Anomie in Academia: The Perceived Normative Structure of Higher Education Among Staff and Students

Academia has undergone significant changes recently, such as financial cuts, restructuring, new management policies, precarious employment, and rapid technological advancement. We argue that these shifts can lead to organizational anomie, characterized by deregulation and a breakdown of academia’s normative structure, impacting teaching, learning, and research. In Norway, we conducted qualitative individual interviews with academics (n = 12) and two group interviews with students (n = 13) to explore whether they perceive their academic environment in terms of organizational anomie. Staff participants see the academic environment as transformative but increasingly shaped by economic rationality. They also see a conflict between academic ideals and current work designs and practices, which are highly gamified, reliant on quantified performance measures, and dependent on external funding. They view these changes negatively, casting doubt on whether universities can still fulfil their mission in pursuit of independent critical inquiry. Students report a mismatch between expectations and reality, with some viewing academia instrumentally as a platform to the labor market, reflecting governmental policies to promote employability as a key goal of higher education. Others regard academia as a space for critical inquiry. Although the focus group discussions ultimately converged on the university’s norms and values being a space for critical inquiry, both groups expressed dissatisfaction that the current system fails to fully meet either of these goals. These findings are discussed in light of our understanding of organizational anomie in academia.