Mid-Career academic women and the prestige economy

Drawing on 30 semi-structured interviews with women academics based in London higher education institutions in the UK, this paper investigates the gendered nature of the prestige economy in academia. We explore how mid-career academic women strategise their career development and the opportunities and barriers they perceive, particularly in relation to the accrual of academic esteem. Concept maps were used to facilitate dialogue about career plans and provided an artefact from the interviewee’s own perspective. The analysis draws on the concept of prestige, or the indicators of esteem that help advance academic careers, against the backdrop of a higher education context which increasingly relies on quantitative data to make judgements about academic excellence. The interviews indicated that women generally feel that men access status and indicators of esteem more easily than they do. Many women also had ambivalent feelings about gaining recognition through prestige: they understood the importance of status and knew the ‘rules of the game’, but were critical of these rules and sometimes reluctant to overtly pursue prestige. The findings are valuable for understanding how women’s slow access to the highest levels of higher education institutions is shaped by the value that organisations place on individual status

BME academic flight from UK to overseas higher education: aspects of marginalisation and exclusion.

This paper describes the experiences of BME academics who consider moving overseas for career opportunities. It explores the barriers that BME academics report in UK higher education, which affects their decisions for overseas higher education migration. Our findings suggest that BME academics were significantly more likely than White academics to have ever considered moving overseas to work, although reasons such as family commitments led to many remaining in the UK. However, those BME academics who eventually move overseas report positive experiences. In contrast those who stay in the UK report various barriers to career progression. We suggest significant change is needed in the UK higher education sector in order to retain BME academics who consider moving overseas. <br/

Trainee teachers in unpaid teaching posts: volunteering, risk and vulnerability

This paper explores the experiences and perceptions of a little-known category of in-service trainee teachers in the Further Education (FE) and Skills sector in England: those who meet the practical teaching requirements of their course mainly through unpaid teaching as ‘volunteers’. The paper reports findings from mixed-methods research which used surveys, interviews and focus groups involving trainee teachers within a large FE–HE partnership. Themes relating to motivations to volunteer, the development of teacher identity within marginal roles, and the risks associated with unpaid teaching are discussed. For increasing numbers of trainees, unpaid teaching provides an opportunity for career entry. However, the quality of teaching experience gained is mixed, with some trainees receiving high levels of support, whilst others experience marginalisation and limitations on their developing teacher identities. The paper highlights the specific challenges to professionalism posed by unpaid teaching within the FE and Skills sector, and relates these challenges to a broader context of insecurity and risk. As work experience becomes an increasingly valuable commodity, this paper illustrates the pressures individuals face as they exchange payment and security for the opportunities volunteering provides

Partisan, scholarly and active : arguments for an organic public sociology of work

Despite a thriving tradition of critical scholarship in UK-based sociology of work, Burawoy’s call for a partisan organic public sociology that is part of ‘a social movement beyond the academy’ and Bourdieu’s plea for committed scholarship in the service of the social movement against neo-liberalism have received scant attention. This article seeks to stimulate debate by presenting a framework for a left-radical organic public sociology of work based on Gramsci’s concept of the connected organic intellectual rather than Bourdieu’s expert committed scholar. The latter, it is argued, is incompatible with activist partisan scholarship based on democratised relations between researchers and researched. Participatory Action Research is offered as a methodological orientation that underpins and enables organic scholars of work to engage actively with the marginalised and labour in the co-creation of knowledge that aids their struggles for change