Abstract
Recent developments in the higher education (HE) sector in Germany are characterized by the imposition of market and organization principles on academic work. The situation is especially challenging for young academics. In the context of changing university structures, the relationship between the components of academic work has changed. This paper aims to analyze how the traditional ideal of unity between teaching and research is transformed both in teaching practice and in the understandings of academic work. The paper applies the concept of agency informed by a capability approach and the new institutionalist approaches in sociology, to investigate the potential of academics to operate in the broader context of the labor market and reframe teaching in a meaningful way both in a university and beyond. The study is based on empirical data collected in interviews with sixteen young academics from social sciences in Germany. The analysis incorporates the principles of development evaluation from the Capability Approach (CA) specified as “self-reflection” and “resources”.
Published Version
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