ABSTRACT

The global pandemic of 2020 has changed the ways that university academics do their work and manage their time, including teaching, engaging with graduate students, conducting research, and working with colleagues. The mode of delivery of higher education has substantially moved to the digital, and workspaces have shifted to home. Having to work from home has placed unique demands on academics, including adapting to working entirely on ascreen and adjusting their work/life balance. Despite much anecdotal evidence that the well-being of academics is being adversely affected during this global pandemic, there is currently little published research about this issue. As five academics who work in an education faculty at an Australian university, we present our collaborative autoethnographic reflections of this time. We share these experiences of being academics in 2020 through curated narrative vignettes, with analysis of the meaning of these vignettes. Employing aphenomenological approach, we craft understandings of our experiences and explore the immediate world of these experiences, constituted in our practices as academics and our personal lives in this challenging time of unexpected change. We note the phenomenon of feeling unsettled, distracted, overwhelmed and lacking focus, and being conflicted between various roles.

摘要

2020 年的全球大流行改变了大学学者开展工作和管理时间的方式，包括教学、与研究生互动、开展研究以及与同事合作。高等教育的提供方式已大幅转向数字化，工作空间已转移至家庭。必须在家工作对学者提出了独特的要求，包括适应完全在屏幕上工作并调整他们的工作/生活平衡。尽管有很多轶事证据表明，在这场全球大流行期间，学术界的福祉受到了不利影响，但目前关于这个问题的已发表研究很少。作为在澳大利亚大学的教育学院工作的五位学者，我们展示了我们对这个时代的协作自民族志反思。我们通过策划的叙事小插曲分享这些在 2020 年成为学者的经历，并分析这些小插曲的含义。采用现象学方法，我们对我们的经历进行理解并探索这些经历的直接世界，这些经历构成了我们作为学者的实践和我们在这个充满意外变化的充满挑战的时代的个人生活。我们注意到感到不安、分心、不知所措和注意力不集中，以及在不同角色之间产生冲突的现象。在这个充满意外变化的充满挑战的时代，我们作为学者的实践和我们的个人生活中构成。我们注意到感到不安、分心、不知所措和注意力不集中，以及在不同角色之间产生冲突的现象。在这个充满意外变化的充满挑战的时代，我们作为学者的实践和我们的个人生活中构成。我们注意到感到不安、分心、不知所措和注意力不集中，以及在不同角色之间产生冲突的现象。