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‘Acceleration’, that is, the performance of activities in ever-shorter periods of time, is a distinctive feature of contemporary organizations and societies that is reflected in, and driven by startups’ attempts to scale up their businesses in ever-faster ways. Although prior research has highlighted that temporary organizing is a key way to accelerate the startup process, little is known about how actors do so. Based on a one-year ethnographic study at a startup accelerator, the authors explore how actors enact temporary organizing to attempt to accelerate the startup process. Their analysis shows that this process involves a plurality of partly conflicting temporal structures. As their study shows, such conflicts invoke tensions that actors live out in their daily activities. The authors identify three temporal practices – sequencing, freezing, and merging – through which actors engaged in temporary organizing enact acceleration in the startup process by reconciling these temporal structures. Their study has implications for understanding time in the expanding literature on temporary organizing and acceleration.

An accelerometer is a device that measures force due to gravity or a change in speed or direction of travel. This paper describes accelerometers and their application in other disciplines and, by way of an example, explores the utility of accelerometers for studying aggression. We end with a discussion of additional ways accelerometers might be used in group processes research.

We first review the use of accelerometers in other disciplines. We then present the results of four studies that demonstrate the use of accelerometers to measure aggression. Study 1 establishes the measure’s concurrent validity. Study 2 concerns its stability and representative reliability. Study 3 seeks to establish the measure’s predictive validity by associating it with an existing measure. Study 4 demonstrates the ability of accelerometers to address a sociological research question.

In Studies 1 and 2, we find that accelerometers can be used to differentiate between distinct levels of aggression. In Study 3, we find that men’s average peak acceleration correlates with a previously validated measure of aggression. Study 4 uses accelerometers to reproduce a well-established finding in the aggression literature.

We conclude that accelerometers are a flexible tool for group processes’ researchers and social scientists more broadly. Our findings should prove useful to social scientists interested in measuring aggression or in employing accelerometers in their work.

In this chapter we review the recent and growing literature on medium-term growth patterns. This strand of research emerged from the realization that for most countries economic development is a highly unstable process; over a course of a few decades, a typical country enjoys periods of rapid growth as well episodes of stagnation and economic decline. This approach highlights the complex nature of growth and implies that studying transitions between periods of fast growth, stagnation, and collapse is essential for understanding the process of long run growth. We document recent efforts to characterize and study such growth transitions. We also update and extend some of our earlier research. Specifically, we use historical data from Maddison to confirm a link between political institutions and propensity to experience large swings in growth. We also study the role of institutions and macroeconomic policies, such as inflation, openness to trade, size of government, and real exchange rate overvaluation, in the context of growth transitions. We find surprisingly complex effects of some policies. For example, trade makes fast growth more likely but also increases the frequency of crises. The size of government reduces the likelihood of fast miracle-like growth while at the same time limiting the risk of stagnation. Moreover, these effects are nonlinear and dependent on the quality of institutions. We conclude by highlighting potentially promising areas for future research.

Contemporary society is characterized by extreme acceleration (Rosa, 2010). Time has become a scarce resource and individuals are forced to adhere to the demands of speediness. This condition is connected to the increased performance now required in many areas of daily life, an increase so profound that some authors refer to ours as a “doping society.”

This chapter argues that the practice of quantification exponentially increases the “managerializing” of the user. In this sense, the quantified-self (QS) can be thought of as something that helps people to organize their activities in the manner of the market. Individuals thus become self-entrepreneurs who, in keeping with the standard aims of neoliberalism, make use of their collected data in a fashion analogous to the way results are determined in a corporation’s Research & Development department. The self becomes an assortment of analyses by which measures of behaviors and habits are made, all in the name of producing an “objective report” on the user’s characteristics. The ultimate aim of all this is to improve certain parts of life so as to increase and optimize our productivity.

This chapter presents some basic concepts on time studies and discusses what a temporal approach can offer for higher education research. Being an invariable constituent of life, time structures and organizes activities and processes in higher education, covering all of its levels and functions. Furthermore, the current policy agenda that emphasizes the need for higher education to accelerate innovation flows, and to speed up the production of new knowledge and workers, accentuates the importance of the temporal perspective. The chapter examines the dominant, taken-for-granted conception of time – clock time – which involves a linear, quantitative, cumulative, homogenized, abstract and decontextualized conception of time. The core features of clock time are described by the four Cs put forward by Barbara Adam: creation, commodification, colonization and control of time. It is argued that, in the current digital, post-modern era, social acceleration reshapes and transforms the nature of clock time, which results in compression of time, shrinking future and extended present, all manifest in the overall speeding-up of life. In addition, a temporal lens for analysing higher education is presented, with examples from empirical studies on time and temporalities in academic work and identity building.