Journal articles on the topic 'Academic social space'
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Bryant, Joanna, Graham Matthews, and Graham Walton. "Academic libraries and social and learning space." Journal of Librarianship and Information Science 41, no. 1 (March 2009): 7–18. http://dx.doi.org/10.1177/0961000608099895.
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Phan, Anh Ngoc Quynh. "On Space, On Place." Art/Research International: A Transdisciplinary Journal 7, no. 1 (March 26, 2022): 186–209. http://dx.doi.org/10.18432/ari29638.
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Using poetic self-study, the author recounted her own lived experiences during the first year as an international doctoral student in New Zealand to explore how her academic identity emerged and (re)constructed. The article draws on theories of space and place, investigating the spatial production and social interactions of the author within spaces that, in turn, influenced her sense of being an academic. While literature has been more concerned with the questions of what activities, relations, and contexts contribute to the academic identity development of doctoral students, the author seeks to forefront the where of academic identity configuration.
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Soltani, Behnam. "Academic socialization as the production and negotiation of social space." Linguistics and Education 45 (June 2018): 20–30. http://dx.doi.org/10.1016/j.linged.2018.03.003.
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Zhang, Kelvin. "Exploring critical conceptual space in hospitality higher education." Hospitality & Society 11, no. 2 (June 1, 2021): 209–33. http://dx.doi.org/10.1386/hosp_00029_1.
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This article employs criticality, a concept that embodies various intellectual values, to evaluate the forms and degree of criticality currently manifested in hospitality higher education. Criticality is discussed in relation to the academic well-being of hospitality as an academic subject. Semi-structured interviews were conducted with 55 academics working in nine universities in the United Kingdom, capturing how they interpret criticality in relation to teaching hospitality courses and conducting hospitality research. The study revealed that conceptualizations of criticality in relation to the academic subject of hospitality largely occupy an uncritical conceptual space. Hospitality is restrictively understood with its commercial manifestations, namely ‘the hotel industry’, with alternative understandings of hospitality and hospitality offerings largely missing. The primary purpose of teaching criticality is perceived as an essential competency crucial for graduate employability. Critical research is perceived as studies that are relevant and applicable to ‘the hotel industry’. The conceptualizations of criticality revealed an unwelcoming academic community, whereby a dismissive attitude was expressed towards alternative approaches to the study of hospitality. With the prevalent neo-liberal influences on higher education, an uncritical conceptual space of hospitality raises serious concerns regarding the future development of hospitality as an academic subject in higher education.
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Budge, Kylie, Narelle Lemon, and Megan McPherson. "Academics who tweet: “messy” identities in academia." Journal of Applied Research in Higher Education 8, no. 2 (April 11, 2016): 210–21. http://dx.doi.org/10.1108/jarhe-11-2014-0114.
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Purpose – The purpose of this paper is to investigate the growing use of Twitter in academic and artist practices. The authors explore commonalities, overlaps and differences within the reflections on the initial and ongoing motivations, usage and learnings the authors have encountered whilst immersed in this environment. Design/methodology/approach – The authors locate the particular inquiry by drawing on the literature surrounding digital identities, academic literacies and digital scholarship. Departing from other studies, the focus is on a narrative inquiry of the lived experiences as academics and as artists using Twitter. Findings – Academics use of Twitter plays a distinctly social role enabling communication that connects, and fostering accessible and approachable acts. It enables a space for challenging norms of academic ways of being and behaving. In addition, the authors draw conclusions about the “messiness” of the interconnected space that incorporates multiple identities, and highlight the risk taking the authors associate with using Twitter. Research limitations/implications – Academic practice is ever changing in the contemporary university. This initial study of academic and artist practices and the use of Twitter suggests future developments including participants using similar questions to elicit notions of practice to engage in a deeper understanding of motivations and behaviours. Practical implications – In using social media tools such as Twitter, individual academics and their practices are modified; the impact of this practice is visible. Originality/value – The authors contribute to emerging discussions and understandings about academics, social media and identity. The authors argue that by participating in the use of Twitter, the authors are part of the collective process of challenging what it means to be an academic and artist.
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Kolesnikov, Andrii. "ACADEMIC DIGNITY IN THE UKRAINIAN EDUCATIONAL SPACE: PROBLEMS AND SOCIAL THREATS." Regional’ni aspekti rozvitku produktivnih sil Ukraїni, no. 24 (2019): 122–28. http://dx.doi.org/10.35774/rarrpsu2019.24.122.
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Introduction. The economic progress of any country or region is always scientifically based. Science itself creates the tools for technological, economic and social development, however, in the context of the global problem of mass “pseudo scientific” research and “pseudo study” the specified causal relationships are unimplemented, which leads to distortion of the educational system. One of the major reasons for this is the process of violating the standards of academic integrity, and sometimes their misunderstanding also. The social aspect of academic integrity is very important. Understanding one’s own responsibility (or irresponsibility) for violating the standards of scientific ethics from the point of teachers and students directly determines the perception of the higher education system in Ukraine. It also determines formation the system of values that is formed in youth during studying in educational institutions. Purpose. The aim of the article is to investigate the special aspects of implementation the principles of academic integrity in Ukraine, their comparison with the European ones, and further proposals development on minimizing academic dishonesty. Research methods. Generalization, analysis, synthesis, comparison. Results. The legal aspect of academic integrity in Ukrainian law and its difference with the standards defined in the SAIUP project have been investigated. The directions of increasing the level of academic integrity among students are determined. The problem of plagiarism in the educational and scientific environment was investigated and the prospects of integration of the Unicheck platform and the national scientific texts repository are outlined. The approaches for understanding plagiarism with the international turnitin platform are described. A list of plagiarism checking resources is grouped. The responsibility for the proven facts of plagiarism is signified. Conclusions. Using the article-based tools to promote academic integrity will increase the confidence in Ukrainian academic science in general and will increase economic security level in particular higher education institutions.
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Kowlessar, Kristen, and Cheyanne Thomas. "“This space is not for me”: BIPOC identities in academic spaces." Canadian Review of Sociology/Revue canadienne de sociologie 58, no. 3 (July 26, 2021): 447–49. http://dx.doi.org/10.1111/cars.12353.
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Abu-Ghazalah, Samer, and Jawdat Al-Goussous. "Quality of Space and Its Relation to the Social Behavior in Academic Open Space." Journal of Social Sciences 18, no. 3 (March 2009): 189–98. http://dx.doi.org/10.1080/09718923.2009.11892681.
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Goldstein, Scott. "Academic Social Networking Sites are Smaller, Denser Networks Conducive to Formal Identity Management, Whereas Academic Twitter is Larger, More Diffuse, and Affords More Space for Novel Connections." Evidence Based Library and Information Practice 15, no. 1 (March 13, 2020): 226–28. http://dx.doi.org/10.18438/eblip29687.
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A Review of:
Jordan, K. (2019). Separating and merging professional and personal selves online: The structure and processes that shape academics’ ego-networks on academic social networking sites and Twitter. Journal of the Association for Information Science and Technology, 70(8), 830-842. https://doi.org/10.1002/asi.24170
Abstract
Objective – To examine the structure of academics’ online social networks and how academics understand and interpret them.
Design – Mixed methods consisting of network analysis and semi-structured interviews.
Setting – Academics based in the United Kingdom.
Subjects – 55 U.K.-based academics who use an academic social networking site and Twitter, of whom 18 were interviewed.
Methods – For each subject, ego-networks were collected from Twitter and either ResearchGate or Academia.edu. Twitter data were collected primarily via the Twitter API, and the social networking site data were collected either manually or using a commercial web scraping program. Edge tables were created in Microsoft Excel spreadsheets and imported into Gephi for analysis and visualization. A purposive subsample of subjects was interviewed via Skype using a semi-structured format intended to illuminate further the network analysis findings. Transcripts were deductively coded using a grounded theory-based approach.
Main Results – Network analysis replicated earlier findings in the literature. A large number of academics have relatively few connections to others in the network, while a small number have relatively many connections. In terms of reciprocity (the proportion of mutual ties or pairings out of all possible pairings that could exist in the network), arts and humanities disciplines were significantly more reciprocal. Communities (measured using the modularity algorithm, which looks at the density of links within and between different subnetworks) are more frequently defined by institutions and research interests on academic social networking sites and by research interests and personal interests on Twitter. The overall picture was reinforced by the qualitative analysis. According to interview participants, academic social networking sites reflect pre-existing professional relationships and do not foreground social interaction, serving instead as a kind of virtual CV. By contrast, Twitter is analogized to a conference coffee break, where users can form new connections.
Conclusion – Academic social networking sites exhibit networks that are smaller, denser, more clustered around discrete modularity classes, and more reciprocal. Twitter networks are larger and more diffuse, which is more conducive to fostering novel connections. The author makes suggestions for how academic social networking sites could encourage network building and rethink how academic reputation is measured.
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Bojanowicz, Justyna. "Academic Environment as a Space for the Development of Social Competences." Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia 35, no. 2 (September 5, 2022): 177–95. http://dx.doi.org/10.17951/j.2022.35.2.177-195.
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Yadava, Shalini. "Science VS Social Science: Why Draw A Parallel in Academic Space?" GYANODAYA - The Journal of Progressive Education 9, no. 2 (2016): 16. http://dx.doi.org/10.5958/2229-4422.2016.00011.6.
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Lagos, Taso G., Yash Singh, Andrew Pace, Erik Stone, Hongjun Wu, Hongyi Yan, and Shayla Forbes-Luong. "Studying Abroad Meets Marginalization: Roma of Greece, Autoethnography, and Academic Tourism." Journal of Tourism Management Research 9, no. 2 (September 26, 2022): 125–39. http://dx.doi.org/10.18488/31.v9i2.3138.
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While Greece has historically hosted many minority groups in various relational statuses with the majority population, the Roma uniquely embody practical, psychological and metaphorical spaces that sets them apart from other excluded groups. This study explores the historico-social space that separates the Roma and contextualizes recent developments, including Covid-19, which further marginalizes the group. The transactional space that defines relations between Roma and non-Roma encompasses a ‘gaze’ that disenfranchises Gypsy cultural standing and reduces mutual understanding between mainstream and marginalized communities. This same transactional space is rife with misunderstanding that profits normative day-to-day relations between Roma and those in mainstream society. The paper explores perceptions of the Roma within the Greek social hierarchy, while suggesting study abroad programming, as part of academic tourism, can play a positive role in altering perceptions of minority groups.
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Dumont, Lucile. "Literary theorists in and beyond French academic space (1960–1970s)." Sociological Review 68, no. 5 (April 21, 2020): 1108–23. http://dx.doi.org/10.1177/0038026120916119.
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This article demonstrates how social strategies deployed at the margins of French academic space to legitimize theoretical approaches to literary texts (semiology, semantics, structural analysis of narratives) in the 1960s and 1970s strongly relied on the interventions of their promoters beyond the academy. It specifically examines two strategies privileged by promoters of literary theory which allowed some of them to bypass several requirements for academic careers in taking advantage of the transformations of higher education, of the absence of stable and strong disciplinary frames, and of their own integration into the intellectual and literary fields. First, either through the alliance with literary avant-gardes or by the temporary constitution as one, the collective strategy of the literary avant-garde became a way to engage both politically and aesthetically. Second, the investment of transnational networks and internationalization allowed the critics and theorists to get around the national path to symbolic and academic consecration, and to reframe the modalities of their public engagement. Ultimately, this article offers an understanding of how, for aspirant or marginalized academics, interventions beyond the perimeter of the academic space have, at a certain point in French history, helped their acquisition of academic legitimacy.
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Yang, Eunhwa, Catherine Bisson, and Bonnie Eaton Sanborn. "Coworking space as a third-fourth place: changing models of a hybrid space in corporate real estate." Journal of Corporate Real Estate 21, no. 4 (November 11, 2019): 324–45. http://dx.doi.org/10.1108/jcre-12-2018-0051.
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Purpose This paper aims to review the concept and characteristics of coworking space, especially physical and operational characteristics and its objectives. The authors propose three models of coworking spaces, such as revenue, synergistic and customer contact, which organizations can use as a part of their corporate real estate strategies to build workplace flexibility and resiliency. This paper also addresses research gaps and a research agenda for future research. Methodology This paper is a literature review of academic research focusing on coworking spaces. Because of the relatively limited existing academic literature on the topic, industry sources and white papers are also reviewed. Findings The authors categorized common threads of the existing literature on coworking spaces to emergence and growth trends, the types of users, the type of work to be completed in these spaces, characteristics of coworking spaces and the desired outcomes of coworking space models. Coworking spaces are expected to grow worldwide because of the increase in knowledge-based economy, the “digital nomad” lifestyle and mobile technologies, however, there is limited research on the relationship between spatial and operational characteristics of coworking spaces and users’ collaboration, social well-being and creativity. No research identified fully articulated the nuanced differences between the types of coworking spaces now found in the real estate ecosystem. Research limitations There is limited academic, empirical research focusing on coworking spaces. Thus, the search for literature itself is limited to a small number of papers. Although the authors extended the search to non-academic sources, the conclusion of this study is tentative because of the prematurity of the topic. Originality/value This paper urges the identification of research questions, considering the fast growth of coworking spaces and suggests future research directions based on newly proposed models. Industry practitioners, including building owners, managers, coworking space providers and corporate real estate practitioners, can consider using variations of coworking space concepts and characteristics, as they understand the importance of social needs and connectivity among users. By addressing the history of the coworking space as a concept and business model, and updating the types of models to include new coworking spaces, the authors provide further options to industry practitioners as to how to integrate coworking into their real estate.
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Laiho, Michael J., Tom Spray, Michael Laiho, and Thomas Spray. "Interdisciplinary Research on Space and Power." Exchanges: The Interdisciplinary Research Journal 6, no. 1 (November 1, 2018): 17–28. http://dx.doi.org/10.31273/eirj.v6i1.206.
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In this introductory article, the authors discuss the topic of social constructions of space by deconstructing what are widely referred to in academic studies as hegemonic narratives. In order to introduce a collection of articles critically, however, the authors pay special attention to the ways in which academic studies have traditionally historicised cultural, political and geographical spaces and have therefore played a role in spatial interpretations of nationalism, sovereignty, and territory. References to research findings and observations presented by an interdisciplinary cohort of scholars during a symposium held at Durham University’s Institute for Advanced Studies provide the context for this article. To this end, the authors expand the scope of three of these presentations - comprising a collection of articles exploring nationalism, sovereignty, and territory - and extract common research findings before proceeding to engage more critically with questions about how the various participating disciplines understand space in the context of knowledge and power. The authors conclude that hegemonic narratives relate to individual past, present, and future contexts, as well as to the ways in which academics, politicians, and the wider public interpret them. In conclusion, the authors demonstrate how the relationship between knowledge about space on one hand, and power to construct or interpret space(s) on the other, provides ample opportunity for discussion across disciplines.
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Kim, Oliver J. "Comment: It’s Not Academic." American Behavioral Scientist 64, no. 14 (November 24, 2020): 1995–2000. http://dx.doi.org/10.1177/0002764220975095.
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The author comments on how academic research on white space could be utilized in policy making. Through this discussion, the author explores the intersection between academic and political advocacy. Sociologists should consider, but not be limited by, the work of practitioners and advocates in determining how their research can be useful in influencing public policy.
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Author Collective, K. I. N. "Manaakitanga and the academy." Hospitality & Society 11, no. 1 (March 1, 2021): 9–26. http://dx.doi.org/10.1386/hosp_00028_1.
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Critical to all aspects of academic life, academic hospitality is said to be key to creating healthy learning communities. Yet, for many outsiders, strangers and newcomers, academia can be a sight of asserting territory and superiority. Students and academics are trained to function within an institutionalized setting where success is measured through the rigid rigour of scientific enquiry and rewarded on an individual basis. The solitary journey that is heralded by the academic institution fails to recognize the fundamental need for belonging, community and kinship, leaving limited space within the academy in which to practice manaakitanga or hospitality. We argue that the Māori concept of manaakitanga not only captures the virtuous elements of hospitality, namely generosity, openness and hospitableness, that can often be excluded in hospitality literature but also serves as a mechanism for resistance in a context that serves to fragment and divide. In this article, we draw on our personal and collective experiences to describe ways in which Indigenous worldviews and perspectives are commonly met with hostility in academia. We detail our response to such inhospitality through the formation of ‘Knowledge in Indigenous Networks’ (K.I.N.), an Indigenous academic collective that is underpinned by manaakitanga. We conclude this article by identifying six sites for critical engagement with the notion of academic hospitality that will assist academic institutions to enact the value of manaakitanga.
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MINZHANOVA, Guldana, Liudmila PAVLICHENKO, Sholpan KARBAYEVA, Lalita BIMAGAMBETOVA, and Oliesia RAZDOBUDKO. "THE GREEN SPACE AND SOCIAL IMPACT IN ALMATY CITY: A CROSS-SECTIONAL DATA ANALYSIS." GeoJournal of Tourism and Geosites 34, no. 1 (March 31, 2021): 251–55. http://dx.doi.org/10.30892/gtg.34134-645.
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The theory of urban ecology tries to enhance the positive aspects of green space for humans, while at the same time decreasing the negative aspects of cities for the environment. These benefits are reflected in economic terms as they have a positive effect on real estate values, investment, tourism and the quality of life. In this study urban green space is defined as all urban land covered by vegetation of any kind. This covers vegetation on private and public grounds, irrespective of size and function, and can also include small water bodies such as ponds, lakes or streams. This study aims to find the relationship between green space abundance and social impact in particular on academic progress in Almaty city, South Kazakhstan. Data on green space, academic average point score, and nine possible confounding variables were collated. Multiple linear regression analysis was performed. Multivariate data analysis was performed to produce scatter plots that include regression lines. There was a positive relationship between the proportion of green space and better academic average scores per student after accounting for the possible confounding variables. This study provides some support for the idea that access to green space has a positive impact on academic progress, but by no means is it conclusive.
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Shotton, Heather J., Amanda R. Tachine, Christine A. Nelson, Robin Zape-tah-hol-ah Minthorn, and Stephanie J. Waterman. "Living Our Research Through Indigenous Scholar Sisterhood Practices." Qualitative Inquiry 24, no. 9 (December 21, 2017): 636–45. http://dx.doi.org/10.1177/1077800417744578.
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In this article, we explore the concept of Indigenous scholar sisterhood practices and its powerful role in affirming Indigenous women to survive and thrive in the act of research and the larger academic landscape. We address how we, as Indigenous women scholars, extend beyond transactional validity practices in qualitative research and engage in a collective form of validity that is holistic and grounded in Indigenous ways of knowing. We explore what it means to live our research and reclaim academic spaces among a collective sisterhood, as we grapple with questions of what valid and rigorous research looks like from an Indigenous perspective. Recognizing that attempts to decolonize methodological spaces can be complex and tempered with struggles, we provide personal accounts of Indigenous scholar sisterhood practices of love, prayer, vulnerability, and resistance and protection used to maneuver through this space together. As Indigenous women scholars, we conclude by reimagining the value of collective work as a means to not only survive academia but lift up our communities.
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Walton, Kerry, and Rachel McMullin. "Welcoming autistic students to academic libraries through innovative space utilization." Pennsylvania Libraries: Research & Practice 9, no. 2 (December 6, 2021): 83–100. http://dx.doi.org/10.5195/palrap.2021.259.
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“If the library can serve as a safe and welcoming place for these students, it will help contribute to their ultimate college success.” (Anderson, 2018). Certain characteristics of autism spectrum disorder can make it challenging for autistic college students to make use of academic libraries. High levels of sensory stimulation and the need to understand and comply with neurotypical social norms can make library spaces feel unwelcoming and difficult to use. West Chester University Libraries decided to develop a dedicated space for our growing cohort of autistic students to study. This article will discuss the reasons why autistic students may find academic libraries challenging as well as the considerations and process of developing a separate space for autistic students within a library.
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Soltani, Behnam, and Ly Tran. "From imagined community to imagined social space: The case of three international students." Transitions: Journal of Transient Migration 5, no. 2 (October 1, 2021): 123–43. http://dx.doi.org/10.1386/tjtm_00036_1.
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Drawing on the concepts of imagined community and production of space, this article introduces the concept of imagined social space to understand hopes, dreams, worries, fears, sadness and happiness of three international students who have left their homelands to study in an unfamiliar academic social space. Data from qualitative in-depth interviews with three focal participants from an ethnographic study in a tertiary institution are presented to show that students’ desires, goals and future aspirations are determined by the interplay between social relationships and social conditions governing the social space. The findings of the study give insights into the development of an academic social space framework to capture the dynamic interactions of students’ investments, positionings and negotiations in their imagined space that can shape and reshape their identities.
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Smith, Charlie, and Eda Ulus. "Who cares for academics? We need to talk about emotional well-being including what we avoid and intellectualise through macro-discourses." Organization 27, no. 6 (August 12, 2019): 840–57. http://dx.doi.org/10.1177/1350508419867201.
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This article explores academics’ well-being through analysing published sensitive disclosures, bringing to journal space the pain, rawness and emotional suffering of individuals’ experiences. We confront the taboos of speaking openly about mental health and emotional well-being in academic institutions, with masculine structures and encroaching neoliberal discourses that create hostile atmospheres unsupportive of vulnerability and uncertainty. We also challenge existing discourses about academics’ well-being, implicitly burdening individuals as responsible for their pain and creating walls of shame, rather than building new healthy structures. By spotlighting the voices of academics’ emotional disclosures, intensified by embodied social inequalities, we plead for openness in formal academic outlets for sharing pre-existing emotional struggles and new wounds created by cruelly competitive, winner-takes-all structures, fortified by neoliberal ideals. Led by individuals’ voices and experiences, we make recommendations for supporting academics as an attempt to extract academia from its current perverse state and commit to repair and transformation.
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LeCourt, D., and A. R. Napoleone. "Teachers with(out) Class: Transgressing Academic Social Space through Working-Class Performances." Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 11, no. 1 (December 7, 2010): 81–108. http://dx.doi.org/10.1215/15314200-2010-018.
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Kirby, Teri A., Joshua A. Tabak, Maria Ilac, and Sapna Cheryan. "The Symbolic Value of Ethnic Spaces." Social Psychological and Personality Science 11, no. 7 (April 27, 2020): 867–78. http://dx.doi.org/10.1177/1948550620913371.
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In four experiments, students read that their university was creating either an ethnic space (a space geared to people of particular ethnic groups) or a general space for students. In an internal meta-analysis, underrepresented students of color ( N = 205), but not White students ( N = 760), who read about the ethnic space reported greater belonging, value of underrepresented students by the university, support, and academic engagement compared to those who read about a general space. Ethnic spaces may hold broader psychological significance than that of mere gathering places, improving outcomes even for those who do not frequently use them. Creating ethnic spaces may be one strategy for making university environments more welcoming for underrepresented students of color.
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Engel, Debra, and Karen Antell. "The Life of the Mind: A Study of Faculty Spaces in Academic Libraries." College & Research Libraries 65, no. 1 (January 1, 2004): 8–26. http://dx.doi.org/10.5860/crl.65.1.8.
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The value of the academic library as “place” in the university community has recently been debated in the popular and scholarly library literature, but the debate centers on student use of library space rather than faculty use. This study addresses the issue of faculty use of library space by investigating the use of “faculty spaces”—individual, enclosed, lock-able carrels or studies—through a series of interviews with faculty space holders at the University of Oklahoma and a survey of ARL libraries. Both elements of the investigation show that faculty spaces are heavily used and highly valued by faculty members, especially those in the social sciences and humanities. The researchers present the results of the interviews and the survey, and explore the reasons for the continuing value of faculty spaces in the age of electronic information.
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Guo, Shibao, and Ling Lei. "Toward Transnational Communities of Practice: An Inquiry Into the Experiences of Transnational Academic Mobility." Adult Education Quarterly 70, no. 1 (August 6, 2019): 26–43. http://dx.doi.org/10.1177/0741713619867636.
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Transnational mobility characterized by multiple and circular movement of people and their simultaneous interconnections across transnational borders pose challenges to the conception of a closed boundary of community of practice (CoP). This study aims to explore the changing dynamics of CoP in transnational space by examining experiences of transnational academic mobility and connectivity. Through a qualitative case study of internationally educated Chinese transnational academics, who maintained academic and professional connections with their host countries of doctoral studies, this article demonstrates the building of transnational CoPs through their sociocultural learning in transnational space. It underscores tensions, negotiation of power relations, identity trans/formation, and potentials for change in transnational social space. It overshadows the significance of physical boundaries in organizing work, learning, and identities. The study highlights conceptualization of transnational communities of practice for understanding the experiences and identities of transnational academics.
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Kosmarski, Artyom. "Space, power, and prestige in the academic field." Focaal 2009, no. 53 (March 1, 2009): 89–102. http://dx.doi.org/10.3167/fcl.2009.530106.
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This article investigates Russia's relationship with the West in the 1990s and 2000s by analyzing changes in a specific segment of the contemporary global economy—the academic sphere. It traces how the social sciences and the humanities in Russia have evolved from relative insularity and hierarchy during the Soviet era to a more complex web of multiple local institutions, setting their own rules, alongside powerful international agents. Assuming that individual trajectories can make objective spatial structures visible, the article analyzes the biographies of three young Russian scholars, collected in 2004 and 2005 during a research project in the anthropology of science. Patterns of academic migration and intellectual exchange with the West are presented here as providing clues to the spatial structure of the Russian scientific field and its place in the global academic economy. The article concludes with a discussion whether these findings may be generalized to other spheres, and applied not only to Russia but to other post-Soviet states caught in-between the First and the Third Worlds.
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Hice Fromille, Theresa, Karina Ruiz, Roxanna Villalobos, Lesly Martinez Ibañez, and Valeria Mena. "(Re)Constructing Expertise on Resistance: What We Can Learn from Youth Mobilizing against Social Inequality." Sociological Perspectives 63, no. 3 (March 23, 2020): 506–15. http://dx.doi.org/10.1177/0731121420911912.
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Historically, critical dialogue has excluded low-income communities of color and youth voices, and today academic spaces remain geographically, structurally, and intellectually inaccessible to non-academic members of our communities. Omitting the voices of young people in academic spaces reifies the assumption that expertise on resistance is legitimate only when it is taken up by credentialed actors working within educational institutions. In this article, we reflect on two feminist decolonial methods that we believe are necessary for conducting youth-centered research: (1) locating youth, or critically contextualizing demonstrations of youth agency within particular global, local, and institutional settings and (2) confronting our own insider-outsider positionalities in the research process. Theresa Hice Fromille, Roxanna Villalobos, and Valeria Mena critically analyze the community-engaged and participatory action research they have conducted in solidarity with Black and Latinx youth. Karina Ruiz and Lesly Martinez Ibañez discuss three undergraduate research programs offered in three different Hispanic Serving Institutions. Collectively, we aim to de/re-construct what it means to be a knowledge-producer in sociological research, and we advocate for scholars to recognize the political and epistemological significance of making space for youth expertise in academic spaces.
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Lévy, J. "Science + Space + Society: urbanity and the risk of methodological communalism in social sciences of space*." Geographica Helvetica 69, no. 2 (July 22, 2014): 99–114. http://dx.doi.org/10.5194/gh-69-99-2014.
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Abstract. During the last decades, geography has lost its epistemological exceptionality, but is this enough? Social sciences are commonly threatened by methodological nationalism and, more generally, by methodological communalism, that is the corruption of a scientific approach or project by any kind of other social alignment that undermines its capacity to develop a free, autonomous thought. Has geography escaped these pitfalls? In this text, the example of urban studies is taken to try and answer these questions. More specifically, the way the idea of spatial justice has emerged in the last decades is explored through the analysis of five significant books among the academic production on these topics. It is then argued, thanks to a critical review around the iconic notion of 'gentrification', that the corpus at stake is more substantial than the limited, partially arbitrary selection of these five books. The present-day situation of urban geography (and probably of urban sociology, too) shows a serious risk of methodological communalism particularly located in Anglophone, and especially North American, literature. Some hypotheses are proposed to explain this particular geography of the academic episteme of inhabited space. It is argued that the potential single-paradigm hegemony in geography and, more generally, in social sciences might fuel this danger. Finally, a possible antidote to this worrying trend could be the simple, but complex idea of putting science, space and society together in a non-dissociable way. The conclusion stresses the necessity of taking up key challenges that urbanity issues raise and the usefulness of epistemological and theoretical pluralism as a major intellectual resource.
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Paasi, Anssi. "Globalisation, Academic Capitalism, and the Uneven Geographies of International Journal Publishing Spaces." Environment and Planning A: Economy and Space 37, no. 5 (May 2005): 769–89. http://dx.doi.org/10.1068/a3769.
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Geographers have been arguing recently that the idea of what is ‘international’ in this field has been occupied by the hegemonic discourses of Anglo-American geography and journals. This paper takes this lively debate as an indicator of the global challenges facing higher education and research and provides an analysis of the changing conditions of knowledge production, characterised by internationalisation and competition. Knowledge production is governed to an increasing degree through practices based on market-like operations. The author argues that this may lead to the homogenisation of social science publication practices, which are known to be heterogeneous and context dependent. One indicator of this homogenisation is the demand for publishing in international journals that is arising in social sciences and humanities round the world. Both ‘international’ and ‘quality’ are increasingly being connected with the journals noted in the Institute of Scientific Information's (ISI) databases. Starting with an analysis of the changing conditions of knowledge production in general and in human geography in particular, the author scrutinises the spatial patterns of the international journal publishing spaces constituted by the ISI. The results show specific geographies: not only the manner in which the Anglo-American journals dominate the publishing space in science but also how the publishing spaces of the natural sciences, social sciences, and humanities are very different. The publication space of social science journals is particularly limited to the English-speaking countries, and this is especially the case with human geography.
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Johnson, Shelly. "Making Space for Community-Based Practice Experience and Spirit in the Academy: Journeying Towards the Making of an Indigenous Academic." First Peoples Child & Family Review 8, no. 2 (September 28, 2020): 82–90. http://dx.doi.org/10.7202/1071734ar.
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This narrative recounts four experiences of an Indigenous social work academic employed at a mainstream university in Canada. These experiences include: (1) valuing community-based practice and spiritual experiences prior to entering the academy; (2) learning in an Indigenous doctoral cohort; (3) using Indigenous knowledge during the hiring process into a tenure-track faculty position in a mainstream university; and, (4) including Indigenous knowledge to secure academic research grant applications, and to meet teaching, scholarly, and service expectations. Finally, this narrative identifies systemic academic issues from the perspectives of four other Indigenous and women academics of colour, and teachings that may assist new Indigenous faculty entering mainstream university employment.
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Bertilsdotter Rosqvist, Hanna, Marianthi Kourti, David Jackson-Perry, Charlotte Brownlow, Kirsty Fletcher, Daniel Bendelman, and Lindsay O'Dell. "Doing it differently: emancipatory autism studies within a neurodiverse academic space." Disability & Society 34, no. 7-8 (May 28, 2019): 1082–101. http://dx.doi.org/10.1080/09687599.2019.1603102.
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Chuang, Andy Kai-chun. "Striving for the Im/Possible “Home”: A Tale of a Foreign-Born Scholar in U.S. Academia." Qualitative Inquiry 28, no. 1 (September 30, 2021): 54–61. http://dx.doi.org/10.1177/10778004211048388.
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In this essay, I utilize autoethnographic storytelling to interrogate the notion of searching for an im/possible “home” as a foreign-born, yet U.S. post-graduate educated scholar in the U.S. academy and extend the discussion of theorizing academic home to demonstrate how I am labeled as an Other within the academic arena, and to examine the constant silencing and scrutiny of my teaching, service, and research in my professional life. This essay responds to the call of using autoethnography as a legitimizing space to re-center transnational scholars’ voices and to resist master narratives of being a professional in academia.
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Rambe, Patient. "Social Media-Enhanced Phones for Productive Learning of South African Postgraduate Students." International Journal of Mobile and Blended Learning 4, no. 2 (April 2012): 49–66. http://dx.doi.org/10.4018/jmbl.2012040104.
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Despite growing interest in knowledge sharing processes in informal spaces, there is a paucity of research on technology-mediated learning in these spaces. Yet the surge in student use of Social Media-enabled phones presents tremendous opportunities for augmenting learning in privileged, authoritative spaces. This study investigated the potential of Facebook-enabled mobiles to leverage learning in informal learning environments. Third Space Theory illuminated understanding of how students draw on potentially contradictory, multiple “funds of knowledge” in their meaning making and discourses. Twenty six students were interviewed to explore how they exchanged learning resources and collaborated on academic matters. Findings suggest that student appropriation of Facebook-enhanced phones enhances social learning, hones digital literacies, and affords the co-production of knowledge in learning communities. Paradoxically, these educational gains are undermined by the disruptive nature of Social Media and student ambivalence about the blurring of academic (professional) and social divides that creates complex, ‘collapsed contexts.’
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Zhu, Qiandong. "Reflection on the center for digital scholarship in China: a case study on space redesign." Reference Services Review 49, no. 2 (April 11, 2021): 211–26. http://dx.doi.org/10.1108/rsr-11-2020-0069.
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Purpose Focusing on two particularly challenging issues facing Chinese academic libraries – space constraints and the trending of digital scholarship services, this paper aims to explore which spaces students and faculty wanted and how to leverage low-use spaces and growing digital scholarship services to build the Center for Digital Scholarship (CDS) to meet their demands. Design/methodology/approach The participant observation method was used in the launch stage of the space redesign from May 2016 to October 2018. The usage analysis method was used to reveal the use of the renovated spaces and assess the success of the space redesign when CDS was open to users between October 1, 2017 and September 30, 2018. The usage was gathered from the space reservation system. Findings A hybrid academic service center combining information commons, a collaborative workplace, social spaces and digital scholarship services, the CDS is able to meet the complexity and diversity of users’ needs and fulfill the mission of its university in the context of insufficient funds, space and specialists. While it approaches the goal of the space redesign project, some deficiencies remain to be addressed in the future design and service plan, including separating quiet and noisy areas, flexible arrangements and business process reengineering. Practical implications This study shows a hybrid academic service center can meet the complexity and diversity of users’ needs, despite insufficient funds, space and specialists. To ensure sustainability, digital scholarship services should adapt to local users’ needs and expectations. While the author’s patent service and subject development analysis are local and popular with the users and sectors in his university, they make their services somewhat different from those of the Association of Research Libraries (ARL) members. Originality/value This is one of the few, recent studies on space redesign incorporating digital scholarship services in a well-known academic library in China.
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Isaev, Artyom. "Academic Strategic Forum ‘Asian Russia – Breakthrough Development Space’." Spatial Economics 18, no. 4 (2022): 201–3. http://dx.doi.org/10.14530/se.2022.4.201-203.
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Pirie, Iain. "The Political Economy of Academic Publishing." Historical Materialism 17, no. 3 (2009): 31–60. http://dx.doi.org/10.1163/146544609x12469428108466.
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AbstractThe digitisation of academic journals has created the technical possibility that research can be made available to any interested party free of charge. This possibility has been undermined by the proprietary control that commercial publishers exercise over the majority of this material. The control of commercial publishers over publicly-funded research has been criticised by charitable bodies, politicians and academics themselves. While the existing critical literature on academic publishers has considerable value, it fails to link questions of control within the journal-industry to the wider restructuring of economic and social relations that has taken place over the last three decades. This article seeks to complement this literature by highlighting how broader profitability pressures and the subsequent attempts by state-managers to expand the social space for capitalist accumulation have structured the development of the journal-industry.
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Bayfield, Hannah, Laura Colebrooke, Hannah Pitt, Rhiannon Pugh, and Natalia Stutter. "Awesome women and bad feminists: the role of online social networks and peer support for feminist practice in academia." cultural geographies 27, no. 3 (December 16, 2019): 415–35. http://dx.doi.org/10.1177/1474474019890321.
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In her book, ‘Bad Feminist’, Roxane Gay claims this label shamelessly, embracing the contradictory aspects of enacting feminist practice while fundamentally being ‘flawed human[s]’. This article tells a story inspired by and enacting Roxane Gay’s approach in academia, written by five cis-gendered women geographers. It is the story of a proactive, everyday feminist initiative to survive as women in an academic precariat fuelled by globalised, neoliberalised higher education. We reflect on what it means to be (bad) feminists in that context, and how we respond as academics. We share experiences of an online space used to support one another through post-doctoral life, a simple message thread, which has established an important role in our development as academics and feminists. This article, written through online collaboration, mirrors and enacts processes fundamental to our online network, demonstrating the significance and potential of safe digital spaces for peer support. Excerpts from the chat reflect critically on struggles and solutions we have co-developed. Through this, we celebrate and validate a strategy we know that we and others like us find invaluable for our wellbeing and survival. Finally, we reflect on the inherent limitations of exclusive online networks as tools for feminist resistance.
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Khel, Waqas O., Aneela Yaseen, and Iftikhar Ali. "ARCHITECT A SOCIAL REFORMER?" Pakistan Journal of Social Research 04, no. 01 (March 31, 2022): 304–14. http://dx.doi.org/10.52567/pjsr.v4i1.653.
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Architects’ Perception of space is loaded with multiple living layers that are articulated as bits and pieces of a variety of events that might have taken place over a range of time periods. The recollections are assembled in an imaginative plane in the form of a collage done in a virtual space grid. The perceptive layers expressed in tangible media are very intricate in nature. The nature of the complexity of these realistic, experiential, associational, hyper-realistic, and idealistic layers is jumbled up in the form of perceived augmented reality. The article is an inquiry to identify some of the potential layers that bang or should preferably resonate with the designers’ thought process. The basic motivation for the article is a study of theoretical discourses carried out by architects, and academic and design theorists. The method adapted for the study is to load a neutral space grid with two kinds of perceived scenarios; One scenario is rendered by doing a collage of selective social happenings on different planes in real time reproduced on the same plane in a hyper-realistic space grid, while the second scenario is created by loading the same space grid with a wholistic space configuration taking place within an existing overcrowded street. The comparative analysis is carried out to highlight the gap between ‘imagined space’ and ‘adapted space’. The article's objective is to engage designers in a conceptual dialogue – an inner speech to come up with more sensible and aware responses while taking design decisions. For this purpose, certain space settings are created for architects to critically expand their design horizons and their understanding of design issues to reimagine space configurations offered by the existing set of realities. Keywords: Space Perception, Space Grid, Cultural adaptation
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May, Francine, and Alice Swabey. "Using and Experiencing the Academic Library: A Multisite Observational Study of Space and Place." College & Research Libraries 76, no. 6 (September 1, 2015): 771–95. http://dx.doi.org/10.5860/crl.76.6.771.
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This study examines how students are using academic library spaces and the role these spaces are playing in the campus community. Data were collected on five campuses (two community colleges, two undergraduate universities, and one technical institute) via observational seating sweeps and questionnaires. The study found remarkably similar usage patterns across all library types. Academic pursuits remain the most common activities, despite perceptions of the modern library as a social space. The library as a place to study is shown to be a complex topic, with noise, need, and personal preference influencing experience. The research provides libraries with evidence to demonstrate their support of student learning and engagement within their institutions.
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Young, Craig, and Duncan Light. "Interrogating spaces of and for the dead as ‘alternative space’: cemeteries, corpses and sites of Dark Tourism." International Review of Social Research 6, no. 2 (May 1, 2016): 61–72. http://dx.doi.org/10.1515/irsr-2016-0009.
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Abstract This paper considers spaces associated with death and the dead body as social spaces with an ambiguous character. The experience of Western societies has tended to follow a path of an increased sequestration of death and the dead body over the last two centuries. Linked to this, the study of spaces associated with death, dying and bodily disposal and the dead body itself have been marginalised in most academic disciplines over this period. Such studies have therefore been simultaneously ‘alternative’ within an academic paradigm which largely failed to engage with death and involved a focus on types of spaces which have been considered marginal, liminal or ‘alternative’, such as graveyards, mortuaries, heritage tourism sites commemorating death and disaster, and the dead body itself. However, this paper traces more recent developments in society and academia which would begin to question this labelling of such studies and spaces as alternative, or at least blur the boundaries between mainstream and alternative in this context. Through considering the increased presence of death and the dead body in a range of socio-cultural, economic and political contexts we argue that both studies of, and some spaces of, death, dying and disposal are becoming less ‘alternative’ but remain highly ambiguous nonetheless. This argument is addressed through a specific focus on three key interlinked spaces: cemeteries, corpses and sites of dark tourism.
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Walters, Cyrill, Linda Ronnie, Jonathan Jansen, and Samantha Kriger. "The changing meaning of ‘home’ in the work of South African women academics during the pandemic-enforced lockdown." PLOS ONE 18, no. 1 (January 25, 2023): e0280179. http://dx.doi.org/10.1371/journal.pone.0280179.
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This article shows how the meaning of home and ‘working from home’ were fundamentally transformed by the pandemic-enforced lockdown for women academics. Drawing on the experiences of more than 2,000 women academics, we show how the enduring concept of home as a place of refuge from the outside world was replaced with a new and still unsettled notion of home as a gendered space that is a congested, competitive, and constrained setting for women’s academic work. In this emerging new place for living and working, home becomes a space that is claimed, conceded, and constantly negotiated between women academics and their partners as well as the children and other occupants under the same roof. Now, as before, home remains a deeply unequal place for women’s work, with dire consequences for academic careers. It is therefore incumbent upon women academics and higher education institutions to develop a deep understanding of the social meanings of home for academics, and the implications for the ‘new normal’ of working from home.
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Hailu, Milkyas, and Jianhua Wu. "The Use of Academic Social Networking Sites in Scholarly Communication: Scoping Review." Data and Information Management 5, no. 2 (December 25, 2020): 277–98. http://dx.doi.org/10.2478/dim-2020-0050.
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Abstract This research provides a systematic analysis of 115 previous literatures on the use of academic social networking sites (ASNs) in scholarly communication. Previous research on the subject has mainly taken a disciplinary and user perspective. This research conceptualizes the use of ASNs in scholarly communication in the space between social interactions and the technologies themselves. Keyword analysis and scoping review approaches have been used to analyze the comprehensive literature in the field. The study found a geographic variation in what motivates academics to use ASNs. Scholar discovery and sharing are the primary driving factors identified in the literature. Four main themes within the research literature are proposed: motivation and uses, impact assessment, features and services, and scholarly big data. The study found that there has been an increase in scholarly big data research in recent years. The paper also discusses the key findings and concepts stated in each theme. This gives academics a better understanding of what ASNs can do and their weaknesses, and identifies gaps in the literature that are worth addressing in future investigations. We suggest that future studies may also extend the existing theoretical framework and epistemological approaches to better predict and clarify the socio-technical dimensions of ASNs use in scholarly communication. In addition, this study has implications for academic and research institutions, libraries and information literacy programs, and future studies on the topic.
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Livholts, Mona. "The Snow Angel and Other Imprints." International Review of Qualitative Research 3, no. 1 (May 2010): 103–24. http://dx.doi.org/10.1525/irqr.2010.3.1.103.
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This article, written in the form of an untimely academic novella is a text, which explores academic authoring as thinking and writing practice in a place called Sweden. The aim is on inquiries of geographical space, place, and academia, and the interrelation between the social and symbolic formation of class, gender and whiteness. The novella uses different writing strategies and visual representations such as documentary writing and photographing from the research process, letters to a friend, and memories from childhood, based on three generations of women's lives. The methodology can be described as a critical reflexive writing strategy inspired by poststructuralist and postcolonial feminist theory and literary fiction, and additionally by methodological approaches in the humanities and social sciences, such as theorizing of letters, memory work, and narrative, and autobiographical approaches. In particular, it draws on work by the theorist critic and writer of fiction, Hélène Cixous, and the feminist author and theorist Charlotte Perkins Gilman, drawing on interpretation of Cixous' essay “Enter the Theatre” and Gilman's story “The Yellow Wallpaper.” Characteristics of the untimely academic novella elaborate with possible forms of the symbolic, visual, and performative photographic and sensory in writing research; furthermore, time, social change, and unfinal endings play a pervasive role. It may be read as a story that situates and theorizes embodyment, landscape, and power through the interweaving of forest rural farming spaces and academic office spaces by tracing autobiographical imprints of an untimely feminist author. “The Snow Angel and Other Imprints” is the second article in a trilogy of untimely academic novellas. The first, with the title “The Professor's Chair,” was published in Swedish in 2007 (in the anthology “Genus och det akademiska skrivandets former,” (Eds.) Bränström Öhman & Livholts), and forthcoming in English in the journal Life Writing 2010.
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Fatmawati, Endang, Wening Udasmoro, and Ratna Noviani. "Representation of Academic Library Space as Interest Contestation." Advanced Science Letters 24, no. 12 (December 1, 2018): 9623–25. http://dx.doi.org/10.1166/asl.2018.13094.
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Kamara, Abu. "International Students and “The Presentation of Self” Across Cultures." Journal of International Students 7, no. 2 (April 1, 2017): 291–310. http://dx.doi.org/10.32674/jis.v7i2.382.
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Findings from this qualitative research study suggest that some international students view social and academic interactions not simply as mediums for absorbing requisite sociocultural and academic norms, and discipline knowledge, but also as stages for expressing their varied identities. As a result, whenever students’ ability to present their preferred identity is threatened, whether due to language competency issues or discrimination, some attempt to regain their equilibrium by withdrawing from social and academic interactions. However, the findings also suggest that, in some instances, students who find their ideas marooned in the space between silence and language rediscover the ability for expression in the language of space and time, and comparison and contrast.
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Dohal, Gassim. "Education and academic freedom." Revista EDUCARE - UPEL-IPB - Segunda Nueva Etapa 2.0 26, no. 2 (August 16, 2022): 438–45. http://dx.doi.org/10.46498/reduipb.v26i2.1637.
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Whenever there is freedom on the one hand, there is also an obligation [work to be done, space to be filled, etc.] , as well as restrictions that academics may be unaware of. Limitations such as ideology, educational systems, and conventions, on the other hand, are always present, whether or not they are recognized. Such limits have an impact on our ideas and conversations, which are critical for teachers who frequently handle contentious social, cultural, and controversial problems. On the other hand, as teachers, we must provide opportunities for our pupils to discover, investigate, and deepen their knowledge on their own. In light of the foregoing, my paper will focus on the concept of academic freedom in the educational environment, referring to my personal experience.
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Leung, Tin Nok, Dickson K. W. Chiu, Kevin K. W. Ho, and Canon K. L. Luk. "User perceptions, academic library usage and social capital: a correlation analysis under COVID-19 after library renovation." Library Hi Tech 40, no. 2 (October 12, 2021): 304–22. http://dx.doi.org/10.1108/lht-04-2021-0122.
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PurposeWhile the library has remained a preferred place of learning and received a positive perception in all aspects, the current space planning, as categorized in the “four-space model,” does not seem to address user needs well. The purpose of this article is to explore the correlations of user perceptions, academic library usage and social capital.Design/methodology/approachThis research presented a new approach to understanding the academic library's role by surveying 120 users about their preferred place on the campus, actual usage, and perceptions of the library physically and remotely. Correlation analysis between library use and user activities was performed.FindingsThe findings indicate that the library demonstrates attributes from all four levels in the learning space hierarchy, providing an ideal learning space for students. However, our results do not support academic libraries as the breeding ground of social capital.Originality/valueAs the data of this study were collected during the COVID-19 pandemic period, the findings may provide us with insights on how library users have adjusted themselves in using these public facilities with social distancing in their minds. The findings also provide implications for re-designing the library places to meet the users' needs and make it favorable learning commons to students in both the pandemic and post-pandemic eras.
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Beznosov, Mikhail A., and Alexander S. Golikov. "Digital Echo Chambers as Phenomenon of Political Space." RUDN Journal of Political Science 24, no. 3 (September 7, 2022): 499–516. http://dx.doi.org/10.22363/2313-1438-2022-24-3-499-516.
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This article attempts to provide a comprehensive overview of the academic literature on the subject, examining the different approaches, their similarities and general differences, advantages and disadvantages, and providing a consolidated and critical perspective that will hopefully be useful for future research in the field. The paper presents the results of a systematic review of Western academic studies on the existence of echo chambers in social media, an initial classification of the literature and the identification of research patterns. The authors show how conceptual and methodological choices influence research findings on the topic. Future research should take into account the potential shortcomings of different approaches and the significant potential of linking data.
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Tavanti, Marco. "Eradicating World Poverty Requires More than Facebook Likes." International Journal of Cyber Ethics in Education 2, no. 4 (October 2012): 55–71. http://dx.doi.org/10.4018/ijcee.2012100104.
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What are the principles and practices that academic management programs need to educate Millennials on social responsibility and sustainability? What can universities do to instruct managers to solve complex ethical problems such as world poverty? The article suggests theoretical and practical insights for higher education management programs based on the principles and practices of developing socially responsible leaders. Through a review of The Principles of Responsible Management Education (PRME), the research invites academics and institutions to commit toward business ethics and poverty alleviation. The author suggests how the process of adopting the principles and developing appropriate educational opportunities in line with these principles provides a space for ethical education for current generations. Participating academic institutions enter into a network of scholars and programs acting as positive agents for world benefit. The current world challenges of poverty, ethics and sustainability require committed academic institutions and rooted in the principles and practices of social and global responsibility for the 21st century.