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This chapter delves into the temporal complexities in academia, examining how time influences research, teaching, and learning. It highlights the diverse “timescapes” shaped by digitization, globalization, and open access, which pressure educators to be more efficient. Traditionally, education adhered to fixed schedules within physical classrooms, but now embraces a flexible, “anytime, anywhere” approach, accompanied by increased surveillance and evaluation of academic work. Using Hartmut Rosa’s concept of acceleration (Social acceleration: a new theory of modernity, Columbia University Press, 2013), the chapter explores how these changes affect academic identities and roles. It questions the merging of educational times and spaces and the formation of academic identities under these pressures. A historical perspective outlines three phases in Swedish education research: the Establishing era (1910–1940), the Expansion phase (1940–2000), and the Fragmentation period (2000–present). The chapter analyzes how these temporal dynamics shape academic identities and the interplay of teaching, research, and societal impact, illustrated through personal narratives.

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Academic Scholar in the Accelerating University: A Narrative Account of Navigating the Timescapes of Research, Teaching and Outreach

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  • 发表日期：

    2026年

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  • Daniel Sundberg

摘要

This chapter delves into the temporal complexities in academia, examining how time influences research, teaching, and learning. It highlights the diverse “timescapes” shaped by digitization, globalization, and open access, which pressure educators to be more efficient. Traditionally, education adhered to fixed schedules within physical classrooms, but now embraces a flexible, “anytime, anywhere” approach, accompanied by increased surveillance and evaluation of academic work. Using Hartmut Rosa’s concept of acceleration (Social acceleration: a new theory of modernity, Columbia University Press, 2013), the chapter explores how these changes affect academic identities and roles. It questions the merging of educational times and spaces and the formation of academic identities under these pressures. A historical perspective outlines three phases in Swedish education research: the Establishing era (1910–1940), the Expansion phase (1940–2000), and the Fragmentation period (2000–present). The chapter analyzes how these temporal dynamics shape academic identities and the interplay of teaching, research, and societal impact, illustrated through personal narratives.