In this narrative autoethnography, I reflect on living in Post-Academia. First, I discuss how universities have become more managerial and less collegial. Then, I consider my own move from being an academic to becoming a post-academic (even verging on the post-humous). Finally, I look at the possibilities of living a sort of flourishing life in post-academia, enjoying a new sense of liberty, and accepting, despite increasing decrepitude, enough happiness to see me through.
BadleyG. (1996). Educational development in the managerial university. Journal of Education Through Partnership, 1(1), 53–69.
2.
BadleyG. (2000a). Towards a pragmatic scholarship of staff and educational development [Unpublished PhD thesis]. Anglia Ruskin University, Chelmsford, England.
3.
BadleyG. (2000b). Developing globally-competent university teachers. Innovations in Education and Training International, 37(3), 244–253.
4.
BadleyG. (2001). Towards a pragmatic scholarship of academic development. Quality Assurance in Education, 9(3), 162–170.
5.
BadleyG. (2002). A really useful link between teaching and research. Teaching in Higher Education, 7(4), 443–445.
6.
BadleyG. (2003a). Integrating culture and higher education: A pragmatist approach. European Educational Research Journal, 2(4), 477–495.
7.
BadleyG. (2003b). Improving the scholarship of teaching and learning. Innovations in Education and Training International, 40(3), 303–309.
8.
BadleyG. (2009a). Publish and be doctor-rated: The PhD by published work. Quality Assurance in Education, 17(4), 331–342.
9.
BadleyG. (2009b). A place from where to speak: The university and academic freedom. British Journal of Educational Studies, 57(2), 146–163.
10.
BadleyG. (2020). Why and how academics write. Qualitative Inquiry, 26(3–4), 247–256.
