Every so often someone asks me whether I would recommend academia as a career option, and to be honest I am never quite sure what to say. Of course the academy has been very good to me, but what can someone entering the profession today expect?
The answer to this question, at a technical level, is probably the same as, or at least very similar to, what it always was. Anyone interested can get useful information from a variety of sources, such as this graduate careers website. But whether an academic life is in its essence as attractive and rewarding today as it was when I embarked upon my own career is another matter. I am not here talking about the pressures, the insecurity that some experience, the fading resources, the bureaucratisation. I am talking about the experience that should lie at the heart of higher education: the celebration of scholarship, learning and innovation.
What I have observed in the course of my career is the shift of focus from educational substance to educational process. Evaluations of performance and quality, which are handed out like confetti from almost every street corner, are too often not about what is done, but how it is done. Too often we don’t recognise or reward the major scholarly breakthrough (or perhaps even more importantly, the attempt to achieve one), but rather the willingness to abide by the new rules of academic practice.
Of course performance does matter, in universities as much as anywhere else – but we need to ask more questions about what kind of performance we are trying to encourage, and in particular whether we are looking for and rewarding intellectual creativity; and indeed whether we’ll actually recognise it when we see it.
I still believe that an academic career is one of the most satisfying imaginable. I would still recommend it to anyone with intellectual inclinations. But I hope that we will find new and better ways to encourage, support and reward academics into the next generation; and celebrate them most of all when they expand knowledge, not just when they show dedication to tidy educational processes.