Relevant bibliographies by topics / Academic

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Academic'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Academic"

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Phillips, Matthew James, and Peta Louise Dzidic. "“I’m an Academic, Now What?”: Exploring Later-Career Women’s Academic Identities in Australian Higher Education Using Foucauldian Discourse Analysis." Social Sciences 12, no. 8 (August 3, 2023): 442. http://dx.doi.org/10.3390/socsci12080442.

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The becoming of, and being, a later-career woman academic is marked by being positioned to play a key role in the operation of the academic institution. Tensions emerge when later-career women academics are expected to balance these expectations, while simultaneously contemplating how they choose to remain, work, and identify within academia. We qualitatively explored how Australian later-career women academics conceptualise their academic identities, and the subject positions made available through their discourse. Aged between 43 and 72 years, 17 participants were interviewed. Data was analysed using Foucauldian Discourse Analysis. Four subject positions were identified—The Insecure Woman, who experienced tensions between the academic that the system required them to be, compared to the academic that they wanted to be; The Expert Academic, viewed by other individuals as the voice of reason within academia; The Reflective Academic, who reflects on, and summarises, their academic career; and The Disengaging Academic, who begins to transition out of their academic roles and responsibilities. Overall, the identified discourses created subjectivities questioning how much one has contributed to the academic setting, what it means to have been a part of academia, as well as evaluating what it means to identify beyond it.
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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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Libaers, Dirk, and Tang Wang. "Foreign-born academic scientists: entrepreneurial academics or academic entrepreneurs?" R&D Management 42, no. 3 (May 27, 2012): 254–72. http://dx.doi.org/10.1111/j.1467-9310.2012.00682.x.

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Trevitt, Chris. "Learning in academia is more than academic learning: action research in academic practice for and with medical academics." Educational Action Research 16, no. 4 (December 2008): 495–515. http://dx.doi.org/10.1080/09650790802445676.

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Fuller, Steve. "American ambivalence toward academic freedom." Behavioral and Brain Sciences 29, no. 6 (December 2006): 577–78. http://dx.doi.org/10.1017/s0140525x06009228.

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Why are U.S. academics, even after tenure and promotion, so timid in their exercise of academic freedom? Part of the problem is institutional – academics are subject to a long probationary period under tight collegial control – but part of the problem is ideological. A hybrid of seventeenth-century British and nineteenth-century German ideals, U.S. academia – and the nation more generally – remains ambivalent toward the value of academic freedom, ultimately inhibiting an unequivocal endorsement.
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Nyeko, Kizito Emmanuel, and Ngui Kwang Sing. "Academic Entrepreneurs and Entrepreneurial Academics: Are They the Same." International Journal of Social Science and Humanity 5, no. 12 (2015): 1050–55. http://dx.doi.org/10.7763/ijssh.2015.v5.603.

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Kirpitchenko, Liudmila. "Comparing Experiences of Academic Mobility and Migration." Comparative Sociology 13, no. 2 (May 8, 2014): 215–34. http://dx.doi.org/10.1163/15691330-12341301.

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Abstract Academic mobility and accompanying migration have become increasingly evident as manifestations of globalization and internationalization of education worldwide. This paper aims to provide some insights into intercultural communication in academia by comparing experiences of students and academics who partake in academic mobility or/and academic migration. It seeks to reflect on how differences in cultural patterns impact on the integrational experiences and outcomes of academic learning and everyday interactions. Two contrasting cultural patterns of collectivism and individualism are explored, as they are displayed in intercultural interactions among migrants and hosting societies. To expose this contrast effectively, this paper focuses on the Russian-speaking mobile academics and compares their intercultural experiences in academia of two countries—Italy and Australia. In-depth interviews were conducted with twenty-two academic migrants or/and mobile academics on their experiences, views and perceptions of intercultural integration in two diverse settings. This paper explores diverse aspects of intercultural dialogue and compares perceptions of intercultural integration and feelings of wellbeing. It analyses evolving empirical manifestations of cosmopolitanism in everyday intercultural interactions and argues that postmodern cosmopolitan milieu facilitates intercultural integration and enables knowledge transfer and creation of shared cultural meanings.
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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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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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Mohan, Adith, Adam Bayes, Perminder S. Sachdev, Gordon Parker, and Philip B. Mitchell. "Junior clinical academic psychiatrists in Australia: The University of New South Wales initiative." Australasian Psychiatry 27, no. 3 (December 20, 2018): 241–44. http://dx.doi.org/10.1177/1039856218819135.

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Objective: We examined current pathways of training for junior clinical academic psychiatrists in Australia. An initiative of the School of Psychiatry, University of New South Wales, is described from the perspective of two junior clinical academics. Conclusions: Australia has limited defined clinical academic pathways for psychiatrists when compared internationally. Numerous challenges for junior psychiatrists entering academia include tensions between clinical and academic roles, reduced remuneration, difficulty building a competitive track record and a scarcity of funding. Potential solutions lie with universities and local health districts partnering to fund clinical academic roles and offering flexible entry points across specialty training. Fostering research engagement in junior psychiatrists will develop the next generation of clinical academics with benefit for clinical and academic domains.
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Dissertations / Theses on the topic "Academic"

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McShane, Kim. "Technologies transforming academics : academic identity and online teaching." University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/391.

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As the discourses of the “technological imperative” and student-centred learning have gained momentum in university teaching and learning, one way for the lecturer to signal excellence has been to adopt the flexible, student-centred practices of online teaching. This thesis investigates academics’ insights and experiences about their changing teacher identities in the context of being, or becoming, a facilitator of online student learning. This was an empirical research project, a collective case study that explored the teaching experiences of twelve university lecturers in two Australian universities who taught online, or were making the move online. Primary research data were drawn from semi-structured conversations with the lecturers, online teaching artefacts and email communications. The interpretative analysis was organised according to three overlapping lecturer identities: the teaching metaphors of performance, care and creative direction. From the perspective of each metaphor position, the move to becoming a facilitator of blended learning was uneasy. The performer/carer/director lecturer struggled to entertain, care and intervene in familiar ways in asynchronous, computer-mediated communication. Online, the performing/caring/directing lecturer was ignored by students, and became instead a helpless and highly reflexive bystander to students’ learning. The findings suggest that the teaching values and practices of the performing/caring/directing lecturer, in particular lecturer-student responsiveness and reciprocity, do not adapt to online pedagogies. Indeed, blended learning establishes the conditions for a new moral order in university education, with the move to online facilitation best understood as a move to management-centred regulation of teaching and student learning. And so, overlooked in higher education policy and research, and ignored by her students online, the performing/caring/directing lecturer is under erasure, at the same time as the work of the facilitator is being archived.
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Griffin, Alexander. "The Academie Royale d'Architecture and the French Architectural Academic Tradition." Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500078.

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Larson, Daniel Scott. "Academics and Athletics: The Academic Reform Policy in the NCAA." Marietta College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1114631788.

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Brooks, Ann Irene. "Researching the academic community : gender, power and the academy." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10020247/.

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Isaakyan, Irina. "Russian academic emigrants : academic lives disrupted and reconnected." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/29172.

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This thesis takes as its starting point the idea of academic mobility, which is present in many policy texts and in discussions of the globalisation of higher education, and subjects that idea to critical scrutiny in the light of the lived experience of academics who have chosen to leave their homelands. In exploring the mobility issue, the particular concepts enable the illumination of academic work and life as disrupted and discontinuous. Discontinuity is related to such concepts as identity and exile, and I use a number of anthropological approaches to reassess the concept of academic career as a life journey that shapes identity through processes that may disrupt as well as advance careers and that corrode as well as affirm identities. The thesis uses biographical methods to explore and understand the experience of Russian academics working in the UK and the USA, who may be understood as living – to some extent – in conditions of exile. These academics left Soviet or early post-Soviet Russia for Universities in the West, and constitute representatives of the international academic diaspora. This example serves to complicate the idea of academic mobility as a straightforward issue in which a global academic market produces opportunities for the free movement of talented labour, and to raise some critical issues about the extent to which this decontextualised vision of academic work is possible. The thesis also attempts to show the enduring effects of early career socialisation on later experiences, and to connect the specific context of Russia and Russian academic traditions to the shaping of the academy in globalising conditions. Finally, the thesis attempts, through the study of particular individuals to add a degree of complexity and human experience to the literature on the globalisation of the academy, which often discusses developments at a very high level of abstraction, that is not sufficiently attentive to difference.
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Rennie, Garth Richard Lionel. "Academic politics : testimony, confession and the academic subject." Thesis, Goldsmiths College (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412284.

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Epps, Susan Bramlett. "Academic Integrity." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2564.

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Epps, Susan Bramlett. "Academic Integrity." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2557.

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Tolley, Rebecca. "Academic Searching." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5702.

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This introductory overview covers the broad strokes of academic searching. Topics discussed: overall search strategy for different types of searches with different objectives; non-electronic venues (books, periodicals and archives); the most efficient methods for searching the databases at ETSU including Google Scholar; navigating the library catalog, theses and dissertations; saving articles and searches; setting up feeds and alerts; creating folders and exporting articles.
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Humphreys, Jo Ann. "Academic and non-academic predictors of future success on the NCLEX-RN licensure examination for nurses." Click here for access, 2008. http://www.csm.edu/Academics/Library/Institutional_Repository/.

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Thesis (Ph. D.)--College of Saint Mary -- Omaha, 2008.
A dissertation submitted to the doctoral program of College of Saint Mary in partial fulfillment of the requirements for the degree of Doctorate in Education with an emphasis on Health Professions Education. Includes bibliographical references.
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Books on the topic "Academic"

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Olsen, Amy E. Academic vocabulary: Academic words. 4th ed. White Plains, N.Y: Longman, 2010.

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Olsen, Amy E. Academic vocabulary: Academic words. 4th ed. White Plains, N.Y: Longman, 2010.

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Olsen, Amy E. Academic vocabulary: Academic words. 5th ed. Boston: Pearson, 2013.

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M, Maassen Peter A., Vught Frans van, and Centrum voor Studies van het Hoger Onderwijsbeleid (Enschede, Netherlands), eds. Inside academia: New challenges for the academic profession. Utrecht: De Tijdstroom, 1996.

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Hyland, Ken, and Giuliana Diani, eds. Academic Evaluation. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230244290.

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Ventola, Eija, and Anna Mauranen, eds. Academic Writing. Amsterdam: John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/pbns.41.

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Bailey, Stephen. Academic Writing. Fifth Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315169996.

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Palfreyman, David M., and Christa van der Walt, eds. Academic Biliteracies. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097425.

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Holschuh, Louis W. Academic reading. Basingstoke: Macmillan, 1989.

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Greenwich, University of. Academic handbook. London: University of Greenwich., 1993.

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Book chapters on the topic "Academic"

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Mittemeijer, Eric J. "Academia, Academics and Academic Careers." In How Science Runs, 81–90. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90095-3_7.

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Barth, Thorsten D., and Willi Schlegelmilch. "Academic Entrepreneur, Academic Entrepreneurship." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 1–8. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-15347-6_456.

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Barth, Thorsten D., and Willi Schlegelmilch. "Academic Entrepreneur, Academic Entrepreneurship." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 1–8. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6616-1_456-2.

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Barth, Thorsten D., and Willi Schlegelmilch. "Academic Entrepreneur, Academic Entrepreneurship." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 1–8. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3858-8_456.

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Kluczewska, Karolina. "12. Academic Mobility the ‘Other’ Way." In Migrant Academics’ Narratives of Precarity and Resilience in Europe, 117–28. Cambridge, UK: Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0331.12.

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The international academic mobility that we hear about most often concerns moving from the non-West to the West. It is far more rare for academics to go the ‘other’ way, i.e. from Western to non-Western academia. While I have been both ways, I owe the really transformative experience of my academic mobility to Tajik academia. This essay describes three of the many aspects of this formative experience, referring to the issues of mistrust, mutual favours and the culture of mediocracy. By being confronted with new academic conventions and practices, Tajik academia made me question my own positionality. It forced me to reflect on privilege and precarity which I simultaneously embodied, and offered a new perspective on Western academic culture.
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Altbach, Philip G. "Academic Salaries, Academic Corruption, and the Academic Career." In The International Imperative in Higher Education, 73–76. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-338-6_17.

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Lorange, Peter. "Experiences from Academia and Academic Administration." In Learning and Teaching Business, 11–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14564-3_2.

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Poff, Deborah. "Academic Ethics and Academic Integrity." In Encyclopedia of Business and Professional Ethics, 1–6. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-23514-1_405-1.

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Oakey, David. "Academic vocabulary in academic discourse." In Studies in Corpus Linguistics, 169–83. Amsterdam: John Benjamins Publishing Company, 2005. http://dx.doi.org/10.1075/scl.19.13oak.

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Barnett, Ronald. "Academic freedom – and academic responsibility." In The Philosophy of Higher Education, 85–95. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003102939-10.

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Conference papers on the topic "Academic"

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Gunathilake, Sasankaa. "The Workplace Challenges Encountered by Female Academics in Sri Lanka." In SLIIT International Conference on Advancements in Sciences and Humanities 2023. Faculty of Humanities and Sciences, SLIIT, 2023. http://dx.doi.org/10.54389/vwes5011.

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Gender equality in academia is a challenge endured globally with the under-representation of females in leadership and decision-making positions. Despite the numerous and diverse efforts taken by the universities to encourage gender equality, women in academia struggle to overcome the challenge of inequality. Around the world, the gendered academic organizational climate as well as the day-to-day interactions cause a major impact not only on female participation within academia but also on how they perceive their future in academic institutions. This research presents the results of a survey conducted with 48 female academics in Sri Lanka attempting to study female academics’ experience with gendered challenges in academia. The research concluded that female academics are challenged in building networks and in reaching their desired career goals. It also revealed that there is a difference in the level of challenges faced by female academics in Sri Lanka depending on their marital status and childcare responsibilities. To prevent the withdrawal of female academics from the field and improve their satisfaction, it is crucial for academic institutions and the relevant authorities to understand the sources of these challenges in academia and implement effective solutions to create a better working environment for women academics in the country.
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Ylioja, Jani, Georgi V. Georgiev, Iván Sánchez, and Jukka Riekki. "Academic Recognition of Fab Academy." In the FabLearn Europe 2019 conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3335055.3335056.

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Jansen, Jonathan. "Academic Xenophobia: The Experiences of African Academics in the South African Academy." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2108045.

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Li, Zhuang, and Haiyan Han. "Comparative analysis of scientometric-based interface design research." In Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002908.

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In order to analyze the current situation and cutting-edge trends of interface design research in Chinese and international academia, as well as the respective research characteristics and paradigm differences between Chinese and foreign academia. VOSviewer and CiteSpace metrological visualization software were integrated to visualize and analyze the literature related to interface design research included in CNKI and Web of Science databases in terms of keyword co-occurrence, keyword clustering , keyword highlighting and highly cited literature by drawing knowledge maps. The results of the study show that the Chinese academic research on interface design focuses on the topics of graphical user interface, human-computer interaction, user experience, and usability, while the international academic research focuses on usability evaluation, intelligent user interface, adaptive user interface and augmented reality, etc. In terms of future research trends, the Chinese academic community focuses on user experience, eye tracking, visual design and other directions, while the international academic community starts to explore the direction of natural interaction from physical interaction, focusing on user experience, gesture recognition, natural user interface and other directions. In terms of research paradigms, the differences between Chinese and international academics are more significant, Chinese academics focus on qualitative research, while international academics focus on quantitative empirical research.
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Kuespert, Daniel R., and Nathaniel J. Leon. "Integrating Safety Into Academic Culture." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-64861.

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Integrating safety with business operations is a problem which challenges all industries, and it can pose unique concerns in academia, as pointed out by a variety of recent reviews of academic safety. Academics must incorporate safety concepts into the engineering and science curricula without significantly adding to the students’ course loads, and they must attempt to make safety education a facilitator of teaching and research activities instead of, as is often perceived, an impediment. Several factors drive this effort in addition to the risk of injury or illness, including litigation, societal expectations for “safe products,” and potential for loss of research funding or tuition if safety is not included in the institution’s core values. This paper will explore challenges faced and initial successes achieved by one university in enhancing its safety culture and reducing overall risk.
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Lengua, Ismael, Larisa Dunia, José Alfonso Antonino Daviub, and Guillermo Peris-Fajarnés. "Estudio de la autopercepción del rendimiento académico de los estudiantes universitarios de primer curso." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8906.

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El rendimiento academic es un factor importante en los logros academicos, motivación, etc. del estudiante y la Universidad. Los resultados academics de los estudiantes como de la Universidad en si resultan en u notas/ indicadores de calidad que representan el éxito de ambos. El rendimiento academico de los estudiantes no solo se refleja en las atitud del alumno y en su futuro, pero tambien en los resultados de los docents y en la Universidad en si. 17 estudiantes del primer ingreso participaron en el studio. Los resultados han concluido que un 65% de los estudiantes consideran que sus logros academicos son sus logros personales. 59% consideran que se preparan muy bin las disciplinas y un 41% son indiferentes con sus estudios. Solo un 47% de los estudiantes consideran que los métodos de studio son adecuados y 29% son indiferentes. Un 50% de los estudiantes son inseguros de sus capacidades y conocimientos. La inseguridad es un factor importante en el rendimiento academico ya que de ella depende la motivación y la tranquilidad durante las pruebas evaluativas, etc
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Kajita, S. "Academic Refactoring through realizing Academic Cloud." In 2010 IEEE Region 10 Conference (TENCON 2010). IEEE, 2010. http://dx.doi.org/10.1109/tencon.2010.5686425.

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Chen, Hansong, Xuanyu Chen, and Chen Lin. "Academic Moral Tendency and Academic Ability." In 2016 International Conference on Education, E-learning and Management Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iceemt-16.2016.37.

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Albert, Aaron. "The Effect of Academic Probation on Academic Outcomes: Evidence From the U.S. Air Force Academy." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1428698.

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Pillay, Nischolan, and Yashaen Luckan. "The Practicing Academic: Insights of South African Architectural Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.22.

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Architectural education, in the past had a grounding in a strict apprentice or pupillage method of training architects. The apprentice was someone who worked or trained under a master that transferred skill through a “hands on” approach. Architecture was regarded as one of the arts and there was no formal training to qualify one as an architect. It was through the acclaimed Vitruvius that the architectural profession was born. Vitruvius had published “Ten Books on Architecture” that led to an attempt to summarize professional knowledge of architecture and in doing so became the first recognizable architect. The architectural profession spread throughout Europe in the mid-16th century and the builder and architect became two distinct characters. Although architecture had become a profession, it wasn’t up until the late 17th century that architecture became an academic pursuit through an institutionalized educational system known as École des Beaux Arts, however the pursuit of a strict academic scholar was not the focus. At the beginning of the 1800’s, The University of Berlin in Germany forged the fundamental research and scholarly pursuit. Architecture, like the professions of medicine, law etc. became a system of academic pursuit where professors concentrated deeply on academics first and professional work second. It is through the lens of history we can decipher how architecture became an academic discipline almost de-voiding it of its vocational nature. In its current standing, various universities place a high emphasis on research output from their academic staff. Presently, architecture schools in South Africa recruit lecturers on their academic profiles, rather than their vocational experience. The approach of which has devalued the input of industry into education. It has been noted that there has been an increase in an academic pursuit rather than a professional one for the lecturers that teach architecture. This research explores the views of academics on architectural education, teaching methods and the importance of practice at South African universities. The authors of this research provide an auto-ethnographic insight into their invaluable experience of being academics at two large Universities in South Africa and concurrently run successful practices. The research makes use of a mixed method approach of secondary data from literature and semi-structured interviews posed to academics. Initial findings reveal that academics are pushing the industry to play a part in the education of architects; however, the extent must be determined. If industry plays a role in the education of architects, what factors are considered and how does this inter-twine with the academic nature of training? What strategies are academics employing to make sure students are vocationally well trained and academically capable? Another important question to ask is what qualities make an academic architect in the 21st century?
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Reports on the topic "Academic"

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Durante, Ruben, Giovanna Labartino, and Roberto Perotti. Academic Dynasties: Decentralization and Familism in the Italian Academia. Cambridge, MA: National Bureau of Economic Research, November 2011. http://dx.doi.org/10.3386/w17572.

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Zane, David L. Efficient Academic Scheduling at the U.S. Naval Academy. Fort Belvoir, VA: Defense Technical Information Center, May 2003. http://dx.doi.org/10.21236/ada416203.

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Fetrow, Fred M. United States Naval Academy Summary of Research, Academic Departments 1989 - 1990. Fort Belvoir, VA: Defense Technical Information Center, December 1989. http://dx.doi.org/10.21236/ada221219.

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Zimmermann, Christian. Academic Rankings with RePEc. Federal Reserve Bank of St. Louis, 2012. http://dx.doi.org/10.20955/wp.2012.023.

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Boorady, Lynn M. Managing Your Academic Career. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1157.

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Melnyk, Yuriy. Academic Journal Website Model. KRPOCH, 2018. http://dx.doi.org/10.26697/preprint.melnyk.1.2018.

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Background: The tens of thousands of academic journal websites that are on the Internet today often do not have a clear organizational structure for their website. If most of them are convenient enough for readers (if the journal is open access), then many have problems informing authors about the conditions, the process of submitting and reviewing the manuscript. The Editorial Offices empirically populate the journal's website with content that can change dramatically (both in terms of website design and content) as the journal develops. Aim of Study: To develop a website model for an academic journal that takes into account the basic requirements for the preparation, publication, and archiving of high quality scientific manuscripts. Material and Methods: The academic journal website model is based on a structural-functional approach. The website content consists of text and integrated applications. This model takes into account the basic requirements for the preparation, publication, and archiving of high-quality open access scientific manuscripts, as well as the indexing of journal articles by leading indexing agencies. Results: The academic journal website model is structured with the following menu and submenu elements: 1. HOME: 1.1. Journal information; 1.2. From the editorial office; 1.3. Databases, Indexing; 2. EDITORIAL BOARD: 2.1. Editorial board; 2.2. Reviewers; 2.3. Editing and reviewing process; 3. EDITORIAL POLICIES: 3.1. Editorial policies; 3.2. Plagiarism policy; 3.3. Open access policy; 3.4. The ethics codex of scientific publications; 3.5. Disclaimer; 3.6. License terms; 3.7. Terms of publications (fee); 4. ARCHIV: 4.1. Previous issues; 4.2. Current issue; 4.3. Articles online first; 5. INSTRUCTIONS FOR AUTHORS: 5.1. General recommendations; 5.2. Manuscript templates; 5.3. Supplemental materials; 6. STATISTICS: 6.1. Publications; 6.2. Authors; 6.3. Readers; 7. CONTACTS: 7.1. Contact; 7.2. Subscriptions; 7.3. Search. Conclusions: This academic journal website model was implemented for the International Journal of Science Annals (IJSA). Authors and readers of IJSA noted the advantages of the model proposed by the author, including: a convenient and understandable website interface, the availability of the necessary hyperlinks to the pages of the journal's website and external media (sites of indexed agencies, library archives, etc.), convenient search for information on the website and published in the journal articles (by author, publication, text of the article), availability of integrated applications (online submission of manuscripts, filing appeals against the decision of reviewers and complaints about published articles, viewing the interactive printed version of the journal, etc.), availability of templates (for authors, reviewers), availability of multiple formats for archiving articles (PDF, DOAJ, XML, TXT), the ability to choose the style of citing the article and the website language (English, Ukrainian), etc. Keywords: journal, model, website, academic, indexing
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Bermingham, Rowena, and Eleanor Shipton. Developing Non-Academic Skills. Parliamentary Office of Science and Technology, August 2018. http://dx.doi.org/10.58248/pn583.

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Non-academic skills exist alongside academic knowledge and abilities, and can include empathy, communication, and resilience. They have also been called 'life', 'non-cognitive' or 'essential' skills. Non-academic skills are associated with a range of positive outcomes across education, work, health and wellbeing, such as higher academic attainment, improved employability, and better physical and mental health. This POSTnote reviews evidence on the outcomes associated with non-academic skills and effective educational approaches to developing these skills in and out of the school environment.
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Blankstein, Melissa, Christine Wolff-Eisenberg, and Dr Braddlee. Student Needs Are Academic Needs:Community College Libraries and Academic Support for Student Success. Ithaka S+R, September 2019. http://dx.doi.org/10.18665/sr.311913.

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Hanushek, Eric, John Kain, and Steven Rivkin. Teachers, Schools, and Academic Achievement. Cambridge, MA: National Bureau of Economic Research, August 1998. http://dx.doi.org/10.3386/w6691.

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Rigling, Brian D. Academic Pipeline and Futures Lab. Fort Belvoir, VA: Defense Technical Information Center, February 2016. http://dx.doi.org/10.21236/ad1003388.

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