Abstract
Faculty wellbeing is declining among US higher education faculty, and burnout is becoming increasingly common. This study examines the role of design artifacts, namely the curriculum vitae (CV), within this dynamic. The CV has succumbed to interconnected social forces, including neoliberalism and inclusive democratization, fundamentally altering its design and the connected faculty experience. To better understand if design action might improve faculty wellbeing, this study employs a transformative research design to examine how the CV might be reimagined to promote positive transformation and improved wellbeing. This mixed-method qualitative study utilizes a novel bend of interviews, participatory co-design activities, and a constructive design process to explore divergent ways the CV might evolve to benefit faculty. In the end, evaluating the designs through transformative criteria yields new insights about the nature of modern academic work and spheres of action that can lead to faculty wellbeing.
Keywords
design for wellbeing; transformative paradigm; constructive design; participatory design; higher education
DOI
https://doi.org/10.21606/drs.2024.299
Citation
Ganci, A. (2024) Faculty Wellbeing in Corporate Academia: A Critical Examination and Reimaging of the Curriculum Vitae, in Gray, C., Ciliotta Chehade, E., Hekkert, P., Forlano, L., Ciuccarelli, P., Lloyd, P. (eds.), DRS2024: Boston, 23–28 June, Boston, USA. https://doi.org/10.21606/drs.2024.299
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Research Paper
Included in
Faculty Wellbeing in Corporate Academia: A Critical Examination and Reimaging of the Curriculum Vitae
Faculty wellbeing is declining among US higher education faculty, and burnout is becoming increasingly common. This study examines the role of design artifacts, namely the curriculum vitae (CV), within this dynamic. The CV has succumbed to interconnected social forces, including neoliberalism and inclusive democratization, fundamentally altering its design and the connected faculty experience. To better understand if design action might improve faculty wellbeing, this study employs a transformative research design to examine how the CV might be reimagined to promote positive transformation and improved wellbeing. This mixed-method qualitative study utilizes a novel bend of interviews, participatory co-design activities, and a constructive design process to explore divergent ways the CV might evolve to benefit faculty. In the end, evaluating the designs through transformative criteria yields new insights about the nature of modern academic work and spheres of action that can lead to faculty wellbeing.