Meaning-making in academic work under precarity: a phenomenological study of university professors in Colombia
研究哥伦比亚大学教师在劳动不稳定条件下如何通过教学、师生关系等构建学术工作的意义，揭示大学作为生活空间的存在意义。
This study examines the ways university professors working in conditions of labour precarity construct meaning in their academic work and relationship with the university. Drawing on a hermeneutic phenomenological approach inspired by Max van Manen, it interprets the lived experiences of professors who, despite contractual insecurity, remain in teaching as a way of inhabiting and giving form to their world. The findings emerge through four lifeworld existentials: lived existentiality reveals family trajectories in which teaching is inherited and experienced as destiny; lived relationality ilustrates the ways in which bonds with students and colleagues sustain the meaning of vocation; lived spatiality contrasts the alienation of the corporate world with the university as a symbolic refuge; and lived temporality expresses a lifelong commitment to teaching rooted in formative experiences. The study illuminates the existential embeddedness of academic work amid precarity and invites reflection on the university as a lived and meaningful space.