A recent journal article published in Higher Education discusses how the pandemic inspired a rethink of what is acceptable within the higher education work environment in the United Kingdom. The journal article explores four key themes: declining quality of academic management, the pandemic as a disruptive awakening, the erosion of values and meaning, and a sense of being “trapped” within academia. The study found that the pandemic intensified academics’ dissatisfaction with their work and initiated a process in which they reconsidered the systemic abuses that they had once accepted as normal and rethought their place in the higher education space.
Nature
| Higher Education
