Home » Teaching
Category Archives: Teaching
Jessica is an Associate Lecturer teaching modules in the first year.
We have arrived at that time of the year once again: CHRISTMAS! ‘Tis’ the season to celebrate, party, give and receive gifts, catch up with friends and family, and most importantly… catch up on some much needed sleep. We have arrived at the end of the first term of the academic year, and all I can think is: Thank f**k it’s Christmas. The first term always feels the longest: whether you are first years beginning your academic journey, second and third years re-gathering yourselves after the long summer, or staff getting back into the swing of things and trying to locate and remember all the new and old names. But now is the time to kick back, relax and enjoy the festive season: ready to return to academic life fresh faced and eager come the New Year, ready to start it all over again. Well not quite…
According to Haar et al., (2014) work-life balance is something which is essential to all individuals, in order to ensure job satisfaction, life satisfaction and positive mental health. If Christmas is as needed as it feels; perhaps we are not managing a good work-life balance, and perhaps this is something we can use the Christmas break to re-consider. Work-life balance is subjective and relies on individual acceptance of the ‘balance’ between the commitments in our lives (Kossek et al., 2014). Therefore, over the Christmas break, perhaps it would be appropriate to re-address our time management skills, in order to ensure that Easter Break doesn’t feel as desperately needed as Christmas currently does.
Alongside an attempt to re-organise our time and work load, it is important that we remember to put ourselves first; whether this be through furthering our knowledge and understanding with our academic endeavours, or whether it is spending an extra 15 minutes a day with a novel in order to unwind. Work-life balance is something we are (potentially) all guilty of undermining, at the risk of our mental health (Carlson, et al., 2009). I am not suggesting that we all ignore our academic responsibilities and say ‘yes’ to every movie night, or night out that is offered our way. What I am suggesting, and the Christmas break seems like a good place to start, is that we put the effort in with ourselves to unwind, in order to ensure that we do not burn out.
Marking, reading, writing and planning all need to be done over the Christmas break; therefore it is illogical to suggest taking our feet off the pedals and leaving academia aside in order to have the well needed break we are craving. What I am suggesting, is that we put ourselves in neutral and coast through Christmas, without burning out: engaging with our assignments, marking and reading, therefore still moving forward. BUT, and it is a big but, we remember to breathe, have a lie in, go out and socialise with friends and family, and celebrate completing the first term of this academic year. And with this in mind, try to consider ways, come the new term, where you can maintain a satisfying work-life balance, so that when Easter comes, it doesn’t feel so desperately needed.
However, it is highly likely that this will still be the case: welcome to the joys and stresses of academia.
Merry Christmas everyone!
Carlson, D.S., Grzywacz, J.G. and Zivnuska, S. (2009) ‘Is work family balance more than conflict and enrichment?’ Human Relations. 62(10): 1459-1486.
Haar, J.M., Russo, M., Sune, A. and Ollier- Malaterre, A. (2014) ‘Outcomes of work-life balance on job satisfaction, life satisfaction and mental health: A study across seven cultures’. Journal of Vocational Behaviour. 85: 361-373.
Kossek, E.E., Valcour, M. and Kirio, P. (2014) ‘The sustainable workforce: Organizational strategies for promoting work-life balance and well-being’. In: Cooper, C. and Chen, P. (Eds) Work and Well-being. Oxford: Wiley-Blackwell. Pp:295-318.
Ashurst, A. (2014) ‘How to… Manage time and resources effectively’. Nursing and Residential Care. 16(5): 296-297.
Kuhnel, J., Zacher, H., De Bloom, J and Bledow, R. (2017) ‘Take a Break! Benefits of sleep and short breaks for daily work engagement’. European Journal of Work and Organization Psychology. 26(4): 481-491.
Logan, J., Hughes, T. and Logan, B. (2016) ‘Overworked? An Observation of the relationship Between Student Employment and Academic Performance’. Journal of College Student Retention: Research, Theory and Practice. 18(3): 250-262.
Lyness, K.S. and Judiesch, M.K. (2014) ‘Gender egalitarianism and work-life balance for managers: Multisource perspectives in 36 countries’. Applied Psychology. 63(1): 96-129.
Mona, S. (2017) ‘Work-life Balance: Slow down, move and think’. Journal of Psychological Nursing and Mental Health Services. 55(3):13-14.
A few years ago I had the good fortune of being able to go to a driving experience event where I was able to drive an Aston Martin (my dream car) around a race track.
I arrived on the day and presented my provisional driving licence, a full licence was required really, but the nice people there said I could have a go as I said I loved Aston Martin cars and I would try really hard to learn to drive them.
There was a briefing about car safety that I went to and I listened but don’t think I took that much in, it was a bit boring, just some chap talking really. Then we were given the opportunity to be driven, in groups of three, around the track by an experienced driver. He would show us how to drive and the best lines to take so that we could take the corners at speed. I was a bit nervous about this and I didn’t want to be in the car with others so I missed this bit. Another nice driver took me out on my own and showed me what to do.
After that I got to drive my first Aston Martin, I took it steady because the driver kept telling me to do things and I wanted to stop because my phone was pinging and I needed to look at it. Anyway we did the track about ten times, it got a bit boring in the end. After the drive I was told to go to the briefing room and get further instructions about a time trial. I went and got some coffee and looked at Facebook on my phone, I didn’t need to go to the briefing because I’ve done the track anyway and it’s not very exciting. I did the time trial thingy, I didn’t do very well, and I don’t think they taught me much about driving or about Aston Martins.
Three weeks later I was asked by a research company what I thought about my driving experience. I said it wasn’t very good. I remember one of the questions was about value for money. The whole day cost me a lot of money and I don’t think it was value for money at all.*
Anyway I’m off to read that National Audit Office report on universities, I’m thinking about going to one sometime soon.
*The reality was that my driving experience in an Aston Martin was both frightening and exhilarating. I learnt so much on the day but it was hard work concentrating on the instructions being given and pushing myself to the limit in respect of my driving capabilities. The staff were brilliant and in the end I think I got it but there is so much more to do and as for value for money – I want to go back, that should say it all.
For my blog this week I thought I’d follow up on @charlottejdann’s blog on tattoos and add some personal experiences to the discussion. The media certainly have had their part to play in the negative connotations surrounding tattoos and the types of people with them, however I question the extent to which the media influence those perceptions today. Based purely on my own experience and opinion I believe that tattoos have become relatively common and as we saw in Charlotte’s blog the rise in tattoo studios would certainly seem to support this assumption. In fact, I think a process of normalisation has occurred whereby it is more surprising when someone hasn’t got a tattoo than when they have. Furthermore, the negative connotations and ‘expressed shock’ at the increase in tattooing is, in my humble opinion, typically associated to those of the older, more traditional generation for whom tattooing was a symbol of deviance, rebellion and/or disrepute.
I got my first tattoo when I was just 14; a small black panther discreetly placed on my thigh. My choice of phrase here is not accidental, being just 14 and below the age of legal consent the placement of this tattoo had to be discrete to hide it from my mother. The intentional law breaking and deception of this act would certainly look like deviance to an outside observer. Since then I added two more tattoos to my collection and have another one planned for the near future. Reflecting on this notion of deviance and my own motivation I arrive at a number of conclusions. My first tattoo was, without doubt, an act of rebellion against the expectations placed upon me by family and peers to be a ‘good girl’ and a ‘high achiever’. I don’t in any way regret that tattoo but I can recognise the reason for getting it. My second tattoo was more daringly placed on my upper arm and in hindsight was not thought through or carefully picked but at the same time it was not an act of rebellion. Those of you with tattoos may understand when I say that getting tattoos is like an addiction, you either love them or hate them but once you’ve got one, you want more. It was this ‘addiction’ so to speak that led to my second tattoo. My third tattoo which covers my foot and spreads up my ankle, symbolises the changing direction of my life after the birth of my first child and is by far my favourite to date. In short, the meaning or motivation for each tattoo has shifted over time reflecting my growth as a person and my life experiences.
At the point of my third tattoo I’d entered the world of academia and was establishing my professional identity; an identity that was in some ways at odds with my tattooed body. Wearing a professional suit and heels with a tattoo on my foot and ankle certainly led to some raised eyebrows and disapproving looks from older colleagues. This reaction was nothing compared to the openly disapproving judgements I later encountered from fellow magistrates; not only was I young to be a magistrate but I was also tattooed and had the audacity to display them in court! Linking this reaction back to my earlier statement about deviance, rebellion and disrepute, the simplest thing would be for me to wear a trouser suit in court and hide my tattoos, in essence, conforming to societies expectations of that position. However, my reasons for not doing so are twofold, firstly I am a bit of rebel at heart and secondly, I do not see my tattoos as an act of deviance but one of self-expression. In all other areas of life, I conform to the norms and values of society, I have a career and present myself as a professional, I’m trying to raise my children to be good law-abiding citizens, I pay my bills on time, I put out my rubbish when asked and I try to treat others with compassion and respect. In short, I’ve joined the collective, blended into society and accepted the expectations of me as a woman, a mother, a daughter and so forth. My tattoos therefore are a reflection of self-expression, my little rebellious side that says, “I’m more than one of the collective, I’m an individual”. Each tattoo reflects my journey, where I have come from, what I have experienced, who I am and where I am going. They tell the reader that I am more than just a number, I am an individual embracing self-expression through body art because to me tattoos are not just ink, they are pieces of art symbolising your life journey. For this reason, I agree with Charlotte’s argument that tattooed people cannot be stereotyped as a homogeneous group because tattoos by their very nature make us unique individuals.
As we are gleefully coming towards the start of yet another academic year, we tend to go through a number of perpetual motions; reflect on the year past, prepare material for the upcoming year and make adjustments on current educational expectations. Academics can be creatures of habit, even if their habit is to change things over. Nonetheless, there are always milestones that we all observe no matter the institution or discipline. The graduation, for example brings to an end the degree aspirations of a cohort, whilst Clearing and Welcome Week offer an opportunity of a new group of applicants to join a cohort and begin the process again. Academia like a pendulum swings constantly, replenishing itself with new generations of learners who carry with them the imprint of their social circumstance.
It was in the hectic days at Clearing that my mind began to wonder about the future of education and more importantly about criminology. A discipline that emerged at an unsettled time when urban life and modernity began to dominate the Western landscape. Young people (both in age and/or in spirit) began to question traditional notions about the establishment and its significance. The boundaries that protect the individual from the whim of the authorities was one of those fundamental concerns on criminological discourses. A 19th century colleague questions the notion of policing as an established institution, thus challenging its authority and necessity. An end of 20th century colleague may be involved in the training of those involved in policing. Changing times, arguably. Quite; but what is the implications for the discipline?
My random example can be challenged on many different fronts; the contested nature of a colleague as a singular entity that sees the world in a singular gaze; or the ability to diversify on the perspectives each discipline observes. It does nonetheless, raises a key question: what expectations can we place on the discipline for the 21st century.
If we and our students are the participants of social change as it happens in our society then our impressions and experiences can help us formulate a projective perspective of the future. Our knowledge of the past is key to supplying an understanding of what we have done before, so that we can comprehend the reality in a way that will allow us to give it the vocabulary it deserves. A colleague recently posted on twitter her agony about “vehicles being the new terrorist weapon,” asking what is the answer. The answer to violence is exactly the same; whether a person gets in a van, or goes home and uses a bread knife to harm their partner. Everyday objects that can be utilised to harm. A projection in the future could assert that this phenomenon is likely to continue. The Romans called it Alea iacta est and it was the moment you decide to act. In my heart this is precisely the debate about the future of criminology; is it crime with or without free will?