Table of Contents

Global Knowledge Work

Global Knowledge Work

Diversity and Relational Perspectives

Edited by Katerina Nicolopoulou, Mine Karataş-Özkan, Ahu Tatli and John Taylor

Global Knowledge Work is an up-to-date account of theoretical approaches and empirical research in the multi-disciplinary topic of global knowledge workers from a relational and diversity perspective. It includes contributions from international scholars and practitioners who have been working with the concept of global knowledge workers from a number of different perspectives, including personal and academic life trajectories. They reveal that the relational framework of the three dimensions of analysis (macro-meso-micro) is relevant for analyzing the phenomenon of global knowledge workers, as expertise and specialised knowledge and its innovative application, together with the attraction and retention of talent remain key topics in the current socioeconomic conditions.

Chapter 14: Multiple Understandings of Time: Academics’ Experiences of the Work–Family Relationship

Gina Gaio Santos

Subjects: business and management, diversity and management, human resource management, knowledge management, innovation and technology, knowledge management

Extract

Gina Gaio Santos INTRODUCTION Knowledge workers are generally categorized as professional, managerial and technical people, the nature of knowledge work being information based, knowledge intensive, and knowledge generating (Frenkel et al., 1995). ‘This definition thus restricts knowledge workers to roles where knowledge is central to what is worked on (medium of work), what is produced (output of work), and how work is undertaken (the act of work)’ (Frenkel et al., 1995, p. 778). Therefore academic work can be regarded as an archetype of this sort of activity. Moreover, knowledge economies involve the commodification of knowledge work, which is considered an asset to be controlled in order to generate maximum market profitability. Thus the embedding of universities in a research knowledge economy has resulted in knowledge production in the academy being increasingly commodified, managed and subject to audit (Blackmore, 2002). In this scenario, competition in the global knowledge economy adds a layer of time compression to academics’ lives. Academics are now faced with new challenges that include the changing social relations of gender and familial arrangements and the time compression brought about by the use of information and communication technologies that blur the boundaries between work and non-work (Araújo, 2008; Perrons et al., 2005). In a rapidly globalizing world, the different concepts of time become central. As Bailyn (2002) underlines, the notion of clock time (or industrial time) fits neither current demographics and lifestyles, nor the needs of organizations in a knowledge-based society. Thus, this chapter explores the multiple...

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