Early-Career Academics' Grappling with Multi-Dimensional Duties in the One-Dimensional Academic World: A Temporal Sociological Lens
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| Title: | Early-Career Academics' Grappling with Multi-Dimensional Duties in the One-Dimensional Academic World: A Temporal Sociological Lens |
|---|---|
| Language: | English |
| Authors: | Tengteng Zhuang (ORCID |
| Source: | Cambridge Journal of Education. 2025 55(4):549-567. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Beginning Teachers, College Faculty, Teacher Attitudes, Time, Foreign Countries, Faculty Workload, Teacher Role, Career Development, Teacher Responsibility, Teacher Promotion, Noninstructional Responsibility, Social Class, Age, Gender Differences, Time Perspective |
| Geographic Terms: | China |
| DOI: | 10.1080/0305764X.2025.2512456 |
| ISSN: | 0305-764X 1469-3577 |
| Abstract: | This article sheds light upon the challenges that early-career academics (ECAs) are compelled to navigate within the prevailing one-dimensional acceleration-driven academic world. Although the scholarly publication remains a dominant metric for career advancement among ECAs, various different logics of higher education burden ECAs with a range of non-academic workloads that put them in a situation of temporal disadvantage. These duties, ranging from class advisorship and pedagogical training, to grant applications and attendance to managerial issues, go beyond traditional academic understanding of social service, and tend to fragment their allocated working hours in a deep-seated manner. While the status of a university faculty member may be viewed with prestige by the general public, the study unravels the temporally structural challenges inherent in the academic journey, which are especially pronounced at the initial stages of one's career advancement, and of which only ECAs themselves are acutely aware. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1485182 |
| Database: | ERIC |
| Abstract: | This article sheds light upon the challenges that early-career academics (ECAs) are compelled to navigate within the prevailing one-dimensional acceleration-driven academic world. Although the scholarly publication remains a dominant metric for career advancement among ECAs, various different logics of higher education burden ECAs with a range of non-academic workloads that put them in a situation of temporal disadvantage. These duties, ranging from class advisorship and pedagogical training, to grant applications and attendance to managerial issues, go beyond traditional academic understanding of social service, and tend to fragment their allocated working hours in a deep-seated manner. While the status of a university faculty member may be viewed with prestige by the general public, the study unravels the temporally structural challenges inherent in the academic journey, which are especially pronounced at the initial stages of one's career advancement, and of which only ECAs themselves are acutely aware. |
|---|---|
| ISSN: | 0305-764X 1469-3577 |
| DOI: | 10.1080/0305764X.2025.2512456 |
