Past Events

The LSE Impact special feature

This series is made up of posts developed from the Accelerated Academy series of conferences. Contributions, compiled below, come from a wide range of disciplinary perspectives and explore the history, development, and structure of audit cultures in higher education, digitally mediated measurement, and the quantification of scholarship. This series is coordinated by Mark Carrigan (@mark_carrigan) and Filip Vostal (@filvos).

The second accelerated academy

30th November to 2nd December 2016, Leiden, the Netherlands

From the 1980s onward, there has been an unprecedented growth of institutions and procedures for auditing and evaluating university research. Quantitative indicators are now widely used from the level of individual researchers to that of entire universities, serving to make academic activities more visible, accountable and amenable to university management and marketing. Further demands for accountability in academia can be related to general societal trends described under the heading of the audit society (Power 1997), and the evaluation society (Dahler-Larsen 2011). As part of broader transformations in research governance, indicators on publications and citations are now permeating academia: from global university rankings to journal-level bibliometrics such as the journal impact factor and individual measures like the h-index. Yet, it is only recently that considerable interest has been directed towards the effects that these measures might have on work practices and knowledge production (c.f. de Rijcke et al. 2015), and the role they might be playing in accelerating academic life more generally (c.f. Vostal 2016).

The Accelerated Academy draws together a number of cross-disciplinary conversations about the effects that acceleration towards metric forms of evaluation is having upon research, and the implications this holds for living and working in contemporary academia (Felt et al. 2009). Building on the successful maiden edition of the Accelerated Academy series in Prague in 2015, this year’s Leiden conference will be especially focussed towards the following questions:

  • What does acceleration mean in different research contexts?
  • What are the implications of digitally mediated measurement and tools for quantifying scholarly performance?
  • What are the knowledge gaps regarding the effects of metrics on scientific quality and societal relevance of research?
  • How can we harness the positive and minimize the adverse effects of performance measurement in universities?

Confirmed keynote speakers include Peter Dahler-Larsen (University of Copenhagen), Ulrike Felt (University of Vienna) and Michael Power (LSE).

We invite submissions for presentations of around 20 minutes. The deadline for submitting abstracts will be August 31st 2016. Please send two pages or 800 words describing your contribution including a short biographical note to:

Conference organisers

Sarah de Rijcke, Centre for Science and Technology Studies, Leiden University
Björn Hammarfelt, University of Borås, Sweden | Leiden University
Alex Rushforth, Centre for Science and Technology Studies, Leiden University

Scientific committee

Mark Carrigan, University of Warwick
Tereza Stöckelová, Czech Academy of Sciences
Filip Vostal, Czech Academy of Sciences
Paul Wouters, Leiden University
Milena Kremakova, University of Warwick

Event registration will be free of charge. In addition, a limited number of travel and accommodation support bursaries will be made available for researchers especially inhibited by the costs of travel. Please contact the conference manager Andrea Reyes Elizondo  for more information.

(Post)Humanism in the Accelerated Academy

Our sixth event took place on November 30th, organised by Jana Bacevic, Mark Carrigan and Filip Vostal.

Keynote: Liberalism Must Be Defeated: The Obsolescence of Bourgeois Theory in the Anthropocene by Gary Hall, Director of Centre for Postdigital Cultures at Coventry University, UK.

  • Jana Bacevic (University of Cambridge): In the realm of objects: knowledge (and) production
  • Garfield Benjamin (Solent University): The fractal knowledge machine
  • Eleanor Dare (Royal College of Art): Normative validity and the quantified academic self
  • Jason Eyre (De Montfort University): Learning as Seizure: Expressions and Implications in the Marketised Academy
  • Lisa Jack (Portsmouth Business School), Hanne Nørreklit and Lennart Nørreklit (Aarhus University): Beyond the Post-Truth Turn: From Habitus Based to Digital Based Performance Management of University Scholars
  • Zachary Kaiser (Michigan State University): Posthuman Oracles: Cybernetic Dreams and Capitalist Hallucinations in the Computationalist University
  • Lai Ma (Univeristy College Dublin): My Metrics and I: The Flattened Self in Information Infrastructure
  • Miriam Madsen (Aarhus School of Education): Intelligible Measurements: An Analytical Methodological and Ethical Approach of Shifts Between Knower and Known
  • Susan Lee Robertson (University of Cambridge): Vertical Vision, Vertigo and Unhingement in the Accelerated Academy
  • Filip Vostal (Czech Academy of Sciences): Maintaining Beamtime
  • Steve Watson (University of Cambridge): The pre-and posthuman limbic system in the accelerated academy

The conference seeks to conceptualise change in contemporary knowledge production in a way that transcends the dichotomy between theoretical frameworks that emphasise the role of humans (e.g. pragmatism, cultural sociology, critical realism, Bourdieusian sociology) and those that seek to dissolve the human and/or focus on non-human actors (actor-network theory, poststructuralism, STS, new materialism, transhumanism). Bringing together scholars in social sciences and humanities whose work engages with relationships between the human, post-human, metrics, and agency in the ‘neoliberal’ university, the conference addresses the methodological implications of how we theorise human agency, the agency of technical systems, and the relationships between them, in order to foster and support critical scholarship and engagement the current (and future) socio-political environment requires.

It is by now widely accepted that the transformation of the structures of governance and funding of higher education and research – including pressures to produce more and faster, and the associated proliferation of instruments of measurement such as citation (‘H’) indexes and rankings – pose serious challenges to the future of the academia. The critique of these trends has mostly taken the form of calls to ‘slow down’, or assertion of the intrinsic value/unquantifiable character of scholarship, particularly in the social sciences and humanities. While these narratives highlight important aspects of academics’ experience of neoliberal restructuring, they often end up reproducing the inter- and intra-disciplinary division between theoretical and interpretative frameworks that foreground human agency (focusing on student movements, working experiences of academics, or decision-making) and those that foreground the performativity of non-human agents (focusing on the role of metrics, indexes, analytics or institutions).

This intellectual fragmentation constrains attempts to study these processes in genuinely interdisciplinary ways. On the rare occasions when meaningful exchange does happen, conceptual, ideological, and institutional fault lines hinder sustained dialogue, often leading to the reassertion of old certainties in lieu of engagement with complex relational, institutional, socio-technical, and political/policy realities of transformation. The conference aims to provide an intellectual and institutional framework that challenges this dichotomy, and seeks to develop ways of thinking that are mutually reinforcing, rather than exclusive. It focuses on the issue of the (post)human as the ontological underpinning to the descriptive and explanatory work needed, as well as the normative horizon for resistance.

An introduction to the second Accelerated Academy by Mark Carrigan and Filip Vostal

Some two years ago the two of us started discussing Hartmut Rosa’s theory of social acceleration and how it manifests in the present condition. Though we found his theory fascinating and provocative we also noted important conceptual and empirical problems with his account, namely the incomplete notion of agency in his conceptual scheme and Rosa’s overall tendency of treating acceleration as some sort of a sweeping mega-force colonising human lifeworld in its entirety and irreducible complexity. We were compelled to explore such Rosa’s theory and intuitively felt that not only individuals might step back and reflect upon accelerating modernity, but also that many embrace it without necssarily associating it with neither capitalist forces nor with what is now labelled as ‘accelerationism’. We begun thus to think about acceleration in a more nuanced way and concentrated on our own environment – the academy. 

For both us the phrase ‘accelerated academy’ signifies a research trajectory, one we’re pursuing collectively but also through our own independent projects. Filip’s research concern encompass sociology of time and specifically then ‘hidden rhythms’ in and of academia. In his current project he examines the causes and manifestations of temporal pressure in the lives of scientists in the Czech Republic and its personal and epistemic consequences. Focusing on theoretical, experimental and applied physics he and his colleagues investigate what ‘lost time’ means for scientists and how scientific institutions ‘trade’ (with) time. Mark’s particular interest is in digital technology within the university, particularly the implications of social media for the future of intellectual life. Too often framed in terms of the personal gains to be accrued for individual careers, the full significance of social media has often been missed. This encompasses positive dimensions (such as new forms of solidarity and new capacities for political mobilisation) as well as more negative ones, such as the intensification of labour and the possibilities for expanded surveillance by university managers. Building on his book Social Media for Academics, his current project seeks to develop a broader theoretical framework within which the digitalisation of the university can be understood. 

But we also saw ‘accelerated academy’ as an assembly device, a provocative way of bringing together researchers from different disciplines and traditions in order to find new ways of understanding and intervening in the transformations going on around us. This could be seen in the diversity of the participants at last year’s conference in Prague, encompassing scholars of education, time, political economy, labour, science, organisations and metrics as well as natural scientists. But it could also be found in the sheer range and quality of the papers themselves, as well as the dialogues they gave rise to before, during and after the event itself. 

The phrase has indeed seemed to resonate with many. There is an apparently pervasive sense in the contemporary scientific world that things are speeding-up incessantly – scientists report chronic busyness, psychological discomfort, anxieties and insufficient time for research-related activities. They are expected to publish more papers, read more texts, meet strict deadlines, ‘fundraise’, engage in science administration, press ahead. Similarly as the Red Queen in Lewis Carroll’s Through the Looking-Glass it seems that scientists simply need to run ever-faster but only remain where they are. This widespread experience in the contemporary academy needs to be nonetheless contextualised with rapid other important trends in science organisation, administration, evaluation and culture. However, we also note that recent propositions offered by slow science movement and similar initiatives are rather problematic and that acceleration in/of academic life cannot be reduced solely to the aforementioned pathologies and differs significantly across disciplines, institutions and national contexts.  

We hope that the ‘accelerated academy’ can continue to be a useful device to facilitate interdisciplinary conversations about the transformation of the university. Ones that link the psychological and the social, connect technical systems to lived experience and couple a critique of managerial power with an analysis of how the affectivity and concerns of academics leave them entangled and sometimes complicit within these power structures.

In September this year Milena Kremakova organised one-day symposium on acceleration and anxiety in academic life. The papers and discussion addressed how contemporary ‘accelerated academy’ induces anxiety environment and how careers, working lives and identities of scholars and academic institutions are affected. We’re hoping to have one or even two events in the UK next year, subject to success with funding. Hopefully there can be further events beyond this and we can sustain these conversations on an ongoing basis.

This isn’t solely a matter of face to face meetings. We are extending last year’s series of blog posts on the popular LSE Impact Blog and we’re inviting everyone here to contribute to these discussions. There are many podcasts and videocasts from last year’s conference, hosted on The Sociological Review’s website. We’re hoping that the Accelerated Academy website and Twitter feed can provide a platform for further projects and events going forward, using the affordances of social media to facilitate ‘accelerated’ conversations in the best sense of the term.

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