I am SO EXCITED to be reading this piece in Times Higher Education – over the last year I’ve been seeking to work in a healthier pattern (although ironically this week has been a 6 day-week & I need to do some more over the weekend so that I can take a week off… to write a book proposal … carefully planned this is though!)
Some years ago, I heard that a colleague characterised me as “someone who didn’t work weekends”. This description was not meant as a compliment. It’s true that I make a concerted effort to keep something approximating normal working hours of 9 to 5, Monday to Friday. But I haven’t always worked like this. As a postgrad, I anxiously counted my hours and consulted with fellow students, worried that I wasn’t spending enough time at my desk. Eventually, I allowed myself one full day off weekly. When I became a lecturer, I stayed in the office until seven or eight in the evening, in part imitating the working patterns of my new colleagues, and continued to work weekends. Yet when I reduced my hours at the desk some years ago, my productivity did not decline. Instead, my mindfulness to follow regular hours means that my productivity is the same as or even greater than it was before, when I worked 50, 60 or whatever hours it was per week.
Further down, there’s a series of historical figures, and their living styles (most were writers)
The common feature in these workday schedules is walking, bipedalism, that form of locomotion that distinguishes us from the other primates. Walking and thinking seem to go together so naturally that perhaps it’s walking that made us thinkers. Aristotle famously taught while walking along the colonnade connecting the temple of Apollo and the shrine of the Muses. That link between philosophy and walking has stuck and was memorably parodied in Monty Python’s sketch about the Philosophers’ Football Match. Rebecca Solnit, author of Wanderlust: A History of Walking (2000), concurs that walking is good for thinking: she concludes “a desk is no place to think on a large scale”.
Exercise and sleep are highlighted as of key importance to being creative (and I’ve certainly been working on my sleep), and then How to Write a Lot: A Practical Guide to Productive Academic Writing (2007) is quoted:
His suggestions are simple: write and do your research daily in small blocks of time (schedule it in and don’t cheat on that schedule); keep track of what you do in that time; stay attentive to your writing goals and, ideally, get yourself a group that will help you keep to these goals. You might protest, what good are small blocks of time? But small, regular amounts of work build up to significant productivity. A few pages often make a big difference. If you were learning how to tap dance or play the French horn, you wouldn’t set aside one full day a week for practice or cram it into your Saturday afternoons; instead you’d practise for short periods, daily. Why should research and writing be any different?
As academics, we are used to research, so we should research our own habits (oh yes – and being ‘completely detached’ from the good and the bad of a job – is key) –
It is in our best interest to not only be productive but satisfied with our work, because work is vital to our identity and self-definition. We need work not just to put bread on the table but to feel of use, to serve, to contribute, to make and to connect. But the long-hours culture and the cult of busyness saps meaning away, as we tick through never-ending “to do” lists, becoming chronically tired and working less efficiently with each overtime hour.
There’s mention that even in the factory shorter hours have demonstrated increased productivity .. and I remember this from my research in the Second World War – it was SO essential to get arms out, that an extra day was added to the ‘week-cycle’ … productivity went down! And, even in times of crisis, this is key:
Before, Red Cross workers put in as many hours as necessary until the job was finished. Now the Red Cross recognises that workers need breaks in order to be able to respond effectively to the humanitarian crises they face.
Dr Bex Lewis is passionate about helping people engage with the digital world in a positive way, where she has more than 20 years’ experience. She is Senior Lecturer in Digital Marketing at Manchester Metropolitan University and Visiting Research Fellow at St John’s College, Durham University, with a particular interest in digital culture, persuasion and attitudinal change, especially how this affects the third sector, including faith organisations, and, after her breast cancer diagnosis in 2017, has started to research social media and cancer. Trained as a mass communications historian, she has written the original history of the poster Keep Calm and Carry On: The Truth Behind the Poster (Imperial War Museum, 2017), drawing upon her PhD research. She is Director of social media consultancy Digital Fingerprint, and author of Raising Children in a Digital Age: Enjoying the Best, Avoiding the Worst (Lion Hudson, 2014; second edition in process) as well as a number of book chapters, and regularly judges digital awards. She has a strong media presence, with her expertise featured in a wide range of publications and programmes, including national, international and specialist TV, radio and press, and can be found all over social media, typically as @drbexl.