Rethinking academic identities in neo-liberal times

Abstract

Abstract This paper considers the impact of neo-liberal modes of governance on the ways in which we make sense of our world, as individuals, as academics and professionals. Traditional notions of academic freedom, autonomy and purpose, which have been central signifiers of academic identity no longer hold and bring into question what we are doing, of our role as academics. It is argued that, on the one hand, there is a shifting of boundaries between institutions, and on the other, an increasing fragmentation and differentiation within institutions. The paper suggests that in redefining our sense of identity as academics it is important to recognize the possibilities and opportunities provided in the current climate in which we work in order to successfully challenge the negative and destructive aspects of neo-liberal modes of governance. Notes 1. Massification is both at undergraduate and postgraduate level. For example, at doctoral level there has been a significant diversification of doctoral programmes to accommodate the different needs of students, such as the professional doctorate programmes (EdD) and the 'new route' Ph.D.s, in addition to the traditional MPhil/PhD and ESRC 1 + 3 programmes. David (Citation2004) argues that the doctorate is being seen increasingly as a form of research training rather than scholarship or original knowledge.