The COVID-19 pandemic has had a profound impact on academics in the UK higher education sector, leading to a wave of disillusionment and discontent among professionals. A recent study published in Higher Education shed light on the reasons behind the growing number of academics leaving their jobs, citing issues such as toxic management culture, lack of support, and long working hours as key factors contributing to their decision to quit.
According to the study, academics who participated in the survey highlighted a decline in the quality of academic management, erosion of values and meaning in their work, and a feeling of being trapped in academia as reasons for their departure. The COVID-19 pandemic served as a wake-up call for many, intensifying existing problems and prompting a reevaluation of their professional lives.
Lead author Richard Watermeyer, a researcher at the University of Bristol, emphasized that the pandemic acted as a catalyst for change, forcing academics to confront issues that they could no longer tolerate. The study revealed that the pandemic exposed systemic abuses within the sector, leading to a reexamination of work conditions and professional practices.
The discontent among academics has been further exacerbated by ongoing disputes over pay, pensions cuts, job security, and workload. In recent years, tens of thousands of members of the University and College Union (UCU) have participated in strikes and demonstrations to protest against management decisions that threaten academic positions and undermine the well-being of staff members.
One notable example is the University of Brighton, where a prolonged strike took place to oppose senior management’s plans to make staff redundant in a cost-saving measure. Similar disputes have arisen at other institutions, such as Goldsmiths, University of London, where academic posts are at risk of being cut, leading to further industrial action and boycotts.
Troy Heffernan, a researcher at the University of Manchester, highlighted the global impact of the pandemic on academic careers, noting that COVID-19 served as a turning point for many professionals. He emphasized the disillusionment and exploitation prevalent in academia, with many individuals reevaluating their priorities and questioning the traditional path to success within the sector.
Despite the challenges faced by academics, there is hope for change with the recent election of a new UK government. While the shift in power may lead to a more receptive attitude towards higher education, concerns remain about funding and support for staff members. Watermeyer expressed optimism about the potential for dialogue with the new government, signaling a possible shift in the treatment of academics and the issues they face.
In conclusion, the COVID-19 pandemic has brought to light the systemic challenges and abuses within the UK higher education sector, prompting academics to reevaluate their careers and seek change. By addressing issues such as toxic management culture, lack of support, and workload pressures, there is an opportunity to create a more inclusive and supportive environment for academics to thrive and contribute meaningfully to their work.