Work. We see it every single day – most of us spend a big part of our lives doing it. But how often do we take a step back and ask ourselves what work truly means? It is essential for students and faculty in higher education institutions (HEIs) to understand the evolving nature of work. This blog post explores the contemporary meaning of work, its importance, and its implications for future professionals. As an educational researcher at an HEI specialising in business and management, I am fascinated by this topic. My prior blog posts with BERA addressed artificial intelligence as a learning companion and emphasised the significance of child-centred education. This investigation into the meaning of work appears to be a natural progression – analysing how education prepares individuals for engagement in the workforce.

Conventional perspectives on work

Traditionally, people have seen work as a means of attaining stability and financial existence. Adam Smith (1776), one of the early classical economists, emphasised productivity and efficiency, highlighting the value of work in economic growth. This point of view was confirmed throughout the Industrial Revolution when work was connected to repetitive duties supporting economic stability. Nonetheless, this description in the contemporary knowledge-driven economy no longer sufficiently captures the essence of work.

The significance of work for humanity

On the other hand, in contemporary society, work has become increasingly essential to our identities. Karl Marx (1844) argued that work may be alienating if workers were estranged from the final result, highlighting its emotional aspects. Contemporary thinkers like Daniel Pink (2009) argue that autonomy, mastery and purpose are fundamental elements of meaningful work. For many, employment serves as a means of self-expression and societal contribution. Deloitte’s surveys (2021 Deloitte Global Resilience Report) indicate that millennials and Gen Z are progressively pursuing positions that resonate with their values, benefit society, and facilitate personal development. This change emphasises how settings that support meaning, involvement and purpose will define the nature of work going forward.

‘Deloitte’s global resilience surveys indicate that millennials and Gen Z are progressively pursuing positions that resonate with their values, benefit society, and facilitate personal development.’

The impact of technology on the definition of work

It is clear that our perspective and approach to our job have been much changed by technology. For instance, automation as well as AI are changing the nature of jobs. While automation boosts productivity (Brynjolfsson & McAfee, 2014), it is generating concerns about job displacement and the dehumanisation of work. As a result, higher education must equip students for a world in which emotional intelligence, creativity and adaptability will be just as important as technical skills.

Similar to its application in enhancing learning, AI is also transforming the workplace. The role we play in higher education is to assist students in properly utilising these instruments, ensuring that they find purpose and satisfaction in their work. Technology has also facilitated flexible working arrangements, including remote work. Throughout the Covid-19 pandemic, millions of people transitioned to remote work, which blurred the distinctions between personal and professional boundaries (see for example Felstead & Reuschke, 2021). The problem is to recontextualise the concept of work when the ‘office’ may consist of a laptop on a kitchen table.

Rethinking work for a meaningful future

The significance of work is subjective, varying according to individual experiences and societal contexts. In the UK, work is transitioning from an ‘obligation’ to a ‘desire.’ This presents a chance for students and staff to reevaluate our teaching methods and the preparation of future leaders. As the Austrian psychologist Viktor FrankI wrote, ‘Life is never rendered unbearable by circumstances, but solely by a deficiency of meaning and purpose’ (FrankI, 1946, p. 101). So, by assisting students in discovering their purpose, higher education can convert work from a mere obligation into a fulfilling aspect of life. This shift in the notion of work necessitates experts in education to reassess the approaches employed to foster purpose-driven learning experiences. But how can we support students in navigating a changing workforce while remaining true to their values and aspirations?

References

Brynjolfsson, E., & McAfee, A. (2014). The second machine age: Work, progress, and prosperity in a time of brilliant technologies. Norton & Company.

Felstead, A., & Reuschke, D. (2021). Homeworking in the UK: Before and during the 2020 lockdown. Wales Institute of Social and Economic Research. https://wiserd.ac.uk/publications/homeworking-uk-and-during-2020-lockdown   

Frankl, V. E. (1946). Man’s search for meaning. Beacon Press.

Karimi, H. (2024a, October 4). British Educational Research Association (BERA Blog). AI in Education: Friend or foe? A researcher’s perspective. BERA Blog. https://www.bera.ac.uk/blog/ai-in-education-friend-or-foe-a-researchers-perspective

Karimi, H. (2024b, June 10). Embracing child-centred education: A path to learning freedom BERA Blog. https://www.bera.ac.uk/blog/embracing-child-centred-education-a-path-to-learning-freedom

Marx, K. (1844). Economic and philosophic manuscripts of 1844 (Dirk J. Struik, Ed., Martin Milligan, Trans.). Progress Publishers (1970 edn).

Pink, D. H. (2009). Drive: The surprising truth about what motivates us. Riverhead Books.

Smith, A. (1776). An inquiry into the nature and causes of the wealth of nations. W. Strahan and T. Cadell.