Exploring a Timeless Academic Life

This article is constructed as a prolonged pause, triggered by the restless and sleepless anxiety caused by a frantic academic life. The author reflects on how her accelerated existence as a tenured academic is driven by a need to achieve, and questions whether this path will lead to fulfillment. This reflection embodies two views of time. “Academic-time” is presented as an instrumental, measured, performance-oriented approach that cultivates a sense of anxiety over limited time. The alternative, Slow time, is regarded as a richer, boundless, and limitless view of time that enables individuals to experience greater agency and purpose.

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Chaos, Care, and Critique: Performing the Contemporary Academy During the COVID-19 Pandemic

Frontiers in Communication ◽

10.3389/fcomm.2021.657823 ◽

2021 ◽

Vol 6 ◽

Author(s):

Sarah R. Davies

Keyword(s):

Social Media ◽

University Research ◽

Academic Life ◽

Research Practice ◽

Media Communication ◽

Global Pandemic ◽

Starting Point ◽

Care Practices ◽

Social Media Communication ◽

Oriented Approach

The starting point for this article is that the COVID-19 global pandemic has brought normally invisible, taken-for-granted aspects of contemporary societies into sharp relief. I explore the analytical affordances of this moment through a focus on the nature of the contemporary academy, asking how this was performed on “academic Twitter” in the early months of the 2020 COVID-19 pandemic, therefore contributing to work that has characterized contemporary university, research practice, and social media discussion of this. I draw on a dataset of tweets from academic Twitter, systematically downloaded between 1 March and 24 July 2020, that are concerned with the pandemic, analyzing these through a qualitative, multimodal, and practice-oriented approach. I identify themes of the disruption of academic work, of care and care practices, and of critiques of injustice and inequity within academia, but also argue that the ways in which these topics are instantiated—through distinctive repertoires of humor and of emotional honesty, positivity, and gratitude—are central to performances of academic life. The analysis thus further contributes to studies of communication to and by other publics, and in particular, the ways in which the content and form of social media communication are intertwined.

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Audiology: A Problem Oriented Approach

Otolaryngologic Clinics of North America ◽

10.1016/s0030-6665(20)32527-5 ◽

1978 ◽

Vol 11 (3) ◽

pp. 801-811

Author(s):

John M. Page

Keyword(s):

Oriented Approach

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A solution-oriented approach to conflict resolution in a work system

British Journal of Guidance and Counselling ◽

10.1080/03069889500760401 ◽

1995 ◽

Vol 23 (3) ◽

pp. 409-419 ◽

Cited By ~ 1

Author(s):

Susan Webb

Keyword(s):

Conflict Resolution ◽

Work System ◽

Oriented Approach

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Definition and Assessment of Competences in the Context of the European Diploma in Psychology

European Psychologist ◽

10.1027/1016-9040.10.2.93 ◽

2005 ◽

Vol 10 (2) ◽

pp. 93-102 ◽

Cited By ~ 34

Author(s):

Dave Bartram ◽

Robert A. Roe

Keyword(s):

Professional Competence ◽

Professional Psychology ◽

European Standard ◽

Course Content ◽

Training Course ◽

And Training ◽

Oriented Approach

Abstract. The European Diploma in Psychology defines a common European standard for the competences required to practice as a psychologist. This paper describes how that standard was developed and defined, and why it was considered important to bring together the traditional input-based specification of professional competence, in terms of curriculum and training course content, with a more outcome-oriented approach that focuses on the competences that a professional psychologist needs to demonstrate in practice. The paper addresses three specific questions. What are the competences that a psychologist should possess? Are these competences the same for all areas of practice within professional psychology? How can these competences be assessed?

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