Academic (quantitative) techniques of the self

Academics have been counting elements of their work for a long time as part of their professional practice and presentation of the self, even before the advent of digital technologies. The ‘publish or perish’ maxim refers to the imperative for a successful academic to constantly produce materials such as books, book chapters and peer-reviewed journal articles in order to maintain their reputation and place in the academic hierarchy. Academic curricula vitae invariably involve lists of these outputs under the appropriate headings, as do university webpages for academics. They are required for applications for promotions, new positions and research funding.[…]

In adopting a critical reflexive approach to all this monitoring and measurement, we need to ask questions. Should the practices of quantifying the academic self be considered repressive of academic freedom and autonomy? Do they place undue stress on academics to perform, and perhaps to produce work that is sub-standard but greater in number? However it is also important to consider the undeniable positive dimensions of participating in digital public engagement and thereby reaching a wider audience. Academics do not write for themselves alone: being able to present their work to more readers has its own rewards. Quantified selfers can find great satisfaction in using data to take control over elements of their lives and also as a performative aspect. So too, for academics, collecting and presenting data on their professional selves can engender feelings of achievement, satisfaction and pride at their accomplishments. Such data are important to the academic professional sense of self.