Making a mess of academic work: experience, purpose and identity

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 'official story' 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

Learning to be a social scientist: discipline, department and university academic work practices

What are the everyday practices of academic work in social science? How do social scientists learn these everyday practices, particularly as they relate to the complex demands of the discipline, the department and the university? Whilst a number of studies have examined scientists and scientific work (including Latour and Woolgar, 1979), and ethnographers of higher education have focused on institutions (eg Tuchman 2009) and students (eg Nespor 1994, Mertz, 2007), rather less attention has been paid to social scientists. This is somewhat ironic in the context of a conference on work and learning, given that we are social scientists ourselves. In order, therefore, to attend to this omission, a recent study of the ‘black box’ practices of academic work in the social sciences, from which this paper is drawn, was developed (Malcolm and Zukas, 2014). The study takes a sociomaterial approach, in keeping with a strand of studies on work and learning (eg Fenwick, Edwards and Sawchuk, 2011). It builds on previous work on the construction and development of disciplinary academic identity and practice (Malcolm and Zukas, 2009). The research was intended to trace how academic work in social science is learned, negotiated, experienced and enacted within universities and disciplinary communities. In particular, it examined the ways in which the competing ‘workplaces’ of institution, department and discipline interact, and how academics experience and negotiate the connections and conflicts of these academic workplaces. The empirical work from which this paper is drawn was based on three case universities. We shadowed individual social scientists in their daily work to produce a detailed picture of everyday academic practice. Observations included meetings, teaching and research activities and social, collegial and technological interactions as well as the collection of images, artefacts and relevant textual material (such as emails, disciplinary texts, public documents). In this paper, we will consider time, physical and virtual workplaces and [networks of] disciplinary, departmental and university relationships. By attending closely to the organisation of intellectual, technological, social and physical space and to the ways in which academics’ time is negotiated, mapped and ‘consumed’, we explore how and why academics learn to adopt particular working practices. Further, by taking account of networks of relationships, we examine questions of power and influence in and through discipline, department and institution. Although understood by social scientists as primary in their ‘real’ work, we show how disciplinary relationships are often enacted in the times and spaces between ‘work about work’ (eg recruitment and promotional activities, accountability demands, etc.). We identify overwork, self and institutional exploitation and gender inequalities as issues. We conclude that only a better understanding of social scientists’ learning of work practices will enable us to support them in negotiating successfully and collegially the complex demands of discipline, department and university work practices

Reassembling academic work: a sociomaterial investigation of academic learning

Academic work is changing fast, as is the work of other professionals, because of challenges such as accountability and regulations frameworks and globalised academic markets. Such changes also have consequences for everyday academic practice and learning. This paper seeks to explore some of the ways in which academic work is changing by opening the ‘black-box’ of everyday academic work and examining the enactment of academics’ everyday learning. The paper draws on a study of everyday academic practice in the social sciences with respect to the institution, the department and the discipline. Assuming a sociomaterial sensibility, the study also sought to understand how academics’ learning is enacted in everyday work. Within three universities, fourteen academics were work-shadowed; social, material, technological, pedagogic and symbolic actors were observed and, where possible, connections and interactions were traced. The paper illuminates through two stories from the study how specific practices and meanings of disciplinary academic work are negotiated, configured and reconfigured within and beyond the department or meso-level, attending to resistance and rejection as well as accommodation and negotiation. The paper responds to educational concerns of professional (here, academic) learning by foregrounding both the assembling and reassembling of academic work and the enactment of learning

Molecular Dynamics Simulations of Weak Detonations

Detonation of a three-dimensional reactive non-isotropic molecular crystal is modeled using molecular dynamics simulations. The detonation process is initiated by an impulse, followed by the creation of a stable fast reactive shock wave. The terminal shock velocity is independent of the initiation conditions. Further analysis shows supersonic propagation decoupled from the dynamics of the decomposed material left behind the shock front. The dependence of the shock velocity on crystal nonlinear compressibility resembles solitary behavior. These properties categorize the phenomena as a weak detonation. The dependence of the detonation wave on microscopic potential parameters was investigated. An increase in detonation velocity with the reaction exothermicity reaching a saturation value is observed. In all other respects the model crystal exhibits typical properties of a molecular crystal.Comment: 38 pages, 20 figures. Submitted to Physical Review

Student vocational teachers: the significance of individual positions in workplace learning

In most Initial Teacher Preparation (ITP) programmes, learning in teaching placements is considered to be an important component for providing workplace learning experiences to develop the skills of being a teacher. This paper is based on a bigger qualitative study which explored the learning experiences of a group of in-service student vocational teachers prior to and during their one-year ITP programme in Brunei. The study examined these student teachers’ dispositions to learning as revealed through their experiences on different placements during their training. The findings of this paper highlight the importance of the student vocational teachers’ roles and positions relative to their teaching placements. Theoretically, the findings also extend Bourdieu’s thinking, where existing cultural capital in the form of subject knowledge which is valued in one context does not necessarily help the learning of individuals in becoming a vocational teacher in another context. In addition, the paper argues for a need to reconceptualise in-service teacher education, more specifically, the workplace learning aspect. Lastly, it concludes with recommendations to support these student teachers in their placements through creating more expansive learning environments

Influence of the contact–impact force model on the dynamic response of multi-body systems

This work deals with contact–impact force models for both spherical and cylindrical contact surfaces. The incorporation of the friction phenomenon, based on the Coulomb friction law, is also discussed together with an effective computational strategy, which includes the automatic step size selection procedure. Impacts within a revolute clearance joint in a basic slider–crank mechanism are used as an example to compare the different contact force models. The collision is a prominent phenomenon in manymulti-body systems such as mechanisms with intermittent motion, kinematic discontinuities, and clearance joints. As a result of an impact, the values of the system state variables change very fast, eventually looking like discontinuities in the system velocities and accelerations. The impact is characterized by large forces that are applied and removed in a short time period. The knowledge of the peak forces developed in the impact process is very important for the dynamic analysis of multibody systems and it has consequences in the design process. The model for the contact–impact force must consider the material and geometric properties of the colliding surfaces, consider information on the impact velocity, contribute to an efficient integration, and account for some level of energy dissipation. These characteristics are ensured with a continuous contact force model, in which the deformation and contact forces are considered as continuous functions.FEDER - Project POCTI/2001/EME/38281.Fundação para a Ciência e a Tecnologia (FCT)

A study on the response of single and double circular plates subjected to localised blast loading

The response of single and double layered steel plates to localised air-blast loading was examined. Two configurations, both comprising fully clamped circular plates with a 200 mm exposed diameter, were considered: 4mm thick single and (2+2) mm double layered plates. The localised air-blast loading was applied by centrally detonating discs of PE4 plastic explosive. Similar failure modes were evident in the single and double plate configurations, namely, Mode I (large inelastic deformation) and Mode II (capping failure along with deformation) responses. The double plates exhibited larger midpoint deflections than the single plates, and partial tearing of the front plate in the double plates was observed at a lower impulse than in the single plates. However, complete capping of both plates in the double plate configuration occurred at the same charge mass as for the single plates, implying that both configurations offer equivalent protection from capping failure as a result of this type of localised blast loading. A metallographic study of the deformed and torn plate regions did not reveal any phase transformation in the steel. It was also found that the 2 mm thick plates exhibited larger increases in grain size than the 4 mm thick plates

Diversity and pedagogic practice: reflections on the role of an adult educator in higher education

This is a postprint of an article whose final and definitive form has been published in Teaching in Higher Education (c) 2007 Copyright Taylor & Francis; Teaching in Higher Education is available online at http://www.informaworld.comBased on a model developed by Brookfield (1995), a deliberately reflective approach is taken in this paper to the relationship between the author's earlier work in a department of adult education and her current teaching on a course for new university lecturers. As increasing numbers of mature students are being encouraged into universities, she wonders whether the principles and practices of adult education have a place in the pedagogic practices of higher education. She summarises the development of adult education departments in British universities, and draws attention to different pedagogic approaches in adult and higher education. Looking through various 'lenses', the author concludes that there is a need for a new professional agenda in higher education - where commonality and difference provide the starting points for mutual exploration and self-understanding - and that the traditions of adult education have a significant contribution to make to this agenda