Abstract
This paper discusses the challenges and tensions in the relationship between the university as a social institution and the world of digital technologies in which it finds itself, from the perspective of an early-career academic in her late 20s. It argues that problems abound in the university's tendency to adopt non-educational digital technologies for educational purposes in the name of student engagement, and that this approach should be avoided. It also argues that, faced with an uncertain future of job automation and gig economy, universities should move away from the ‘work-ready’ graduate model. Instead, it should empower its students with the capacity to flexibly reprogram their skillsets for the changing nature of work, and play an active role in envisioning new (non)work realities by engaging students in the transformation of their education.
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