What prevents universities from ‘building back better’? Fault lines in university structures of care during the COVID-19 pandemic

Abstract

Universities may have coped with the COVID-19 pandemic, but we argue there are still important lessons to be learnt from that experience of coping. In this paper, we explore whether universities could improve what they do, rather than just returning to pre-lockdown ways of working. We do this by analyzing a series of interviews with staff, recorded during the lockdown in the UK, using Tronto’s political theory of care. This analysis does not suggest that universities simply need to be more caring; it shows, instead, that they were already full of complex and overlapping caring activities. What staff accounts highlighted, however, were the fault lines between responsibilities for academic work and the tasks of caring; the competing priorities staff faced, between work, home and self; and how the burden of caring work was (and still is) unfairly distributed, with consequences for the wellbeing of staff. We conclude by suggesting that better-integrated caring practices are needed, and that developing these will require paying attention to the labour it takes to sustain academic work, and taking responsibility for helping the often-overlooked people who do this.