Abstract

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<jats:title content-type="abstract-subheading">Purpose</jats:title>
<jats:p>This paper has been written in the style of a provocative essay. This paper aims to show how neo-liberalism has become the leading “policy doctrine” in higher education (HE) systems across the globe. This has put increasing systemic political and economic pressure on many universities which not only undermine but also “colonize” the Lebenswelt or “lifeworld” (Habermas, 1987) of academics.</jats:p>
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<jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title>
<jats:p>This study draws on concrete empirical examples based on the authors’ subjective experiences within the higher educational sector and secondary sources.</jats:p>
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<jats:title content-type="abstract-subheading">Findings</jats:title>
<jats:p>The authors highlight and illustrate how the increasing dominance of “neo-liberal science” principles (Lave <jats:italic>et al.</jats:italic>, 2010) severely damage the quality of knowledge production and working conditions of ordinary academics in both national and international academic communities.</jats:p>
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<jats:title content-type="abstract-subheading">Practical implications</jats:title>
<jats:p>This paper provides insights into the practical implications of the spread of “neo-liberal science” principles on the work and employment of academics.</jats:p>
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<jats:title content-type="abstract-subheading">Originality/value</jats:title>
<jats:p>The authors aim to trigger critical discussion concerning how emancipatory principles of teaching and research can be brought back into the Lebenswelt of academics to reverse some of the destructive effects to which this paper refers to.</jats:p>
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