Relevant bibliographies by topics / Academic experiences

Academic literature on the topic 'Academic experiences'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Academic experiences"

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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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Emmioglu Sarikaya, Esma, Lynn McAlpine, and Cheryl Amundsen. "Doctoral Students’ Experiences of Feeling (or not) Like an Academic." International Journal of Doctoral Studies 12 (2017): 073–90. http://dx.doi.org/10.28945/3727.

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Aim/Purpose: This paper examined the balance and meaning of two types of experiences in the day-to-day activity of doctoral students that draw them into academia and that move them away from academia: ‘feeling like an academic and belonging to an academic community;’ and ‘not feeling like an academic and feeling excluded from an academic community.’ Background: As students navigate doctoral work, they are learning what is entailed in being an academic by engaging with their peers and more experienced academics within their community. They are also personally and directly experiencing the rewards as well as the challenges related to doing academic work. Methodology : This study used a qualitative methodology; and daily activity logs as a data collection method. The data was collected from 57 PhD students in the social sciences and STEM (Science, Technology, Engineering, and Mathematics) fields at two universities in the UK and two in Canada. Contribution: The current study moves beyond the earlier studies by elaborating on how academic activities contribute/hinder doctoral students’ sense of being an academic. Findings: The participants of the study generally focused on disciplinary/scholarly rather than institutional/service aspects of academic work, aside from teaching, and regarded a wide range of activities as having more positive than negative meanings. The findings related to both extrinsic and intrinsic factors that play important roles in students’ experiences of feeling (or not) like academics are elaborated in the study. Recommendations for Practitioners: Supervisors should encourage their students to develop their own support networks and to participate in a wide range of academic activities as much as possible. Supervisors should encourage students to self-assess and to state the activities they feel they need to develop proficiency in. Future Research: More research is needed to examine the role of teaching in doctoral students’ lives and to examine the cross cultural and cross disciplinary differences in doctoral students’ experiences.
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Phillips, Matthew J., Peta L. Dzidic, and Emily L. Castell. "Exploring and Critiquing Women’s Academic Identity in Higher Education: A Narrative Review." SAGE Open 12, no. 2 (April 2022): 215824402210961. http://dx.doi.org/10.1177/21582440221096145.

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Academia has been characterized as traditional, hierarchical, and selective, founded on patriarchal, imperial, and colonial values that construct and maintain gendered roles and regulations. This has been proposed to disadvantage how women experience, and identify within, academia. A narrative review was conducted to review the literature on women’s academic identities and experiences, and critique the dominant ways of knowing, being, and doing in academia. Thematic synthesis was conducted on 56 qualitative studies (published 2010–2019), illustrating the impact of these values on women’s academic identities and experiences, and normative gendered stereotypes and practices that impact women academics. Furthermore, existing literature is critiqued, exploring the influence of dominant ways of being and knowing (on how questions are asked, the constructs explored, the design decisions made). By providing this commentary, future research can focus on problematizing the system and dismantling the problematic conditions (e.g., underrepresentation, discrimination, and gendered stereotyping) for women in academia.
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Jaremka, Lisa M., Joshua M. Ackerman, Bertram Gawronski, Nicholas O. Rule, Kate Sweeny, Linda R. Tropp, Molly A. Metz, Ludwin Molina, William S. Ryan, and S. Brooke Vick. "Common Academic Experiences No One Talks About: Repeated Rejection, Impostor Syndrome, and Burnout." Perspectives on Psychological Science 15, no. 3 (April 21, 2020): 519–43. http://dx.doi.org/10.1177/1745691619898848.

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Academic life is full of learning, excitement, and discovery. However, academics also experience professional challenges at various points in their career, including repeated rejection, impostor syndrome, and burnout. These negative experiences are rarely talked about publicly, creating a sense of loneliness and isolation for people who presume they are the only ones affected by such setbacks. However, nearly everyone has these experiences at one time or another; therefore, talking about them should be a normal part of academic life. The goal of this article is to explore and destigmatize the common experiences of rejection, impostor syndrome, and burnout by sharing a collection of short personal stories from scholars at various stages of their careers with various types of academic positions. Josh Ackerman, Kate Sweeny, and Ludwin Molina discuss how they have dealt with repeated rejection. Linda Tropp, Nick Rule, and Brooke Vick share experiences with impostor syndrome. Finally, Bertram Gawronski, Lisa Jaremka, Molly Metz, and Will Ryan discuss how they have experienced burnout.
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Arsenio, Diego, Canet Lena, De Luna,Maria Cecilia, Pulumbarit Catherine, and Cajanding Louisito. "Academic Dishonesty: Lived Experiences of Students Receiving Services from Online Academic Commissions." International Journal of Multidisciplinary Research and Analysis 05, no. 11 (November 5, 2022): 2990–96. http://dx.doi.org/10.47191/ijmra/v5-i11-04.

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Since online learning has become more common, academic dishonesty has become more pervasive. A trend of academic dishonesty had developed as a result of all the difficulties and challenges in this new educational system as well as the effects of the pandemic. By examining the actual experiences of students who utilize the services of the online academic commission, the observation intended to contribute to the existing body of literature on this trend. A qualitative, phenomenological study approach was employed to grasp the significance of the lived experiences of the students receiving services from online academic commissions. Snowball sampling was used in the selection of the participants and Collaizzi's seven-step technique analysis for the phenomenological approach was used in this study.
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Penney, Sharon Charlotte. "Balancing Family and Career on the Academic Tightrope." Canadian Journal of Higher Education 45, no. 4 (December 31, 2015): 457–79. http://dx.doi.org/10.47678/cjhe.v45i4.184396.

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This qualitative research project explored the experiences of women who juggle the demands of family or parenthood while engaging in academic careers at a faculty of education. The researcher-participants consisted of 11 women; 9 women provided a written narrative, and all women participated in the data analysis. The data consisted of the personal, reflective narratives of 9 women who participated in a faculty writing group. Analysis of narratives uncovered 5 themes common to the researchers and participants in this study: genderspecific experiences surrounding parenting, second-career academics, pressure surrounding academic work, human costs, and commitment to work and family. Implications of the findings are discussed with particular emphasis on how a faculty writing group framed by a relational model of interaction can be used to support untenured faculty who experience difficulty balancing the demands of family and academia.
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Boelsbjerg, Hanne Bess, and Lina Katan. "Teaching and Writing (as) Academic Activism." Contention 10, no. 1 (June 1, 2022): 81–98. http://dx.doi.org/10.3167/cont.2022.100107.

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Employing subjective experiences in academia obviously questions central academic concepts such as objectivity and value-neutrality. The article challenges these taken for granted values by reflecting on the experience of producing and disseminating scientific knowledge with personal engagement. In a dialogical style, the article argues for the relevance of “academic activism” which draws on subjective experiences as incorporated in the process of knowledge-making. Regarding both writing this article and teaching the course “Researching Social Change” the authors exemplify how scholars can practice “academic activism” to gain knowledge and become part of social change themselves.
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Parkinson, Tom, Tarek Zoubir, Shaher Abdullateef, Musallam Abedtalas, Ghana Alyamani, Ziad Al Ibrahim, Majdi Al Husni, et al. "“We are still here”: the stories of Syrian academics in exile." International Journal of Comparative Education and Development 20, no. 3/4 (August 20, 2018): 132–47. http://dx.doi.org/10.1108/ijced-06-2018-0013.

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Purpose The purpose of this paper is twofold: first, to generate insight into the experiences of Syrian academics in exile in Turkey; and second, to explore approaches to collaboration and community building among academics in exile and with counterparts in the international academic community. Design/methodology/approach The study employs a hybrid visual-autobiographical narrative methodology, embedded within a large group process (LGP) design. Findings Findings are presented in two phases: the first phase presents a thematic analysis of narrative data, revealing the common and divergent experiences of 12 exiled academics. The second phase presents a reflective evaluation of undertaking the LGP and its implications for community building and sustaining Syrian academia in exile. Research limitations/implications While this is a qualitative study with a small participant group, and therefore does not provide a basis for statistical generalisation, it offers rich insight into Syrian academics’ lived experiences of exile, and into strategies implemented to support the Syrian academic community in exile. Practical implications The study has practical implications for academic development in the contexts of conflict and exile; community building among dispersed academic communities; educational interventions by international NGOs and the international academic community; and group process design. Originality/value The study makes an original contribution to the limited literature on post-2011 Syrian higher education by giving voice to a community of exiled academics, and by critically evaluating a strategic initiative for supporting and sustaining Syrian academia. This represents significant, transferable insight for comparable contexts.
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Robinson, Leslie. "Toward Experiencing Academic Mentorship." Phenomenology & Practice 9, no. 1 (August 5, 2015): 17–40. http://dx.doi.org/10.29173/pandpr25364.

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The idea of mentorship has become rather fashionable in academia today. Indeed mentorship is claimed, promoted and even mandated as something we can expect to experience as graduate students. Yet what is it really like to experience it? Drawing on concrete descriptions and phenomenological reflection I attend to graduate students’ actual experiences of mentorship (and not mentorship) to uncover aspects of the mentee experience for what it is rather than how it is claimed to be. Graduate students’ experiences reveal ways that mentoring moments variously escape us as somehow deficient or in excess of what we expect them to be. From a vantage that attends specifically to the mentee experience, points of reflection are offered for reimagining what the mentorship experience could become.
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Hillman, Arye L., and Heinrich W. Ursprung. "Academic exclusion: some experiences." Public Choice 167, no. 1-2 (April 2016): 1–20. http://dx.doi.org/10.1007/s11127-016-0337-4.

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Dissertations / Theses on the topic "Academic experiences"

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Chen, Qiongqiong. "Globalization and transnational academic mobility| The experiences of Chinese academic returnees." Thesis, State University of New York at Buffalo, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3683013.

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The purpose of this study was to examine the way US returned academics negotiate their academic identities and professional practices at China's research universities in the context of higher education internationalization. To be specific, it explored how western doctoral education and work experiences affect returnees, and how these returnees reconstruct what it means to be and become a Chinese professor as they renegotiate the existing university rules, cultures, and practices. Second, it examined the complexity of the internationalization of Chinese universities and the role that returnees play in the process. This study went beyond economic accounts of academic mobility and placed the investigation in a broader frame of social and cultural analysis in order to go deep into the everyday experiences of the returning scholars around issues of their sense of identity, as well as their ways of connecting and bringing about changes in their work communities. It shed light on scholarly debates on transnational academic mobility and higher education internationalization in China.

This study utilized qualitative methodology to explore the everyday experiences of the returned Chinese scholars. The sample was comprised of 52 US doctoral recipients from different disciplines at five research universities in both east and west China. In-depth interviews were used as the primary method of data collection. Other methods, such as non-participatory observation, informal conversations, and documentary analysis, were also used to complement the interview data. An inductive analysis approach was employed to generate codes, categories, and themes from the raw data. Data interpretation and reporting followed the Standards for Reporting on Empirical Social Science Research in AERA Publications.

This study finds that 1) the returnees were motivated to return by China's rapid economic and social development, policy initiatives on mobilizing return moves, and better career opportunities that the improved academic system provided. They also returned for cultural and personal reasons, including social attachment, cultural belonging, self-realization, and family considerations. It suggests that the act of returning is a complex process that involves both personal choices and negotiations of various conditions and regions. 2) The integration of returnees into Chinese universities was not always a linear process, but constrained by the existing university structures and power relations. These include the bureaucracies of university administration, local politics and complicated interpersonal relationships, the problematic evaluation and funding system, and a lack of an efficient administrative system that supports high quality of teaching and research. 3) The returnees were not passively adapting to the structure. Instead, they were strategically drawing upon and using part of their transnational gains and advantages to create a new space for their professional careers and China's higher education innovation. They can be regarded as a driving force for change, either by introducing new teaching and research practices at the operational level, or calling for organizational changes by taking up leadership positions at the institutional level.

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Barger, Becky Marie. "Faculty Experiences and Satisfaction with Academic Freedom." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1279123430.

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Oikonomou, Sofia. "Academic Teachers' Perceptions and Experiences of Outdoor Education." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-79028.

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Outdoor education constitutes an alternative teaching approach that is characterized by authentic experiences and activities in outdoor natural and cultural landscapes. As a relatively new and progressive teaching method, it tries to find and consolidate its place within the existing educational system. The current thesis explores Greek academic teachers’ perceptions and experiences in the field of outdoor education. More specifically, eight academic teachers from a Greek university express their views about outdoor education and report their experiences in outdoor lessons. Through a qualitative approach, this research includes analysis of data extracted from semi-structured interviews with the academics. From the thematic analysis of the data four themes emerged that illustrate teachers’ opinions. The results of the research revealed academic teachers’ basic knowledge on the field of outdoor education, as they presented some well-aimed examples of main characteristics of the approach. Moreover, they reported limited previous outdoor experiences with their students and perceive outdoor lessons as any action outside the typical classroom, attributing higher importance to outdoor activities performed in cultural rather than natural landscapes. Also, academics acknowledged several benefits that outdoor education provides to their students such as the stimulation of all their senses, the connection of theory with practice and the promotion of social relations. In addition, they attributed significant importance to both the experiential approach to learning and to the connection with nature that outdoor lessons provide. Nevertheless, academic teachers highlighted many barriers that inhibit their efforts to apply outdoor lessons such as lack of time and appropriate places, inadequate infrastructure, human resources as well as insufficient pedagogical training and preparation. Concluding, what seems to trouble academics most is the prevailing educational culture inside schools and universities as well as teachers’ and academic teachers’ attitudes. The above findings contribute to the current limited scientific knowledge concerning the practice of outdoor education in the higher level of education. Last but not least, further qualitative research is a prerequisite in order to study the origin of the perceptions and attitudes of Greek academics and comprehend the socio-cultural and educational context in which these have been formed.
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Dawson, Diane, Kristin Hoffmann, and Selinda Adelle Berg. "Integrating research into LIS field experiences in academic libraries." Elsevier, 2009. http://hdl.handle.net/10388/311.

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Field experiences function as a link between LIS theory and practice. Students should be provided with an experience that is a true reflection of the professional environment. The increasing focus on research by academic librarians provides an opportunity and responsibility to integrate research into the field experiences of LIS students.
Selinda Adelle Berg Clinical Medicine Librarian University of Windsor, Canada sberg@uwindsor.ca; Kristin Hoffmann Research & Instructional Services Librarian The University of Western Ontario, Canada khoffma8@uwo.ca; Diane Dawson Natural Sciences Liaison Librarian The University of Saskatchewan, Canada diane.dawson@usask.ca
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Perez, Eduardo. "Exploring student perceptions of academic mentoring and coaching experiences." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3580206.

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While there is an abundant amount of research relative to coaching and mentoring programs, there is little understanding about the interaction between coaches/mentors and students. The purpose of this qualitative study was to investigate student perceptions of their academic coaching and mentoring experiences at two Southern California community colleges. Alexander Astin's input-environment-output (I-E-O) model and theory of involvement was used alongside an interpretive model to help explain students' understanding of their experiences with coaches and mentors. One-on-one interviews and a focus group were conducted and provided data that led to the emergence of themes related to role models, empowerment, and motivation. In addition, the one-on-one interviews and the focus group also illustrated students' strong desires to pursue advance and professional degrees. In addition the findings highlighted the importance of race and ethnicity in the establishment of rapport and the need to validate individuals as college students with the abilities to peruse advance degrees in higher education. Lastly, the research identified role modeling, cultural connectedness, opportunities for mentoring, and the various institutional agents who may occupy the status of a mentor or coach as important factors in the mentoring and coaching experiences.

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Holley, Matthew. "The lived experiences of gay physicians in academic medicine." Thesis, Indiana University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10129386.

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Background: Despite efforts by academic medical centers to adopt institutional policies and practices to create an inclusive environment for LGBT patients, students, staff, and faculty, the literature on the experiences of LGBT faculty with academic medicine is limited. Thus, this study examined the career experiences of gay physicians in academic medicine to further develop a narrative of the queer faculty experience.

Methods: A qualitative study was conducted with eleven full-time academic physicians from various AAMC accredited medical schools who openly identify as gay. In-depth interviews were conducted with each participant to understand their reasons for becoming a physician, their career progression and current roles, and their experiences with particular elements of faculty life such as promotion and tenure.

Results: A thematic analysis using interpretative phenomenological analysis techniques revealed that the lived experience of gay physicians can be grouped into two categories based upon the saliency of sexual identity. In the first, the academic physician’s sexual identity is at the forefront, whereas in the second, sexual identity becomes almost invisible. The influence of sexual identity can be clearly seen in the service obligations of gay academic physicians as well as the relationships they create with learners, colleagues, and patients. While gay physicians in academic medicine struggle to find other LGBT mentors, they do often rely on a network of mentors similar to all academic physicians. Lastly, there did not appear to be significant consequences for gay physicians navigating a career in academic medicine nor being successful in the promotion and tenure process.

Conclusions: Findings from this study indicate that the environment for LGBT individuals within academic medicine is rapidly evolving. Yet, the results of this study still suggest opportunities for leaders within academic health centers to implement inclusive policies and benefit programs for LGBT individuals, develop active recruitment and retention programs for LGBT faculty, and infuse LGBT perspectives into institutional programming. By doing so, academic medical centers allow LGBT faculty to be their authentic self and ultimately be thriving clinical educators.

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Lewis, Marcia Jackson. "The influence of differential sibling experiences on academic achievement." Case Western Reserve University School of Graduate Studies / OhioLINK, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=case1056464687.

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Luke, Sharon. "Faculty Experiences of Academic Dishonesty in Physician Assistant Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7820.

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Academic dishonesty and cheating abound in universities across the globe, with increased instances of academic dishonesty in many disciplines including medical professional education programs that have high expectations for integrity and ethical conduct. The purpose of this study was to determine how faculty in physician assistant (PA) programs described their experiences, specifically their roles and responsibilities, in addressing incidents of academic dishonesty. The conceptual framework by Nitsch and colleagues, which focused on faculty failure to report conduct violations in dishonesty cases, informed interviews with 10 PA faculty members concerning the role of faculty members in academic dishonesty violations. Interview transcripts were analyzed to identify common themes through a manual coding process. Interviews were followed by a modified Delphi process with 5 of the participants to confirm consensus of the responses obtained in the interviews. Themes from the findings focused on faculty members' high expectations of academic honesty from students in PA programs, the role of university involvement in reporting and managing cases of academic dishonesty, including deterrents to faculty reporting, and program strategies to deter academic dishonesty. Based on findings, a PA faculty development workshop was developed for creating cultures of academic integrity in PA programs and program campuses. Positive social change may result through better management of cases of academic dishonesty in PA programs and on campus, as well as the use of faculty as change agents in promoting a culture of campus integrity.
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Freeman, Keri. "Investigating First Year Undergraduate EAL Students' Academic Literacy Experiences." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/377655.

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Australian universities have become places where students from diverse backgrounds and cultures come together to pursue tertiary education. This study contributes to current understandings of how universities have responded to their now diverse student body, and adds insight into curricula and classroom practices which might better accommodate learners who have English as an Additional Language (EAL). While issues surrounding EAL students have been examined and discussed for two decades, Lea and Street (2006), Leask (2013), and Wingate (2015) contend that university pedagogies and practices are yet to adequately cater for students from diverse backgrounds. In particular, disciplinary pedagogies tend to be dominated by assumptions that EAL students’ linguistic, cultural, and educational backgrounds are deficits, which limit their capacity to adapt to Australian tertiary learning environments. Accordingly, research which focuses on first year EAL students’ academic expectations and experiences is critical so that Australian universities can enhance current pedagogies which guide curricula and classroom practices. This study employed Lea and Street’s (1998) academic literacies approach to examine how first year undergraduate EAL students from a range of educational and cultural backgrounds, and fields of study, mediated their first year at an English-speaking university. The study investigated participants’ academic expectations, academic socialisation, and academic literacies, including their experiences constructing new student identities, and engaging with teachers and peers. Such research is important to provide evidence of best practice strategies to support EAL students’ literacy and learning, and foster a sense of belonging. This study also examined participants’ academic reading, a fundamental aspect of academic literacy which has been under researched (Hill & Meo, 2015; Wingate, 2015). Three research questions guided the study: Research Question 1 investigated participants’ expectations of their new learning environment; Research Question 2 examined how the students mediated their academic socialisation; and Research Question 3 investigated what factors enabled and constrained participants’ academic literacies. The primary research method was a multiple case study approach in which eight units of analysis were embedded within the research setting, a university in South East Queensland. The study employed a three phase explanatory qualitative and quantitative research design. A self-administered questionnaire with a convenience sample size of 159 first year EAL students was implemented in Phase I. The questionnaire examined respondents’ expectations of academic conventions and skills, academic reading, and engagement with teachers and peers. The survey data were analysed using SPSS software to generate descriptive statistics. The findings informed the qualitative case study inquiry. Phase II was the first stage of the multiple case studies. Eight case study participants were recruited through purposive sampling. Phase II examined participants’ academic socialisation experiences. Data was collected through weekly structured interviews, and course document analysis. In Phase III, semi-structured interviews investigated participants’ classroom experiences, student identities, and academic relationships with teachers and peers. The case study data were analysed using thematic analysis, which involved an iterative process of reading, rereading, and coding the data into themes related to the issues under investigation. The multiple sources of data revealed that participants’ expectations and experiences were homogenous, despite their diverse backgrounds. This suggests that first year EAL students share similar literacy and learning needs. Participants demonstrated an understanding of disciplinary literacy practices and conventions. They expected to enhance their language, academic, and intercultural communication skills, with the help of course teachers. They believed it was important to feel a sense of belonging in their new academic community, and engage with domestic peers. However, these expectations were largely unfulfilled. The findings also showed that EAL students often underestimate the reality of course reading demands. Nevertheless, participants demonstrated positive student identities by adapting and extending their literacy practices to successfully mediate disciplinary requirements. They read strategically by engaging with academic texts they believed were relevant to their literacy and learning. Participants’ academic achievements indicated that their linguistic, cultural, and educational backgrounds did not hinder their capability to engage in their courses and complete assessment tasks. This suggests that the prevailing perception about EAL students’ cultural and educational backgrounds being barriers to learning is misguided. However, the participants’ academic literacies were hindered when they encountered classroom learning environments which did not incorporate language and literacy instruction, constructive feedback on assessments, or peer engagement. There was also little evidence that courses applied reading pedagogies. These challenges, in particular the lack of classroom engagement with domestic peers, negatively affected their sense of belonging in their new academic community. The study findings reveal a disparity between EAL students’ classroom experiences, and best practice first year and internationalisation strategies recommended in the literature (e.g., Lea & Street, 2006; Leask, 2013; Wingate, 2015). A noteworthy finding is that the teaching practices which help EAL students’ communicative confidence and learning require little effort. That is, when teachers show interest, and facilitate cross-cultural classroom interactions, there is a positive impact on students’ feelings of belonging. The implication is teachers are in the best position to provide supportive and inclusive classroom learning environments that fulfil
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Kelly, Mary. "A phenomenographic study to explore academics' experiences of their research role in one academic nursing department." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658613.

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This study explores academics' experiences of their research role in one Irish university nursing department. Since 2002, nursing has been an all-graduate profession. This policy change means that nurse education is now based in higher education institutes. For the study, interviews were conducted with eighteen academics, ranging from lecturer to senior lecturer and above from several disciplinary backgrounds using a phenomenographic approach, to enable an understanding of the range and variation in experiences. Three categories of experience emerged from the data: 'getting a foothold on research'; 'navigating an early research career' and 'research as core to the academic role'. In each category there is variation in the focus of awareness concerning involvement in research and research networks, individuals' research aims, and research as a component of the overall academic role. Three dimensions of variation were discerned in the analysis. These relate to involvement in research, identity as a researcher, and control over the nature of work. A critical boundary area concerning membership of the community of research practice is PhD study. The findings indicate that sustained and structured support is required in order to promote the visibility of research within the department and to facilitate continuity of research activity.
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Books on the topic "Academic experiences"

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1945-, Keller Peter A., ed. Academic paths: Career decisions and experiences of psychologists. Hillsdale, N.J: L. Erlbaum, 1994.

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Langlais, Richard, and Outi Snellman. Learning to be circumpolar: Experiences in Arctic academic cooperation. Rovaniemi, Finland: The Circumpolar Universities Association, University of Lapland, 1998.

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Douglas, Cortés Richard, ed. Undocumented Latino college students: Their socioemotional and academic experiences. El Paso [Tex.]: LFB Scholarly Pub., 2011.

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Halvorsen, Tor, and Attle Nyhagen. Academic identities, academic challenges?: American and European experiences of the transformation of higher education and research. Newcastle upon Tyne: Cambridge Scholars Pub., 2011.

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Reimer, Matthew. Gendered inequality in academia: Exploring women's experiences during the pre-tenure stages of their academic career. St. Catharines, Ont: Brock University, M.A. Program in Social Justice and Equity Studies, 2008.

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Lalor-Morton, Bernadette. Academic upgrading student' experiences in a post secondary college diploma program. Ottawa: National Library of Canada, 1993.

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Garden, Missouri Botanical, ed. Academic tapestries: Fashioning teachers and researchers out of events and experiences. St. Louis, Missouri: Missouri Botanical Garden, 2014.

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Immigrant and native black college students: Social experiences and academic outcomes. El Paso: LFB Scholarly Publishing LLC, 2014.

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Courtenay, Gill. 17 in '97: The experiences of Scotland's 16-17 year olds in 1997. [Edinburgh]: Scottish Executive, 2000.

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Tomlins, Richard. Housing experiences of minority ethnic communities in Britain: An academic literature review and annotated bibliography. Coventry: University of Warwick, Centre for Research in Ethnic Relations, 1999.

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Book chapters on the topic "Academic experiences"

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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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Voss, Erik, and Ilka Kostka. "Experiences Flipping Academic Listening Speaking." In Flipping Academic English Language Learning, 51–65. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8657-2_5.

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Baker, Gayle S., and David C. Baker. "Experiences of Two Academic Users." In ACS Symposium Series, 130–42. Washington, DC: American Chemical Society, 1990. http://dx.doi.org/10.1021/bk-1990-0436.ch009.

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Henry, Lisa. "Academic Success and Motivation." In Experiences of Hunger and Food Insecurity in College, 79–94. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31818-5_5.

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Voss, Erik, and Ilka Kostka. "Experiences Flipping Academic Reading and Writing." In Flipping Academic English Language Learning, 35–49. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8657-2_4.

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Scheer, August-Wilhelm. "My timing experiences as an academic." In The Art of Timing, 17–60. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-38515-6_3.

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Austin, Ann E. "Expectations and Experiences of Aspiring and Early Career Academics." In Becoming an Academic, 18–44. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-36509-4_2.

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Genç, Ruhet. "The Role of Big Data in Knowledge Co-creation for Academic Tourism Experiences." In Academic Tourism, 129–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57288-4_8.

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Le Feuvre, Nicky, Pierre Bataille, and Marie Sautier. "Probationary or Second-Class Citizens? Postdoctoral Experiences in the Swiss Context." In Gendered Academic Citizenship, 65–101. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52600-9_3.

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Graham, Meadow, Sarah Selmer, and Erin Goodykoontz. "Individual Doctoral Education Experiences and Academic Stewardship." In Higher Education and Human Capital, 159–68. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-418-8_11.

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Conference papers on the topic "Academic experiences"

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Løvlie, Anders Sundnes, Lucas Schønrock, Jannik Bryld, and Louise Barkhuus. "Designing for Shared Remote Video Experiences." In Academic Mindtrek 2022: 25th International Academic Mindtrek conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3569219.3569354.

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Goddard, William, Alexander Muscat, James Manning, and Jussi Holopainen. "Interactive dome experiences." In AcademicMindtrek'16: Academic Mindtrek Conference 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2994310.2994339.

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Paraschivoiu, Irina, Janset Shawash, Marta Dziabiola, Narmeen Marji, Alexander Meschtscherjakov, and Mattia Thibault. "Co-designing the Affective City: Speculative Explorations of Affective Place-Based Experiences." In Academic Mindtrek 2022: 25th International Academic Mindtrek conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3569219.3569403.

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Ghajargar, Maliheh, Jeffrey Bardzell, and Love Lagerkvist. "A Redhead Walks into a Bar: Experiences of Writing Fiction with Artificial Intelligence." In Academic Mindtrek 2022: 25th International Academic Mindtrek conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3569219.3569418.

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Arhippainen, Leena, Minna Pakanen, Seamus Hickey, and Pasi Mattila. "User experiences of 3D virtual learning environment." In the 15th International Academic MindTrek Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2181037.2181075.

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Brox, Ellen, Gunn Evertsen, Heidi Åsheim-Olsen, Tatjana Burkow, and Lars Vognild. "Experiences from long-term exergaming with elderly." In the 18th International Academic MindTrek Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2676467.2676483.

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Ghajargar, Maliheh, and Jeffrey Bardzell. "Learning About Plant Intelligence from a Flying Plum Tree: Music Recommenders and Posthuman User Experiences." In Academic Mindtrek 2022: 25th International Academic Mindtrek conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3569219.3569388.

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Kleebthong, Duangkaew. "OLDER THAI PEOPLES’ PERCEPTIONS AND EXPERIENCES OF MAJOR DEPRESSION." In 33rd International Academic Conference, Vienna. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.33.037.

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Cranfield, Desiree, Isabella Venter, Rénette J. Blignaut, and Andrea Tick. "‘LOCKDOWN’ AGILITY OF ACADEMIC STAFF: EXPERIENCES AND PERSPECTIVES." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1995.

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Brundell, Patrick Robert, Natasha Harlow, Harriet Cameron, and William Bowden. "Rome is Where the Heart is: Designing Immersive Experiences to Augment and Build Personal Connections to Outdoor Environments." In Academic Mindtrek 2022: 25th International Academic Mindtrek conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3569219.3569362.

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Reports on the topic "Academic experiences"

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Carter, Becky. Women’s and Girls’ Experiences of Security and Justice in Somaliland. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.077.

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This rapid review seeks to provide an overview of the publicly available literature from the academic, donor, and non-government organisation sources on women’s and girls’ experiences of statutory and customary security and justice in Somaliland. In Somaliland women and girls experience poor security, with high rates of sexual and gender-based violence (SGBV), and significant barriers to gender equality in the pluralistic legal system. The predominant clan-based customary justice system, along with conservative social norms and religious beliefs, discriminates against women and girls, while weak formal state institutions are not able to deliver accessible and effective justice for vulnerable and marginalised groups. Social stigma silences SGBV survivors and their families, with many rape crimes resolved through customary compensation or marriage. National and international organisations have undertaken various activities to promote gender equality in security and justice, with support provided to formal and informal security and justice institutions and actors at national and local levels, as well as initiatives to empower women and girls.
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Lindquist, Christine, and Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.

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In a qualitative study of 40 women faculty in sciences, engineering, and medicine (http://sites.nationalacademies.org/SexualHarrassment.htm), respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields.
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Carrión-Tavárez, Ángel, and Javier Gutiérrez-Ballivián. A dataset on the digital transformation of university courses during the covid-19 pandemic. Fachhochschule Dortmund, 2021. http://dx.doi.org/10.53095/25862001.

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This paper presents a dataset created from a survey on the experiences of professors from business schools at Latin American universities, in the digital transformation of their courses, due to the COVID-19 pandemic. The dataset collects the insight that professors had about the national and institutional policies on information and communication technologies (ICT) in higher education; the methods, strategies, and resources used by professors; and the outcomes at the end of the courses. The purpose of this work is to inform the academic community of the existence and availability of this dataset for analysis, criticism, or possible use by other researchers.
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Oleksiuk, Vasyl P., Olesia R. Oleksiuk, Oleg M. Spirin, Nadiia R. Balyk, and Yaroslav P. Vasylenko. Some experience in maintenance of an academic cloud. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4436.

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The article is devoted to the systematization of experience in the deployment, maintenance and servicing of the private academic cloud. The article contains model of the authors’ cloud infrastructure. It was developed at Ternopil Volodymyr Hnatiuk National Pedagogical University (Ukraine) on the basis of the Apache CloudStack platform. The authors identify the main tasks for maintaining a private academic cloud. Here they are making changes to the cloud infrastructure; maintenance of virtual machines (VM) to determine the performance and migration of VM instances; work with VMs; backup of all cloud infrastructure. The analysis of productivity and providing students with computing resources is carried out. The main types of VM used in training are given. The number and characteristics of VM that can be served by a private academic cloud are calculated. Approaches and schemes for performing backup are analysed. Some theoretical and practical experience of using cloud services to perform backup has been studied. Several scripts have been developed for archiving the platform database and its repositories. They allow you to upload backups to the Google Drive cloud service. The performance of these scripts for the author’s deployment of private cloud infrastructure was evaluated.
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Estrada-Miller, Jeimee, Leni Wolf, Elvira Armas, and Magaly Lavadenz. Uplifting the Perspectives and Preferences of the Families of English Learners in Los Angeles Unified School District and Charter Schools: Findings from a Representative Poll. Loyola Marymount University, 2022. http://dx.doi.org/10.15365/ceel.policy.11.

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This research and policy brief uplifts findings from a 2021 poll of 129 LAUSD and affiliate charter school English Learner families. The poll covers a broad range of topics including families’ pandemic experiences in and outside of school, communication with schools, levels of engagement and representation in school-based decisions, and expectations of schools for the future. Findings indicate that: (1) a majority of EL families are engaged and report that they attend school activities; (2) EL families report feeling heard at their school sites and would like more personalized communication like home visits and calls; (3) EL families want more information about their child’s academic and English language development; and (4) EL Families want schools to rethink how they educate students, including more one-on-one academic support and wrap-around services. Based on these findings, the authors make both short- and long-term recommendations for policy and practice. This brief is intended to be used as a supplement to the full report—a joint effort by Great Public Schools Now, Loyola Marymount University’s Center for Equity for English Learners, and Families in Schools which captures perspectives of 500 English learner and non-English learner families.
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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Cornick, Jorge, Jeffry Frieden, Mauricio Mesquita Moreira, and Ernesto H. Stein. Open configuration options Political Economy of Trade Policy in Latin America. Inter-American Development Bank, February 2022. http://dx.doi.org/10.18235/0003986.

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Few propositions in economics are as widely accepted as the theory of comparative advantage: If two countries have a comparative advantage in the production of different goods and services, trade can be welfare-enhancing for both. But trade policy has always been controversial in Latin America, as it is not made by academic economists but by politicians who need to gather and maintain the support of constituents who in some cases have much to lose or gain from different trade policies. This book walks the reader through a complex thicket of contending interests and disparate political institutions to analyze why Latin American governments make the trade policies they do. Its chapters show how an array of different governments have attempted to navigate frequently conflicting interests and ideas, and how different institutional arrangements impinge on trade policy design and outcomes. It is to be hoped that the experiences analyzed here can inform the making of future policy and, perhaps, help improve it.
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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley, and Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, October 2022. http://dx.doi.org/10.5204/rep.eprints.235509.

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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.
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Haider, Huma. Constitutional Courts: Approaches, Sequencing, And Political Support. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/k4d.2022.097.

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This rapid review looks at various constitutional courts established in transitional, fragile and conflict-affected contexts—the approaches adopted, sequencing in their establishment, and experiences with political support. There are few comprehensive accounts in the literature, however, of constitutional courts and their role in judicial review in the contexts of transition and/or as key actors in ‘building democracy’ (Daly, 2017a; Sapiano, 2017). Further, scholars have tended to focus on a relatively small number of case studies from the immediate post-Cold War era, such as South Africa and Colombia (Daly, 2017a). Discussion on the sequencing and steps adopted in establishing a constitutional court in fragile and conflict-affected states (FCAS), or on incentives that have swayed political elites to support these courts, is even more limited. Nonetheless, drawing on various academic and NGO literature, including on countries that transitioned from authoritarianism, this report offers some discussion on sequencing in relation to the constitution-making process and the establishment of the courts; and general reasoning for why constitutional courts may be supported by political actors.
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Hicks, Jacqueline. Global Evidence on the Prevalence and Impact of Online Gender-based Violence (OGBV). Institute of Development Studies (IDS), October 2021. http://dx.doi.org/10.19088/k4d.2021.140.

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This rapid review updates a previous report (Fraser and Martineau-Searle, 2018) with evidence from 2018 onwards. It finds an evidence base on online gender-based violence (OGBV) covering a wider range of countries than the previous report. Some key findings on the nature and prevalence of OGBV include: The most recent surveys show a prevalence of OGBV ranging from 16% to 58%; Men and boys also experience online abuse in high numbers, but it is less likely to be gender-based; Several studies from different countries identify Facebook as the top location for incidents of OGBV; Higher levels of online harassment and abuse are faced by people with intersecting inequality factors; According to victim-survivors, perpetrators are more likely to be unknown and acting alone, but large numbers are known to the victims. Perpetrators themselves report divergent, multifaceted and often over-lapping motivations for their actions; Analysis of underlying drivers of OGBV highlights an overarching theme of power and control, and heteronormative expectations around gender roles and sexual practice. Many authors recommend that OGBV be understood as part of a continuum of abuse where normalised behaviours, such as sexual harassment in public spaces, shade into behaviours widely recognized as criminal, such as physical assault. The societal impact of OGBV includes: Media freedom is compromised; Democracy being undermined; Economic losses resulting from lost productivity; A ‘climate of unsafety’ prevails. Evidence base: The number of surveys about self-reported experiences with online harassment has increased rapidly. The majority of the research found during the course of this rapid review came from international and domestic non-governmental organisations and think-tanks. Academic research studies were also found, including several literature reviews.
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