e6la a\u00f0 au\u00f0velt s\u00e9 a\u00f0 skipta vinnu h\u00e1sk\u00f3lapr\u00f3fessora ni\u00f0ur \u00ed \u00fe\u00e6gilega flokka, \u00fea\u00f0 er &#8216;kennslu&#8217;, &#8216;ranns\u00f3knir&#8217;, og &#8216;stj\u00f3rnun&#8217;. \u00a0H\u00f6fundar vilja meina a\u00f0 \u00feetta s\u00e9 gert a\u00f0allega fr\u00e1 stj\u00f3rnunarlegu sj\u00f3narmi\u00f0i, til a\u00f0 h\u00e6gt s\u00e9 a\u00f0 borga \u00e1kve\u00f0na klukkut\u00edma, og sanna a\u00f0 \u00fej\u00f3\u00f0f\u00e9lagi\u00f0 s\u00e9 a\u00f0 f\u00e1 &#8216;vir\u00f0i&#8217; fyrir peningalegt framlag. \u00a0Hins vegar upplifi h\u00e1sk\u00f3lapr\u00f3fessorar (akadem\u00edskir starfsmenn) vinnuna ekki svona &#8216;klippt og skori\u00f0&#8217; sem veldur \u00feeim erfi\u00f0leikum, \u00fev\u00ed &#8216;opinbera&#8217; sagan og &#8216;einkasagan&#8217; passar ekki saman.<\/li>\n<li>Segja a\u00f0 ef akadem\u00edskir starfsmenn f\u00e6ru eftir \u00feeim klukkut\u00edmum sem vinnu \u00feeirra er \u00fathluta\u00f0, \u00fe\u00e1 myndi h\u00e1sk\u00f3linn leggjast \u00e1 hli\u00f0ina. \u00a0\u00dear me\u00f0 eru h\u00f6fundar a\u00f0 benda \u00e1 a\u00f0 kennarar vinnu miklu fleiri klukkustundir en \u00feeir f\u00e1i borga\u00f0 fyrir.<\/li>\n<\/ul>\n<p>\u00c9g er ekki alveg viss um a\u00f0 \u00fea\u00f0 s\u00e9 ekki h\u00e6gt a\u00f0 skipta starfinu ni\u00f0ur \u00ed &#8216;kennslu&#8217;, &#8216;ranns\u00f3knir&#8217; og &#8216;stj\u00f3rnun&#8217;, amk svo lengi sem ma\u00f0ur er ekki me\u00f0 framhaldsnemendur \u00e1 s\u00ednu framf\u00e6ri. \u00a0Um lei\u00f0 og \u00feeir b\u00e6tast vi\u00f0 \u00fe\u00e1 fl\u00e6kist m\u00e1li\u00f0. \u00a0\u00c9g upplifi amk vinnuna a\u00f0 mestu sem &#8216;kennslu&#8217; e\u00f0a &#8216;ranns\u00f3knir&#8217; \u00fev\u00ed \u00feessir tveir hlutir eru (sem stendur) algj\u00f6rlega \u00f3skyldir. \u00a0Hva\u00f0 var\u00f0ar &#8216;stj\u00f3rnun&#8217; \u00fe\u00e1 felst h\u00fan \u00ed augnablikinu \u00ed \u00fev\u00ed a\u00f0 m\u00e6ta af og til \u00e1 klukkut\u00edma langa fundi og segja hva\u00f0 m\u00e9r finnst &#8211; \u00fea\u00f0 er ekki mikil stj\u00f3rnun \u00fear ver\u00f0 \u00e9g a\u00f0 vi\u00f0urkenna. \u00a0Ef \u00e9g legg\u00f0ist \u00ed a\u00f0 s\u00e6kja um styrki til h\u00e6gri og vinstri, \u00fe\u00e1 m\u00e6tti r\u00edfast um hverju \u00fea\u00f0 tilheyr\u00f0i.<\/p>\n<p>M\u00e9r finnst hins vegar nokkur sannleikur \u00ed \u00fev\u00ed a\u00f0 akadem\u00edskir starfsmenn eru \u00ed dag a\u00f0 upplifa &#8216;n\u00fdjan heim&#8217; \u00fear sem &#8216;frelsi\u00f0 g\u00e6rdagsins er a\u00f0 miklu leyti a\u00f0 hverfa. \u00a0H\u00e1sk\u00f3lar eru a\u00f0 breytast \u00ed fyrirt\u00e6ki, og me\u00f0 \u00fev\u00ed fylgja kva\u00f0ir og regluger\u00f0ir &#8211; sem passa oft ekki vi\u00f0 upplifunina. \u00a0Nemendur gera s\u00e9r grein fyrir \u00feessu, og \u00e9g held a\u00f0 \u00feeirra kr\u00f6fur og v\u00e6ntingar s\u00e9u l\u00edka a\u00f0 breytast.<\/p>\n<p>\u00c9g er einnig samm\u00e1la \u00fev\u00ed a\u00f0 h\u00e1sk\u00f3lakennarar (amk n\u00fdrri kennarar) eru a\u00f0 vinna mun meira en \u00feeir f\u00e1 borga\u00f0 fyrir. \u00a0Fyrir m\u00edna parta \u00fe\u00e1 hef \u00e9g ekki enn\u00fe\u00e1 n\u00e1\u00f0 a\u00f0 uppfylla \u00fea\u00f0 sem samningurinn minn segir m\u00e9r a\u00f0 \u00e9g eigi a\u00f0 gera, \u00fea\u00f0 er ey\u00f0a helmingi t\u00edmans \u00ed kennslu, t\u00e6plega helmingi \u00ed ranns\u00f3knir og nokkrum klukkut\u00edmum \u00ed &#8216;stj\u00f3rnun&#8217;. \u00a0Meiripart veturs \u00fe\u00e1 hefur 95% t\u00edmans fari\u00f0 \u00ed kennslu, en n\u00fana loksins \u00fe\u00e1 hef \u00e9g gert m\u00e1nudaga &#8216;kennslulausa&#8217; sem \u00fe\u00fd\u00f0ir a\u00f0 20% af vikunni (t\u00e6knilega) fer \u00ed &#8216;ranns\u00f3knir&#8217; &#8211; sem \u00feessa dagana samanstanda af \u00fev\u00ed a\u00f0 lesa m\u00e9r til um h\u00e1sk\u00f3lakennslu. \ud83d\ude42<\/p>\n<p>Eitt sem vakti athygli m\u00edna l\u00edka, var umr\u00e6\u00f0an um &#8216;hvar&#8217; vinnan fer fram. \u00a0\u00deannig brj\u00f3ta h\u00f6fundarnir &#8216;fj\u00f3r\u00f0a vegginn&#8217; og skrifa<\/p>\n<p style=\"padding-left: 30px;\">&#8220;Thus, as you read this paper, perhaps in bed, or on a plane between countries, at some time in the future, you interact with us in the past, at a laptop on the kitchen table in a house which neither of us lives in, and in a city where neither of us works.&#8221;<\/p>\n<p>Setningin heldur \u00e1fram (heldur torskildari)<\/p>\n<p style=\"padding-left: 30px;\">&#8220;The workplace does not produce work; rather, purposive academic work itself creates the workplace in a way which evades the spatial and temporal discipline of the academic institution and of the educational policy structures which drive it&#8221;<\/p>\n<p>\u00a0\u00de\u00fd\u00f0ir \u00feetta a\u00f0 h\u00e1sk\u00f3lakennarar eru d\u00e6mdir til a\u00f0 vinna vinnuna s\u00edna ekki \u00e1 vinnusta\u00f0 (skrifar h\u00fan \u00fear sem h\u00fan situr vi\u00f0 sitt eigi\u00f0 eldh\u00fasbor\u00f0, \u00fev\u00ed m\u00e1nudagar eru &#8216;ranns\u00f3knardagar&#8217; og \u00fev\u00ed best a\u00f0 vinna a\u00f0 heiman?)<\/p>\n<p><strong>Abstract<\/strong><\/p>\n<p>Within the policy discourse of academic work, teaching, research and administration are seen as discrete elements of practice. We explore the assumptions evident in this \u2018official story\u2019 and contrast it with the messy experience of academic work, drawing upon empirical studies and conceptualisations from our own research and from recent literature. We propose that purposive disciplinary practice across time and space is inextricably entangled with and fundamental to academic experience and identity; the fabrications of managerialism, such as the workload allocation form, fragment this experience and attempt to reclassify purposes and conceptualisations of academic work. Using actor-network theory as an analytical tool, we explore the gap between official and unofficial stories, attempting to reframe the relationship between discipline and its various manifestations in academic practice and suggesting a research agenda for investigating academic work.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Um greinina\u00a0\u00a0&#8216;Making a mess of academic work: experience, purpose and identity&#8217; eftir Malcolm and Zukas, 2009. M\u00ednar huglei\u00f0ingar \u00deessi grein er me\u00f0 jargon-fylltari greinum sem \u00e9g hef lesi\u00f0. \u00a0\u00dear sem jargoni\u00f0 er ekki \u00e1 m\u00ednu svi\u00f0i \u00fe\u00e1 er \u00e9g ekki &hellip; <a href=\"https:\/\/hrefna.com\/kennslufr\/um-making-a-mess-of-academic-work-experience-purpose-and-identity-eftir-malcolm-and-zukas-2009\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[29],"tags":[],"class_list":["post-340","post","type-post","status-publish","format-standard","hentry","category-grein-ken004f"],"_links":{"self":[{"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/posts\/340","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/comments?post=340"}],"version-history":[{"count":2,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/posts\/340\/revisions"}],"predecessor-version":[{"id":342,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/posts\/340\/revisions\/342"}],"wp:attachment":[{"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/media?parent=340"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/categories?post=340"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/tags?post=340"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}