Hoogleraar calls for change: time for 'Slow Academia' at university!

Hoogleraar calls for change: time for 'Slow Academia' at university!

There is currently a lot of talk in the academic world about the idea of ​​“Slow Academia”. Albert Meijer, professor of public innovation, made an urgent call for reflection in a sensational LinkedIn post. After his six-month sabbatical, he returned motivated, only to quickly become overwhelmed by the daily workload. Emails, meetings, and student scripts to resolve filled his days, making him question whether this is really the state we aspire to in academic life. In his post, the idea of ​​Slow Academia received almost 1,000 likes and numerous approving comments, reflecting the need of many in higher education to reduce pressure and make work in the academic environment sustainable. Under no circumstances does he want to launch a new project, Meijer argues, in order to avoid further pressure and hopes that his thoughts will encourage decision-makers to rethink their leadership styles.

But what does Slow Academia actually mean? The term is not only a call for less workload, but also a call for more depth and a considered approach to academic work. This is also highlighted by the recent publication of the special issue in the journal “Philosophy and Theory in Higher Education”, which deals with the topic in a complex manner. Co-edited by Sean Sturm and Meijer himself, the edition illuminates many facets of slow academia, from the creation of a reflective space to caring, long-term pedagogical practices that move beyond the conventional logic of speed.

Essays and discussions on the topic

In this special issue, various articles and essays that deal with the topic are published. Here are some highlights:

• „The University is Slow/er“ – Eine Verteidigung der langsamen Akademie als Teil der Universitätsidentität.
• „Attuning to Absence in the Posthuman University“ – Diskussion über die Bedeutung lebendiger Zukunftsperspektiven.
• „Not at the Same Time“ – Ein Erforschen indigener und gegen-habilitatorischer Zeitlichkeiten.
• „Fostering Socially Just Care in Digital Communities“ – Schaffung von digitalen akademischen Gemeinschaften.
• „Unraveling Knowledge Systems“ – Thematisierung des tiefen Zuhörens in Kunst und Bildung.

The article on Thesis Whisperer addresses the challenges in the slow academy by pointing out the privileges that are often necessary to succeed in this setting. While the idea of ​​the slow academy is an enticing concept to escape everyday pressures and demands, the question remains as to who can afford this luxury. Critics warn that the principles of slowness often rest on the shoulders of less privileged academic members who feel compelled to meet the demands of rapid productivity.

This discussion is of enormous importance for the future of academic institutions. Could Slow Academia be a response to the aggressive cultural pressures in higher education? Both proponents and critics recognize that a balance must be struck between quality and quantity to create a sustainable and supportive academic environment in which both young researchers and established professors can thrive.

Reflecting on Slow Academia could not only transform academic culture but also redefine fundamental values ​​in higher education. The question is whether university leaders are willing to take this path and initiate real changes for a more harmonious academic life. The future of academia might perhaps eagerly await the slow, deliberate journey rather than remain trapped in the breakneck pace of today.