September 3, 2025 • 20 mins
In the first episode of season seven, the 10th year the Changing Academic Life podcast, I invite us to reflect on the theme of being intentional about what we want for ourselves at the beginning of this new academic year for many of us in the northern hemisphere, or for any temporal landmark that is relevant for you.
As example and inspiration, Anna Cox from UCL shortly shares her strategies for setting clear priorities, maintaining work-life balance, and managing her remaining 'available time to promise', recognising every yes entails a no to something else. This is a great example of the 'fresh start effect', using the temporal landmark of a new academic year, as talked about by Katy Milkman and colleagues, and reminds us of the importance of creating pauses for reflection.
So how will you be more intentional about your fresh start?
00:34 Introduction
01:27 Starting With Intention
05:28 Anna's Fresh Start
07:05 Thinking About Priorities
09:01 Available Time to Promise
10:56 Creating Pauses to Think
12:20 Re-iterating Anna's Key Questions
16:29 Wrapping Up
17:57 Pointers to Other Related Episodes
19:24 Wrapping up
20:31 End
Related links:
eWorkResearch group at UCL and Anna’s webpage and WLB definition
Dai, H., Milkman, K. L., & Riis, J. (2014). The fresh start effect: Temporal landmarks motivate aspirational behavior. Management Science, 60(10), 2563-2582.
Loleen Berdahl, How to quit promising time and energy you don’t have
See www.changingacademiclife.com for an easy search for the related podcasts: Anna Cox, Marta Cecchinato, Johanna Stadlbauer, Amy Ko, Carmen Neustaedter, Katherine Isbister, Vikki Wright
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Geri (00:10):
Welcome to Changing Academic Life.
I'm Geraldine Fitzpatrick, and this isa podcast series where academics and
others share their stories, provideideas, and provoke discussions about what
we can do individually and collectivelyto change academic life for the better.
(00:34):
Welcome to this new seasonof changing academic life.
It'll be called season seven.
For some reason, I haven't been verygood at numbering my seasons because it
is actually the 10th year that I willhave had the privilege of hosting this
podcast series and sharing some storiesand insights from amazing people who are
(00:56):
making all sorts of interesting differentchoices about how to navigate academia
and academic life, as well as discussionsabout how we can create a better kinder,
more collaborative, more collegial,academic culture together, where we
really recognize wellbeing as a foundationfor being able to do great work.
(01:16):
For this new season coming up I'vealready got a couple of great episodes
recorded, and you'll hear about themin due course as they get released.
In this first welcome episodeof the season, though, I thought
it could be useful to brieflytouch on the theme of being
intentional, starting with intention.
(01:41):
And that's because many of us inthe Northern hemisphere, autumn is
the start of our new academic year.
And even for those of us who are what Icall un salaried, there's something still
about the same rhythm in terms of work.
These sorts of beginnings can be reallyuseful points of reflection about how we
(02:08):
want to be more intentional and in termsof what we want this new year to be.
And reflecting on what's within ourcontrol towards making this happen.
Katy Milkman and colleagues fromthe Wharton School at University
of Pennsylvania talk about this asthe fresh start effect where we can
(02:30):
make use of these sorts of temporallandmarks to quote from their 2014
management science paper "to demarcatethe passage of time, creating many new
mental accounting periods each year.
Which relegate past imperfections to aprevious period and induce people to take
a bigger picture view of their lives andthus motivate aspirational behaviors."
(02:55):
End of quote.
And I'll put a link to thispaper on the episode webpage.
And a fresh start will be differentfor each of us, an intentional
fresh start . Certainly.
One of the themes that I think comesacross in all of the conversations that
I have is that everyone is different.
(03:16):
Everyone has different priorities.
Are happier with different sorts of tradeoffs when they make decisions and so on.
And I had the opportunity to chatrecently with the wonderful Anna Cox,
and while I had her on the line aboutsomething else, altogether different, I
(03:37):
used the opportunity to ask her what'sshe doing about being intentional for
the start of her new academic year.
And she very kindly let me recordedit and what you'll hear is what
she came up with on the fly.
And Anna is a great person to speak tobecause this isn't just something that's
(04:00):
part of her deeply reflective practicefor her own work, but it's also her
area of research at UCL where they lookat the role of digital technology and
workplace effectiveness and focusingparticularly on issues like productivity
and work life balance and wellbeing.
Anna has a great definition of work lifebalance that's worth reading out here,
(04:26):
she defines work life balance as quote,"feeling in control of how you balance the
various demands of all aspects of one'slife to support and enable wellbeing.
In this context, wellbeing is about morethan just trying to avoid being ill.
It also encompasses feelings ofhappiness, fulfillment, and job
(04:48):
satisfaction to achieve completephysical, mental and social wellbeing."
You can find this definition alongwith lots of their other research
around work on eworkresearch.org.
That's e work research all one word.
(05:10):
Again, I'll include a link tothis on the episode webpage.
So over to Anna and her reflectionson how she's starting this new
academic year with more intention.
Anna (05:28):
We're at the end of the academic year and I've spent this last academic
year on sabbatical and it's been it's beeninteresting in lots of ways, but one of
the things that I did was clear the decksto take my sabbatical, and now I'm scared
(05:48):
of putting anything back on the decks.
It's had an interestingeffect on me, I think.
I wonder how I did all the thingsI did before and I'm much more, I
keep seeing opportunities beforewhere my initial reaction is
(06:09):
still, oh, I could apply for that.
Geri (06:11):
Yeah.
Like the shiny object syndrome.
Anna (06:13):
Yeah.
And then now I think, oh, butdo I actually want to do that?
Then I take time thinking aboutwould I actually want to do that?
And I'm certainly not cured.
I applied for something just this year,which I didn't get, but I, I went all
the way through the recruitment process.
(06:36):
And, and on reflection.
It was to do something that is notsomething I particularly enjoy.
I don't even know why I appliedfor it other than it was a shiny
thing I could just apply for.
Geri (06:50):
That's interesting.
So when you are talking about clearingthe decks and scared about putting
anything back on your plate, doesthat mean there are some things that
are on your plate to start with andyou don't want to add things to it?
Or have you got a totally empty plate?
Anna (07:06):
Well, it's not totally empty, so when I, you know, restart for the
new academic year, I know what myteaching will be next year and I have
my objectives for the year, whichhave come from my appraisal process.
Mm-hmm.
(07:27):
And I put quite a lot of effort intothat this year in terms of thinking
about what were the things that Ireally wanted to be on there and
making sure it's a really small list.
Mm-hmm.
Um, I think one of the things that I have
been thinking about isthat the word priority.
(07:50):
Like means one thing is moreimportant than everything else.
So you can't really have many priorities.
Because then they're not priorities.
Geri (07:59):
Ooh, good point.
Anna (08:00):
So, so I try to have one thing that is important.
So for my, for the coming year.
Have three main objectives.
And so how do I make those such that eachcan have its time when it is the priority?
I basically split them up over the year.
(08:22):
So that means that the first fourmonths of the year I work on where
one is the main thing, the nextfour months is when the other thing.
And it doesn't necessarily mean thatthe first one has to be done at the
end of the four months, but just thatyou turn up the dial on that, I guess.
(08:43):
So that becomes the main thing.
But with three things to deliver that Ithink are all fairly big, chunky things,
if then something else comes my way.
I'm not really sure howI'm going to fit it in.
So the other thing that I have alreadydone is this exercise, which is
(09:08):
called time available to Promise,where you, you kind of, you make a
list of all the things you're alreadycommitted to and you work out roughly
how much of your time that will take.
And you also work out how much ofyour time will be taken, you know,
how much of your time do you want towork and you take one number away from
(09:32):
the other and you see what's left.
And when there is no time left,which is the situation I'm in, so
that means if I take something elseon, something else has got to give.
And that's either my personal time orit's something on the list of work that's
gonna have to come off, or be reduced.
And how my.
You know, so it makes youthink about these things.
Geri (09:53):
Oh, lovely.
Because every Yes entailsa no to something else.
Anna (09:59):
Yeah.
Yeah.
And so I think it's usefulthinking about what that might be.
What is the thing thatyou're gonna say no to?
And sometimes it's really easy.
There's something you've donefor a long time and you're like,
I don't need to do that anymore.
I can say no to that.
Or something you're not enjoying.
(10:19):
But sometimes it's really hard deciding.
Geri (10:21):
Yeah.
I often think that it's harderto say no to the things that you
want to do, that you'd like to do.
Yeah.
I mean, it part, some of it'sshiny objects, some of it's
fear that it won't come again.
Anna (10:35):
Yeah.
Geri (10:35):
And yeah, that thing of what you said before about pausing to think
about stuff is important because ifyou can recognize that first instinct
to wanna go, oh yeah, that's exciting.
Without having in the coldlight of day thought through,
what's your time available?
Anna (10:56):
Yeah.
And, and I think remembering, I mean,at least for me, remembering that
I need to pause and think is hard.
Yeah.
So I have a recurring item inmy calendar to write down what I
(11:18):
have done against my objectives.
So to track progress.
So one place where I just trackeverything once a month, but that
kind of helps me keep in touch withthe things I've promised to do.
Geri (11:35):
Like your commitment to yourself as the first priority.
Anna (11:39):
Yeah.
In a way, because otherwise it will, youknow, I'll start imagining that, oh, next
term, I've got loads of time to do things.
Yeah.
'cause I've forgotten thethings I've already, or they're
just not completely forgotten.
But something comes along that youthink, oh, I'd like to do that.
(12:00):
But.
And that in the moment is just moresalient than the things you haven't
started that you really also wanna do.
Geri (12:10):
Well they're great pointers just to set us off thinking with,
so thank you very much, Anna.
Anna (12:17):
You are welcome.
Geri (12:21):
Well, that was great, wasn't it?
So much food for thought and suchimportant questions to ask ourselves.
I'd like to repeat them here and reframethem as prompts for us all to think with.
So what do you want foryourself for this year?
(12:45):
And start off thinking about whatis important to you to have in
your life, in your non-work life.
This is your number one priority,and what do you need to do to
protect time to make that happen?
Can you put it in the calendar?
(13:06):
Is it signing up for events ormeetings or courses or clubs?
What do you need to do to protect thattime for you, for your friends, for your
family, for rest, for doing nothing.
Important time.
And then the question Anna asked.
(13:29):
How much time do you want to work andbeing intentional about setting that.
Because that puts a limit to theamount of available time you have.
And given that time,think about Anna's plate.
(13:49):
What do you really wantto be on your plate?
And I loved her point abouteverything cannot be a priority,
otherwise nothing's a priority.
So what is your small list of thereally top priorities that you want
(14:10):
to focus on for this coming year?
And again, how do you make this asa promise to yourself and how do you
practically create the quality blocksof time and space to work on those
(14:32):
things that are on your priority list.
And then what is the time leftthat you have available to promise?
And I'll put a link on the webpageto the article by Loleen Berdahl
(14:55):
that unpacks questions much moredeeply to help you think about what
time you have available to promise.
And this article is beautifullytitled, how to Quit Promising Time
and Energy that You Don't Have
Because Time is a finite resource
(15:18):
and as Anna said.
What are, you know, being clear aboutwhat are you going to say no to?
Because you can't say yes to everythingand every yes you say will necessarily
entail a no to something else.
There are always trade offs.
So how do you prevent trading offagainst things that are important
(15:42):
to you, whether that's the thingsthat are important to you for your
own time, health, family wellbeing.
Or the things that are important toyou for work where other people's
priorities take precedence.
So being realistic about this.
(16:03):
And finally, Anna's challenge aroundhow to create the pauses to stop
and reflect and to stick to thepromise to yourself to focus on
what's important and to manage that.
So how do you build in those pauses?
(16:29):
So.
All the very best starting offthis new academic year for those
for whom it is a new start.
And for those in the southernhemisphere or on other work rhythms,
find other temporal landmarks thatyou can use as your own fresh start.
Just to reset, reframe,reconnect to priorities.
(16:53):
A limited number of priorities.
The things that'll reallymake a difference to you.
The things that will contributeto that bigger picture view.
And that contribute to what Annaincludes in that definition of wellbeing.
Which is around happiness and fulfillmentand satisfaction and achieving complete
(17:18):
physical, mental, and social wellbeing.
And these are just foundational for beingable to do great work, which is why we
are here, despite all of the constraintsthat the current context entails.
And I do appreciate that for many peoplethere are significant changes happening
at the moment, and challenges as withrestructurings and budget challenges and
(17:41):
increasing demands, but still taking thattime to reflect on what is it that you
can control towards at least shifting thedial a little bit towards more of what
you want to do and what you love to do,and where you can have your best impact.
And if you want to hear more fromAnna, you can go back and listen to a
(18:04):
full conversation that I had with her.
And that episode was from March,2017 where she was also talking
about a lot of her strategies aroundtrying to reflect on her own work
practices and what she was doing then.
I also did a short solo episodecalled Stop the Purposeful Pause.
(18:25):
And I could point you to variousother episodes where people have
shared strategies about approachingtheir work with more intention
using our language from today.
In particular.
I can point ,you to Marta Cecchinato,who also worked with Anna previously,
and, Marta talked about digitalwellbeing and micro boundary strategies.
(18:47):
Johanna Stadlbauer aboutboundaries as well.
Carmen Neustaedter talked abouttracking his work and being surprised
about what came out of that data.
Amy Ko also talks about verydeliberate practices for
tracking and structuring work.
Katherine Isbister talked about beingproductive within eight to five.
(19:09):
Vicki Wright had also talked aboutrole-based time blocking as a strategy.
There are many, many episodesthat connect on these and similar
themes that might give inspiration.
So I look forward to sharingthis new season with you and
(19:30):
bringing many more conversations.
That can become part of our ongoingcollective conversation about how
we individually and collectively canchange academic life for the better.
You can find the summary notes, atranscript and related links for this
(19:52):
podcast on www.changingacademiclife.com.
You can also subscribe to ChangingAcademic Life on iTunes, Spotify,
and I'm really hoping that we canwiden the conversation about how
we can do academia differently.
And you can contribute to this by ratingthe podcast and also giving feedback.
(20:12):
And if something connected withyou, please consider sharing this
podcast with your colleagues.
Together we can make change happen.
Welcome to Changing Academic Life.
I'm Geraldine Fitzpatrick, and this isa podcast series where academics and
others share their stories, provideideas, and provoke discussions about what
we can do individually and collectivelyto change academic life for the better.
(00:34):
Welcome to this new seasonof changing academic life.
It'll be called season seven.
For some reason, I haven't been verygood at numbering my seasons because it
is actually the 10th year that I willhave had the privilege of hosting this
podcast series and sharing some storiesand insights from amazing people who are
(00:56):
making all sorts of interesting differentchoices about how to navigate academia
and academic life, as well as discussionsabout how we can create a better kinder,
more collaborative, more collegial,academic culture together, where we
really recognize wellbeing as a foundationfor being able to do great work.
(01:16):
For this new season coming up I'vealready got a couple of great episodes
recorded, and you'll hear about themin due course as they get released.
In this first welcome episodeof the season, though, I thought
it could be useful to brieflytouch on the theme of being
intentional, starting with intention.
(01:41):
And that's because many of us inthe Northern hemisphere, autumn is
the start of our new academic year.
And even for those of us who are what Icall un salaried, there's something still
about the same rhythm in terms of work.
These sorts of beginnings can be reallyuseful points of reflection about how we
(02:08):
want to be more intentional and in termsof what we want this new year to be.
And reflecting on what's within ourcontrol towards making this happen.
Katy Milkman and colleagues fromthe Wharton School at University
of Pennsylvania talk about this asthe fresh start effect where we can
(02:30):
make use of these sorts of temporallandmarks to quote from their 2014
management science paper "to demarcatethe passage of time, creating many new
mental accounting periods each year.
Which relegate past imperfections to aprevious period and induce people to take
a bigger picture view of their lives andthus motivate aspirational behaviors."
(02:55):
End of quote.
And I'll put a link to thispaper on the episode webpage.
And a fresh start will be differentfor each of us, an intentional
fresh start . Certainly.
One of the themes that I think comesacross in all of the conversations that
I have is that everyone is different.
(03:16):
Everyone has different priorities.
Are happier with different sorts of tradeoffs when they make decisions and so on.
And I had the opportunity to chatrecently with the wonderful Anna Cox,
and while I had her on the line aboutsomething else, altogether different, I
(03:37):
used the opportunity to ask her what'sshe doing about being intentional for
the start of her new academic year.
And she very kindly let me recordedit and what you'll hear is what
she came up with on the fly.
And Anna is a great person to speak tobecause this isn't just something that's
(04:00):
part of her deeply reflective practicefor her own work, but it's also her
area of research at UCL where they lookat the role of digital technology and
workplace effectiveness and focusingparticularly on issues like productivity
and work life balance and wellbeing.
Anna has a great definition of work lifebalance that's worth reading out here,
(04:26):
she defines work life balance as quote,"feeling in control of how you balance the
various demands of all aspects of one'slife to support and enable wellbeing.
In this context, wellbeing is about morethan just trying to avoid being ill.
It also encompasses feelings ofhappiness, fulfillment, and job
(04:48):
satisfaction to achieve completephysical, mental and social wellbeing."
You can find this definition alongwith lots of their other research
around work on eworkresearch.org.
That's e work research all one word.
(05:10):
Again, I'll include a link tothis on the episode webpage.
So over to Anna and her reflectionson how she's starting this new
academic year with more intention.
Anna (05:28):
We're at the end of the academic year and I've spent this last academic
year on sabbatical and it's been it's beeninteresting in lots of ways, but one of
the things that I did was clear the decksto take my sabbatical, and now I'm scared
(05:48):
of putting anything back on the decks.
It's had an interestingeffect on me, I think.
I wonder how I did all the thingsI did before and I'm much more, I
keep seeing opportunities beforewhere my initial reaction is
(06:09):
still, oh, I could apply for that.
Geri (06:11):
Yeah.
Like the shiny object syndrome.
Anna (06:13):
Yeah.
And then now I think, oh, butdo I actually want to do that?
Then I take time thinking aboutwould I actually want to do that?
And I'm certainly not cured.
I applied for something just this year,which I didn't get, but I, I went all
the way through the recruitment process.
(06:36):
And, and on reflection.
It was to do something that is notsomething I particularly enjoy.
I don't even know why I appliedfor it other than it was a shiny
thing I could just apply for.
Geri (06:50):
That's interesting.
So when you are talking about clearingthe decks and scared about putting
anything back on your plate, doesthat mean there are some things that
are on your plate to start with andyou don't want to add things to it?
Or have you got a totally empty plate?
Anna (07:06):
Well, it's not totally empty, so when I, you know, restart for the
new academic year, I know what myteaching will be next year and I have
my objectives for the year, whichhave come from my appraisal process.
Mm-hmm.
(07:27):
And I put quite a lot of effort intothat this year in terms of thinking
about what were the things that Ireally wanted to be on there and
making sure it's a really small list.
Mm-hmm.
Um, I think one of the things that I have
been thinking about isthat the word priority.
(07:50):
Like means one thing is moreimportant than everything else.
So you can't really have many priorities.
Because then they're not priorities.
Geri (07:59):
Ooh, good point.
Anna (08:00):
So, so I try to have one thing that is important.
So for my, for the coming year.
Have three main objectives.
And so how do I make those such that eachcan have its time when it is the priority?
I basically split them up over the year.
(08:22):
So that means that the first fourmonths of the year I work on where
one is the main thing, the nextfour months is when the other thing.
And it doesn't necessarily mean thatthe first one has to be done at the
end of the four months, but just thatyou turn up the dial on that, I guess.
(08:43):
So that becomes the main thing.
But with three things to deliver that Ithink are all fairly big, chunky things,
if then something else comes my way.
I'm not really sure howI'm going to fit it in.
So the other thing that I have alreadydone is this exercise, which is
(09:08):
called time available to Promise,where you, you kind of, you make a
list of all the things you're alreadycommitted to and you work out roughly
how much of your time that will take.
And you also work out how much ofyour time will be taken, you know,
how much of your time do you want towork and you take one number away from
(09:32):
the other and you see what's left.
And when there is no time left,which is the situation I'm in, so
that means if I take something elseon, something else has got to give.
And that's either my personal time orit's something on the list of work that's
gonna have to come off, or be reduced.
And how my.
You know, so it makes youthink about these things.
Geri (09:53):
Oh, lovely.
Because every Yes entailsa no to something else.
Anna (09:59):
Yeah.
Yeah.
And so I think it's usefulthinking about what that might be.
What is the thing thatyou're gonna say no to?
And sometimes it's really easy.
There's something you've donefor a long time and you're like,
I don't need to do that anymore.
I can say no to that.
Or something you're not enjoying.
(10:19):
But sometimes it's really hard deciding.
Geri (10:21):
Yeah.
I often think that it's harderto say no to the things that you
want to do, that you'd like to do.
Yeah.
I mean, it part, some of it'sshiny objects, some of it's
fear that it won't come again.
Anna (10:35):
Yeah.
Geri (10:35):
And yeah, that thing of what you said before about pausing to think
about stuff is important because ifyou can recognize that first instinct
to wanna go, oh yeah, that's exciting.
Without having in the coldlight of day thought through,
what's your time available?
Anna (10:56):
Yeah.
And, and I think remembering, I mean,at least for me, remembering that
I need to pause and think is hard.
Yeah.
So I have a recurring item inmy calendar to write down what I
(11:18):
have done against my objectives.
So to track progress.
So one place where I just trackeverything once a month, but that
kind of helps me keep in touch withthe things I've promised to do.
Geri (11:35):
Like your commitment to yourself as the first priority.
Anna (11:39):
Yeah.
In a way, because otherwise it will, youknow, I'll start imagining that, oh, next
term, I've got loads of time to do things.
Yeah.
'cause I've forgotten thethings I've already, or they're
just not completely forgotten.
But something comes along that youthink, oh, I'd like to do that.
(12:00):
But.
And that in the moment is just moresalient than the things you haven't
started that you really also wanna do.
Geri (12:10):
Well they're great pointers just to set us off thinking with,
so thank you very much, Anna.
Anna (12:17):
You are welcome.
Geri (12:21):
Well, that was great, wasn't it?
So much food for thought and suchimportant questions to ask ourselves.
I'd like to repeat them here and reframethem as prompts for us all to think with.
So what do you want foryourself for this year?
(12:45):
And start off thinking about whatis important to you to have in
your life, in your non-work life.
This is your number one priority,and what do you need to do to
protect time to make that happen?
Can you put it in the calendar?
(13:06):
Is it signing up for events ormeetings or courses or clubs?
What do you need to do to protect thattime for you, for your friends, for your
family, for rest, for doing nothing.
Important time.
And then the question Anna asked.
(13:29):
How much time do you want to work andbeing intentional about setting that.
Because that puts a limit to theamount of available time you have.
And given that time,think about Anna's plate.
(13:49):
What do you really wantto be on your plate?
And I loved her point abouteverything cannot be a priority,
otherwise nothing's a priority.
So what is your small list of thereally top priorities that you want
(14:10):
to focus on for this coming year?
And again, how do you make this asa promise to yourself and how do you
practically create the quality blocksof time and space to work on those
(14:32):
things that are on your priority list.
And then what is the time leftthat you have available to promise?
And I'll put a link on the webpageto the article by Loleen Berdahl
(14:55):
that unpacks questions much moredeeply to help you think about what
time you have available to promise.
And this article is beautifullytitled, how to Quit Promising Time
and Energy that You Don't Have
Because Time is a finite resource
(15:18):
and as Anna said.
What are, you know, being clear aboutwhat are you going to say no to?
Because you can't say yes to everythingand every yes you say will necessarily
entail a no to something else.
There are always trade offs.
So how do you prevent trading offagainst things that are important
(15:42):
to you, whether that's the thingsthat are important to you for your
own time, health, family wellbeing.
Or the things that are important toyou for work where other people's
priorities take precedence.
So being realistic about this.
(16:03):
And finally, Anna's challenge aroundhow to create the pauses to stop
and reflect and to stick to thepromise to yourself to focus on
what's important and to manage that.
So how do you build in those pauses?
(16:29):
So.
All the very best starting offthis new academic year for those
for whom it is a new start.
And for those in the southernhemisphere or on other work rhythms,
find other temporal landmarks thatyou can use as your own fresh start.
Just to reset, reframe,reconnect to priorities.
(16:53):
A limited number of priorities.
The things that'll reallymake a difference to you.
The things that will contributeto that bigger picture view.
And that contribute to what Annaincludes in that definition of wellbeing.
Which is around happiness and fulfillmentand satisfaction and achieving complete
(17:18):
physical, mental, and social wellbeing.
And these are just foundational for beingable to do great work, which is why we
are here, despite all of the constraintsthat the current context entails.
And I do appreciate that for many peoplethere are significant changes happening
at the moment, and challenges as withrestructurings and budget challenges and
(17:41):
increasing demands, but still taking thattime to reflect on what is it that you
can control towards at least shifting thedial a little bit towards more of what
you want to do and what you love to do,and where you can have your best impact.
And if you want to hear more fromAnna, you can go back and listen to a
(18:04):
full conversation that I had with her.
And that episode was from March,2017 where she was also talking
about a lot of her strategies aroundtrying to reflect on her own work
practices and what she was doing then.
I also did a short solo episodecalled Stop the Purposeful Pause.
(18:25):
And I could point you to variousother episodes where people have
shared strategies about approachingtheir work with more intention
using our language from today.
In particular.
I can point ,you to Marta Cecchinato,who also worked with Anna previously,
and, Marta talked about digitalwellbeing and micro boundary strategies.
(18:47):
Johanna Stadlbauer aboutboundaries as well.
Carmen Neustaedter talked abouttracking his work and being surprised
about what came out of that data.
Amy Ko also talks about verydeliberate practices for
tracking and structuring work.
Katherine Isbister talked about beingproductive within eight to five.
(19:09):
Vicki Wright had also talked aboutrole-based time blocking as a strategy.
There are many, many episodesthat connect on these and similar
themes that might give inspiration.
So I look forward to sharingthis new season with you and
(19:30):
bringing many more conversations.
That can become part of our ongoingcollective conversation about how
we individually and collectively canchange academic life for the better.
You can find the summary notes, atranscript and related links for this
(19:52):
podcast on www.changingacademiclife.com.
You can also subscribe to ChangingAcademic Life on iTunes, Spotify,
and I'm really hoping that we canwiden the conversation about how
we can do academia differently.
And you can contribute to this by ratingthe podcast and also giving feedback.
(20:12):
And if something connected withyou, please consider sharing this
podcast with your colleagues.
Together we can make change happen.
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