Rebordering the Total Institution: Designing Thriving Business Schools Through Creative Resourcing and Educator Agency
研究了新冠疫情如何加剧商学院教师工作的脆弱性，导致孤立和倦怠，并提出通过活动理论重新界定工作与生活边界、恢复教师能动性和创造力来构建新常态。
COVID-19 has exacerbated vulnerabilities in the ways business school educators work, resulting in isolation, exhaustion, and broken communities. After examining the current state of institutional challenges, I characterize pandemic lockdown as a manifestation of Goffman’s total institution, describing how disculturation, isolation, fear, and loss of agency conflated life spheres and initiated a loss of self. As we emerge from lockdown conditions, I argue that a dramatic expansion of academic work and persistent nonwork life responsibilities required during COVID have created an unbordered total institution that is no less immersive and no less disorienting than lockdown. Employing activity theory as a practical tool, I offer ways of rebordering work by redefining life spheres for business school educators, recapturing agency and creativity as a “new normal.”