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Journal articles on the topic 'Academia'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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1

Whelan, Andrew. "Academic critique of neoliberal academia." Sites: a journal of social anthropology and cultural studies 12, no. 1 (December 15, 2015): 130. http://dx.doi.org/10.11157/sites-vol12iss1id258.

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2

Benda, Libor. "Akademie, politika a akademie jako politika: Ke kritice „rozšířeného“ pojetí akademické svobody." Acta FF 12, no. 2 (2020): 19–43. http://dx.doi.org/10.24132/actaff.2020.12.2.2.

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There has been a significant growth of interest in the topic of academic freedom in recent years, predominantly with regard to the emergence of several new and unprecedented phenomena within the academic environment that allegedly threaten or directly undermine academic freedom both on the individual and institutional levels. One of the responses to these observations is the attempt to redefine academic freedom in political terms, since the traditional concept of academic freedom, grounded in the purely epistemological notions of rationality, objectivity, and truth, is becoming regarded as incapable of facing the challenges and overcoming the obstacles encountered by academia in the present circumstances. It has been argued that instead of being limited only to epistemic responsibilities of academics, academic freedom should be “extended” to include the political responsibility of academics as well and should therefore provide the academics first and foremost with an appropriate set of political rights to fulfil their political role. This paper critically examines both the theoretical background behind this political shift in thinking about academic freedom as well as its prospective consequences for the academic profession and academia as a whole. While there are sound theoretical reasons that favour the “extended” version against the traditional concept of academic freedom, I argue that the associated political extension of academic responsibilities blurs the line between academic and political affairs and puts academia in danger of becoming an openly political – rather than authentically academic – institution. The paper is concluded by a tentative suggestion of an alternative account of academic freedom: one that takes seriously the theoretical weaknesses of the traditional version but maintains at the same time a clear and sharp distinction between academic and political matters.

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3

Strasburger, Victor C. "How Academia Is Failing Academic Faculty." Clinical Pediatrics 54, no. 11 (November 27, 2014): 1029–30. http://dx.doi.org/10.1177/0009922814561355.

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4

KERCKHOFF, A. C. "Variance in Academia: The Academic Profession." Science 239, no. 4842 (February 19, 1988): 922–23. http://dx.doi.org/10.1126/science.239.4842.922.

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5

Tavares, Orlanda, Sónia Cardoso, Teresa Carvalho, Sofia Branco Sousa, and Rui Santiago. "Academic inbreeding in the Portuguese academia." Higher Education 69, no. 6 (October 15, 2014): 991–1006. http://dx.doi.org/10.1007/s10734-014-9818-x.

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6

Stavnyuk, V. V. "ACADEMIA AETERNA." Visnik Nacional'noi' academii' nauk Ukrai'ni 10 (October 20, 2018): 3–16. http://dx.doi.org/10.15407/visn2018.10.003.

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7

Benjamin, Ernst, Jordan E. Kurland, and Iris F. Molotsky. "On "Accuracy in Academia" and Academic Freedom." Academe 71, no. 5 (1985): 1a. http://dx.doi.org/10.2307/40249485.

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8

Moriarty, Philip. "Reclaiming academia from post-academia." Nature Nanotechnology 3, no. 2 (January 27, 2008): 60–62. http://dx.doi.org/10.1038/nnano.2008.11.

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9

Cannizzo, Fabian. "‘You’ve got to love what you do’: Academic labour in a culture of authenticity." Sociological Review 66, no. 1 (February 1, 2017): 91–106. http://dx.doi.org/10.1177/0038026116681439.

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Past research on values change in academia has largely focused on changes perceived to emerge from managerial organisational cultures. What has received less attention is the degree to which broader cultural phenomena have contributed to these processes of change. Using data from a study of academics from across the Australian university sector, this article explores how academia’s presence within a culture of authenticity influences values change among academic labourers. Managerial values are contrasted against an idealised past – the Golden Age of academia – enabling the potential for both critique and compliance with those values. Discourses of ‘passionate’ labour, self-authenticity and personal freedom are hence central to academic governance. Moving beyond the dichotomy of managerial/academic values, the data presented here suggest that the motivations of academic labourers are influenced by the ideal of an authentic self that may be realised through engaging a range of values and professional norms. Beyond narratives of ‘compliance’ and ‘resistance’ to organisational change, studies of values change and motivation in academia need to further contextualise values formation. Situating the motivations of academic labourers through a culture of authenticity offers insight into the cultural structures that influence how values are normalised amid higher education reforms.

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10

Goluses, Nicholas, and Marta Casals-Istomin. "Academia." American String Teacher 42, no. 4 (November 1992): 27. http://dx.doi.org/10.1177/000313139204200406.

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11

Christopher, Elizabeth. "Academia." International Journal of Intercultural Relations 11, no. 2 (January 1987): 191–206. http://dx.doi.org/10.1016/0147-1767(87)90018-6.

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12

Silva, Luiz Henrique da, Antônio Carlos Tavares Junior, and Alexandre Janotta Drigo. "Produção científica no judô: da academia às academias." Conexões 6 (July 14, 2008): 665–67. http://dx.doi.org/10.20396/conex.v6i0.8637866.

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O objetivo do trabalho foi identificar se o conhecimento produzido na área acadêmica está sendo utilizado pelos profissionais do judô. Além disso, foi verificada a integração dos profissionais do esporte judô com os profissionais da área da ciência do desporto. Dezessete técnicos de judô do estado de São Paulo responderam um questionário elaborado especificamente para este estudo, o qual foi validado por 4 professores universitários da área de atuação relacionada a lutas ou judô. Os resultados mostraram que a minoria destes técnicos possui a graduação em educação física. Os participantes têm preferência pelos conhecimentos específicos do judô em detrimento dos conhecimentos das áreas da ciência do desporto e acham que o profissional de educação física seria o profissional ideal para a interação no desenvolvimento de seus programas de treinamento.

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13

Yu, Seung-Hum. "Academia is Flooded with Number of Academic Societies." Journal of the Korean Medical Association 41, no. 6 (1998): 582. http://dx.doi.org/10.5124/jkma.1998.41.6.582.

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14

Iñiguez De Onzoño, Santiago, and Salvador Carmona. "The academic triathlon – bridging the agora and academia." Journal of Management Development 35, no. 7 (August 8, 2016): 854–65. http://dx.doi.org/10.1108/jmd-10-2014-0117.

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Purpose – The purpose of this paper is to address the lack of relevance of business school research and how the potential gap between research and practice may be related to the lack of interaction between faculty members and non-academic stakeholders (e.g. industry, professions, society). Design/methodology/approach – The review of the extant literature in this area is combined with the experiences and discussions with business school leaders from around the world. Findings – The problematization of the lack of relevance of business school research leads us to conclude that it is a case of reward folly; the authors hope for relevance to external stakeholders but the authors reward for relevance to academic stakeholders. Drawing on Stokes’ (1997) research taxonomy, the authors conclude that business-school research should combine internal and external validity, which would involve business school faculty performing rigorous and relevant research, and interacting with practitioners; that is, an “academic triathlon”. Social implications – Faculty members should conduct research and teaching activities as well as interact with industry, and act to disseminate their research findings among external stakeholders. Consequently this should have implications for both the academic structure at business schools and the resources available to faculty members. Proceeding in this way will result in the narrowing of the gap of understanding between faculty members and management, and ultimately, to bridge the gap between contemporary versions of the Agora and the Academe. Originality/value – The authors provide a taxonomy of stakeholders of business school research and outline changes in the structure of business schools, resources provided to faculty members and impact on accreditation agencies.

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15

MAI, WILFRIED, and JAMES SUTHERLAND-SMITH. "ACADEMIC RADIOLOGY CAREERS: WHAT IS ACADEMIA ALL ABOUT?" Veterinary Radiology & Ultrasound 51, no. 3 (February 2, 2010): 239–45. http://dx.doi.org/10.1111/j.1740-8261.2010.01685.x.

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16

Kremakova, Milena. "Accelerating Academia: The Changing Structure of Academic Time." International Studies in the Philosophy of Science 31, no. 2 (April 3, 2017): 221–24. http://dx.doi.org/10.1080/02698595.2018.1424766.

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17

Basch, Linda, and Lucie Wood Saunders. "Restructuring Academia and the Negotiation of Academic Power." Anthropology of Work Review 15, no. 1 (March 1994): 12–17. http://dx.doi.org/10.1525/awr.1994.15.1.12.

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18

Kasper, Ekkehard M., Edwin G. Fischer, and Christoph B. Ostertag. "Quo Vadis, Academia? Can Academic Neurosurgery Be Resurrected?" World Neurosurgery 78, no. 1-2 (July 2012): 20–23. http://dx.doi.org/10.1016/j.wneu.2011.04.002.

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19

Huopalainen, Astrid S., and Suvi T. Satama. "Mothers and researchers in the making: Negotiating ‘new’ motherhood within the ‘new’ academia." Human Relations 72, no. 1 (April 17, 2018): 98–121. http://dx.doi.org/10.1177/0018726718764571.

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How do early-career academic mothers balance the demands of contemporary motherhood and academia? More generally, how do working mothers develop their embodied selves in today’s highly competitive working life? This article responds to a recent call to voice maternal experiences in the field of organization studies. Inspired by matricentric feminism and building on our intimate autoethnographic diary notes, we provide a fine-grained understanding of the changing demands that constitute the ongoing negotiation of ‘new’ motherhood within the ‘new’ academia. By highlighting the complexity of embodied experience, we show how motherhood is not an entirely negative experience in the workplace. Despite academia’s neoliberal tendencies, the social privilege of whiteness, heterosexuality and the middle class enables – at times – simultaneous satisfaction with both motherhood and an academic career.

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20

Bloch, Charlotte. "Følelser og sociale bånd i Akademia." Dansk Sociologi 13, no. 4 (March 15, 2006): 43–60. http://dx.doi.org/10.22439/dansoc.v13i4.432.

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Charlotte Bloch: Emotions and Social Bonds in Academia The purpose of this article is to expand our understanding of social relations in academia by examining the role that the emotional dimensions of these social relations play in academic life. It is based on the results of an interview study of emotions and emotional culture among people in various scholarly positions in academia. The article makes analytical distinctions between the structural conditions of emotions, the emotional culture of academia, lived or felt emotions and the management of emotions. And it identifies different ways of managing the emotions of uncertainty, shame, anger, pride and laughter. These feelings emerge from the structural conditions of the social relations in academic life, and the tacit rules of feeling in academic life define how these feelings are managed. Life in academia presupposes a certain amount of feeling labour and management of feelings. Thomas Scheff’s theory about emotions and social bonds is employed to identify what this management of feelings means for social relations in academia. Bonds in academia are stable and fluctuate between solidarity, isolation and engulfment, but primarily the last two. Loneliness, group conformity, absence of real cooperation, and weakening of individual and collective creativity are some of the consequences of this kind of social bond.

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21

Y. Teng, Minnie, Mary-Lou Brown, Tal Jarus, and Laura Yvonne Bulk. "How does a sense of belonging develop in postsecondary? A conceptual Belonging in Academia Model (BAM) from sighted perspectives." Research in Education 108, no. 1 (October 20, 2019): 80–103. http://dx.doi.org/10.1177/0034523719882455.

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Belonging is associated with increased engagement in academic pursuits and well-being. However, there is a lack of research on how a sense of belonging develops in academia. The academic environment comprises largely of sighted individuals. Exploring sighted students, staff, and educators’ perceptions of belonging contributes to our understanding of environments that foster belonging for sighted individuals and their perceptions of the same for people who are blind. We conducted focus groups and in-depth interviews with 25 sighted people in academia to investigate how sense of belonging develops for them, and what facilitators and barriers would impact belonging in academia. Grounded theory was used to construct the Belonging in Academia Model (BAM), which explores how people perceive, create, and develop belonging in academia.

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22

Stahel, Rolf A., Denis Lacombe, Fatima Cardoso, Paolo G. Casali, Anastassia Negrouk, Richard Marais, Anita Hiltbrunner, and Malvika Vyas. "Current models, challenges and best practices for work conducted between European academic cooperative groups and industry." ESMO Open 5, no. 2 (March 2020): e000628. http://dx.doi.org/10.1136/esmoopen-2019-000628.

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BackgroundThe academia-industry interface is important, and, despite challenges that inevitably occur, bears the potential for positive synergies to emerge. Perceived barriers to wider collaboration in academia-industry oncology research in Europe need to be addressed, current academic cooperative group and industry models for collaboration need to be discussed, and a common terminology to facilitate understanding of both sectors’ concerns needs to be established with an eye towards improving academia-industry partnerships on clinical trials for the benefit of patients with cancer.MethodologyCAREFOR (Clinical Academic Cancer Research Forum), a multi-stakeholder platform formed to improve the direction for academic clinical trials in the field of oncology in Europe, formed the CAREFOR-Industry Working Group comprised of experienced professionals from European academic cooperative groups joined by industry representatives selected based on their activities in the area of medical oncology. They jointly discussed academic cooperative groups, clinical trials conducted between academic cooperative groups and industry, examples of successful collaborative models, common legal negotiation points in clinical trial contracts, data access, and principles of interaction.ResultsFour principles of interaction between the academia and industry are proposed: (1) clarify the roles and responsibilities of all partners involved in the study, (2) involve legal teams from an early stage; (3) acknowledge that data is an important output of the study, (4) agree on the intent of the trial prior to its start.ConclusionsThe CAREFOR-Industry Working Group describes current models, challenges, and effective strategies for academia-industry research in Europe with an eye towards improving academia-industry partnerships on clinical trials for patients with cancer. Current perceived challenges are explained, and future opportunities/recommendations for improvement are described for the areas of most significant impact. Challenges are addressed from both the academic and industry perspectives, and principles of interaction for the optimal alignment between academia and industry in selected areas are proposed.

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23

Melville, Angela, and Amy Barrow. "Persistence Despite Change: The Academic Gender Gap in Australian Law Schools." Law & Social Inquiry 47, no. 2 (December 9, 2021): 607–34. http://dx.doi.org/10.1017/lsi.2021.52.

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Prior research has shown that while women have entered the legal profession in increasing numbers, the profession continues to privilege the norms, beliefs, and cultural practices of men. However, one aspect of the legal profession that has largely been overlooked, especially in Australia, is legal academia. This oversight is significant as legal academia provides the gateway into the legal profession. Women now make up approximately half of universities’ academic staff, are increasingly completing doctorate qualifications, and are moving into senior positions within academia. On the surface, these changes may suggest that women are now fully integrated into academia and that the academic gender gap has now resolved. We argue, however, that numerical inclusion does not necessarily challenge the male normative structures that underlie legal academia. This article draws on analysis of the biographies of seven hundred legal academics in Australian law schools and investigates differences between male and female legal academics in terms of level of appointment, academic qualifications and professional experience, research productivity, research interests, and mobility. It shows that while the gender gap has closed in some areas, the feminization of legal academia is a myth and female academics continue to face gendered barriers.

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24

Bula, Germán Ulises, and Sebastián Alejandro González. "Joy in Academia." International Journal of Systems and Society 5, no. 1 (January 2018): 1–12. http://dx.doi.org/10.4018/ijss.2018010101.

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What is the role of academia in society as a whole? Is the sole role of schools and universities to provide training for the jobs marketplace, or should academia help in the work of society's ongoing adaptation and self-recognition? This article uses Stafford Beer's Viable System Model to argue that academia's role goes beyond servicing the economy, and that it must be organized in such a way that it can actually perform the roles of adaptation and re-thinking of identity of society. In order to perform these goals well, certain evaluative and organizational conditions must be met. The role of academia in society is construed as analogous to the role of positive emotions in human beings: they both serve to enhance the repertoire of possible actions of a system, and to integrate these possibilities in a coherent whole. Just as positive emotions need conditions of contextual safety, so does academia: therefore, it is necessary to revise certain evaluative practices that hinder academia's creative roles.

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25

Christmas, Colleen, Steven J. Kravet, Samuel C. Durso, and Scott M. Wright. "Clinical Excellence in Academia: Perspectives From Masterful Academic Clinicians." Mayo Clinic Proceedings 83, no. 9 (September 2008): 989–94. http://dx.doi.org/10.4065/83.9.989.

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26

Padmalochanan, Padmapriya. "Reimaging Academic Publishing from Perspectives of Academia in Australia." Publishing Research Quarterly 35, no. 4 (September 27, 2019): 710–25. http://dx.doi.org/10.1007/s12109-019-09690-4.

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Bickle, Marc. "The Academic Pill: How Academia Contributes to Curing Diseases." SLAS DISCOVERY: Advancing the Science of Drug Discovery 24, no. 3 (February 20, 2019): 203–12. http://dx.doi.org/10.1177/2472555218824280.

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Larbi, Frank Okai, and Muhammad Azeem Ashraf. "International Academic Mobility in Chinese Academia: Opportunities and Challenges." International Migration 58, no. 3 (October 20, 2019): 148–62. http://dx.doi.org/10.1111/imig.12662.

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29

Zackariasson, Peter. "Mentorship in academia." International Journal of Managing Projects in Business 7, no. 4 (August 26, 2014): 734–38. http://dx.doi.org/10.1108/ijmpb-05-2014-0040.

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Purpose – The importance of mentorship in academia is discussed, and in particular the work of Timothy L. Wilson who has been instrumental for the author in this respect is described. Drawing on historical practices from academia and the arts, the purpose of this paper is to communicate why and how mentorship could be applied. Design/methodology/approach – As a conceptual paper this draws knowledge from the author's experience. Findings – The general message concerns the importance of mentorship in order to create a vibrant (and sustainable) academic community. Originality/value – The value of this paper is twofold: primarily it celebrates Timothy L. Wilson as a model to mentorship in academia, second it communicates the importance of mentorship per se.

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30

Haensch, Günther. "Real Academia Española (2005): Diccionario panhispánico de dudas, Madrid, Real Academia Española, Asociación de Academias de la Lengua Española y Santillana Ediciones Generales, 8333 pp. [citado como DPD]." Revista de Lexicografía 12 (December 31, 2006): 267–70. http://dx.doi.org/10.17979/rlex.2006.12.0.4778.

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Reseña de libro: Real Academia Española (2005): Diccionario panhispánico de dudas, Madrid, Real Academia Española, Asociación de Academias de la Lengua Española y Santillana Ediciones Generales, 8333 pp. [citado como DPD].

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31

Deschner, Claire Jin, Léa Dorion, and Lidia Salvatori. "Prefiguring a feminist academia: a multi-vocal autoethnography on the creation of a feminist space in a neoliberal university." Society and Business Review 15, no. 4 (August 6, 2020): 325–47. http://dx.doi.org/10.1108/sbr-06-2019-0084.

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Purpose This paper is a reflective piece on a PhD workshop on “feminist organising” organised in November 2017 by the three authors of this paper. Calls to resist the neoliberalisation of academia through academic activism are gaining momentum. The authors’ take on academic activism builds on feminist thought and practice, a tradition that remains overlooked in contributions on resisting neoliberalisation in academia. Feminism has been long committed to highlighting the epistemic inequalities endured by women and marginalised people in academia. This study aims to draw on radical feminist perspectives and on the notion of prefigurative organising to rethink the topic of academic activism. How can feminist academic activism resist the neoliberal academia? Design/methodology/approach This study explores this question through a multi-vocal autoethnographic account of the event-organising process. Findings The production of feminist space within academia was shaped through material and epistemic tensions. The study critically reflects on the extent to which the event can be read as prefigurative feminist self-organising and as neoliberal academic career-focused self-organising. The study concludes that by creating a space for sisterhood and learning, the empowering potential of feminist organising is experienced. Originality/value The study shows both the difficulties and potentials for feminist organising within the university. The concept of “prefiguration” provides a theoretical framework enabling us to grasp the ongoing efforts on which feminist organising relies. It escapes a dichotomy between success and failure that fosters radical pessimism or optimism potentially hindering political action.

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32

Hauser, Susanne. "Research / Design and Academia." Dimensions 1, no. 1 (May 1, 2021): 191–200. http://dx.doi.org/10.14361/dak-2021-0125.

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Editorial Summary In her contribution »Research / Design and Academia« Susanne Hauser discusses institutional developments and changes in academia since the 1990s, alongside which disciplinary frontiers and thematic as well as methodological approaches have been re-examined and reorganized. She highlights systemic differences in funding as well as uneven particularity in methodological attempts as fundamental reasons for the different recognition of e.g. practice- based and traditional types of academic research in architecture. Against the background of her personal academic foundation in cultural studies, she traces the genesis of the architect’s education as a generalist, responsible for design and conception, creation and making. Considering the specific potential of design, she argues for the recognition of designing as a specific approach to the generation of knowledge. [Katharina Voigt]

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33

Ставнюк, В. В. "Academia Aeterna." Вісник Національної академії наук України, no. 10 (2018): 3–16.

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Tofighian, Omid. "Debordering academia." Alphaville: Journal of Film and Screen Media, no. 18 (December 1, 2019): 1–2. http://dx.doi.org/10.33178/alpha.18.00.

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This issue of Alphaville centres on the work of displaced and exiled filmmakers and directors committed to challenging border violence. This is achieved in part through the work of the academic contributions in the main section, but perhaps most pertinently through the contributions of filmmakers in the two Dossiers. The editorial team in this issue practiced a form of borderless collegiality by imagining a scholarly publication that fosters empowering dialogues between academics, artists, activists and those with lived experience; debordering here begins with the vision of the editorial team and extends into the selection and configuration of contributions.

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Goldin, Vladislav. "VIVAT ACADEMIA." Vestnik of Northern (Arctic) Federal University. Series "Humanitarian and Social Sciences", no. 2 (April 20, 2016): 149–53. http://dx.doi.org/10.17238/issn2227-6564.2016.2.149.

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Kraatz, Matthew, and Stanley O. Ikenberry. "Governing Academia." Administrative Science Quarterly 50, no. 2 (June 2005): 317–20. http://dx.doi.org/10.2189/asqu.2005.50.2.317.

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Smith, Gary. "ACADEMIA Study." Journal of the Intensive Care Society 5, no. 3 (October 2004): 97. http://dx.doi.org/10.1177/175114370400500306.

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Levinson, Harry. "Wither academia?" Psychologist-Manager Journal 13, no. 4 (2010): 210–22. http://dx.doi.org/10.1080/10887156.2010.522472.

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Henry, Miriam. "MANAGING ACADEMIA." Discourse: Studies in the Cultural Politics of Education 11, no. 2 (April 1991): 78–97. http://dx.doi.org/10.1080/0159630910110205.

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Carruthers, Jacob H. "Outside Academia." Journal of Black Studies 22, no. 4 (June 1992): 459–76. http://dx.doi.org/10.1177/002193479202200401.

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Ghafari, Joseph G. "Seeking academia." Clinical Orthodontics and Research 3, no. 1 (February 2000): 3–5. http://dx.doi.org/10.1034/j.1600-0544.2000.030102.x.

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Geiger, Roger. "Corporate Academia." American Scientist 96, no. 1 (2008): 62. http://dx.doi.org/10.1511/2008.69.62.

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Gregory, Melissa. "Extreme Academia." Academe 91, no. 1 (2005): 42. http://dx.doi.org/10.2307/40252736.

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Méthexis, Editors. "Academia • Philosophie." Méthexis 14, no. 1 (March 30, 2001): 177–79. http://dx.doi.org/10.1163/24680974-90000396.

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45

Asch, Scholem. "A academia." Revista USP, no. 6 (August 30, 1990): 133. http://dx.doi.org/10.11606/issn.2316-9036.v0i6p133-136.

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46

Lee, Tori F. "The haunting of classics in the Dark Academia aesthetic." Classical Receptions Journal, July 9, 2024. http://dx.doi.org/10.1093/crj/clae007.

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Abstract This article explores the online aesthetic ‘Dark Academia’ from the perspective of Classical reception. Dark Academia became popular during the COVID-19 era as an internet subculture revolving around bookishness, university culture, the Gothic, and the Classical. From its beginning as a Tumblr fandom around Donna Tartt’s The Secret History (1992), Dark Academia has grown to reach millions of followers worldwide across numerous social media platforms. This article argues that we can think of Dark Academia’s reception of Classics as a ‘haunting’ as defined by James Uden in Spectres of Antiquity (2020), made up of fragmentary, disconnected references — similar to the reception of Classics in Gothic literature. Dark Academia’s reception, however, is twofold: a reception of Classical antiquity itself, but also of the academic discipline of Classics. As such, the field is twice implicated. Classics must address Dark Academia both as a potential gateway for attracting interest in the ancient world, but also as another phenomenon that reflects and amplifies its own pernicious disciplinary legacy.

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Crew, Teresa. "Navigating Academia as a Working-Class Academic." Journal of Working-Class Studies, December 27, 2021, 50–64. http://dx.doi.org/10.13001/jwcs.v6i2.6833.

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Despite an increasing focus on the impact of class in higher education, less has been said about the experiences of those working-class people who navigate from student to scholar. In the largest interview study to date, conducted in the United Kingdom, this paper draws upon extensive qualitative interview data with ninety working-class academics. This article highlights the hostile encounters faced by these academics but also illuminates the forms of capital and the assets they bring to academia. The article suggests how we can move forward before providing a reminder that the working class should not be viewed by their supposed deficits (real or imaginary).

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Gorbatai, Andreea, and Gauri Subramani. "Harassment and Gendered Academic Attrition in Academia." SSRN Electronic Journal, 2022. http://dx.doi.org/10.2139/ssrn.4265068.

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Mubarak, Zobia, Nasir Abbas, Furqan Khurshid Hashmi, Syed Zia Husnain, and Nadeem Irfan Bukhari. "Academia-pharmaceutical industry linkage: An academic perspective." Journal of Pharmaceutical Policy and Practice 17, no. 1 (April 5, 2024). http://dx.doi.org/10.1080/20523211.2024.2332872.

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Schloss, Patrick D. "In Defense of an Academic Career in Microbiology." mSphere 3, no. 3 (May 2, 2018). http://dx.doi.org/10.1128/msphere.00575-17.

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ABSTRACT The rise of Quit Lit describing the myriad reasons for leaving academia and constant complaining by mentors leave many trainees with little desire for an academic career. Although there are clearly structural and social problems in academia, I feel that they are outweighed by the benefits of working and living in an academic environment. Every academic values different things about their job, and here I outline the factors that keep me in academia. To make sure that our best scientists are not scared away from academia, we must provide balance to the negativity that regularly surrounds discussions of careers in academia.

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