Journal articles: 'Academic'

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

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The becoming of, and being, a later-career woman academic is marked by being positioned to play a key role in the operation of the academic institution. Tensions emerge when later-career women academics are expected to balance these expectations, while simultaneously contemplating how they choose to remain, work, and identify within academia. We qualitatively explored how Australian later-career women academics conceptualise their academic identities, and the subject positions made available through their discourse. Aged between 43 and 72 years, 17 participants were interviewed. Data was analysed using Foucauldian Discourse Analysis. Four subject positions were identified—The Insecure Woman, who experienced tensions between the academic that the system required them to be, compared to the academic that they wanted to be; The Expert Academic, viewed by other individuals as the voice of reason within academia; The Reflective Academic, who reflects on, and summarises, their academic career; and The Disengaging Academic, who begins to transition out of their academic roles and responsibilities. Overall, the identified discourses created subjectivities questioning how much one has contributed to the academic setting, what it means to have been a part of academia, as well as evaluating what it means to identify beyond it.

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

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

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Libaers, Dirk, and Tang Wang. "Foreign-born academic scientists: entrepreneurial academics or academic entrepreneurs?" R&D Management 42, no. 3 (May 27, 2012): 254–72. http://dx.doi.org/10.1111/j.1467-9310.2012.00682.x.

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

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

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Why are U.S. academics, even after tenure and promotion, so timid in their exercise of academic freedom? Part of the problem is institutional – academics are subject to a long probationary period under tight collegial control – but part of the problem is ideological. A hybrid of seventeenth-century British and nineteenth-century German ideals, U.S. academia – and the nation more generally – remains ambivalent toward the value of academic freedom, ultimately inhibiting an unequivocal endorsement.

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Nyeko, Kizito Emmanuel, and Ngui Kwang Sing. "Academic Entrepreneurs and Entrepreneurial Academics: Are They the Same." International Journal of Social Science and Humanity 5, no. 12 (2015): 1050–55. http://dx.doi.org/10.7763/ijssh.2015.v5.603.

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

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Abstract Academic mobility and accompanying migration have become increasingly evident as manifestations of globalization and internationalization of education worldwide. This paper aims to provide some insights into intercultural communication in academia by comparing experiences of students and academics who partake in academic mobility or/and academic migration. It seeks to reflect on how differences in cultural patterns impact on the integrational experiences and outcomes of academic learning and everyday interactions. Two contrasting cultural patterns of collectivism and individualism are explored, as they are displayed in intercultural interactions among migrants and hosting societies. To expose this contrast effectively, this paper focuses on the Russian-speaking mobile academics and compares their intercultural experiences in academia of two countries—Italy and Australia. In-depth interviews were conducted with twenty-two academic migrants or/and mobile academics on their experiences, views and perceptions of intercultural integration in two diverse settings. This paper explores diverse aspects of intercultural dialogue and compares perceptions of intercultural integration and feelings of wellbeing. It analyses evolving empirical manifestations of cosmopolitanism in everyday intercultural interactions and argues that postmodern cosmopolitan milieu facilitates intercultural integration and enables knowledge transfer and creation of shared cultural meanings.

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

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

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

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Mohan, Adith, Adam Bayes, Perminder S. Sachdev, Gordon Parker, and Philip B. Mitchell. "Junior clinical academic psychiatrists in Australia: The University of New South Wales initiative." Australasian Psychiatry 27, no. 3 (December 20, 2018): 241–44. http://dx.doi.org/10.1177/1039856218819135.

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

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Coşkan, Canan, Yasemin Gülsüm Acar, and Aydın Bayad. "Revealing the manifestations of neoliberalism in academia: Academic collective action in Turkey." Journal of Social and Political Psychology 9, no. 2 (September 7, 2021): 401–18. http://dx.doi.org/10.5964/jspp.7077.

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Academic Collective Action (ACA) stands as a small-scale collective action for social change toward liberation, independence and equity in academia. Academic collectives in Turkey, as an example of ACA, prefigure building academia outside the university by emphasizing the extent to which neoliberal academia has already prepared the groundwork for more recent waves of oppression. In this research, we aim to reveal the manifestations of neoliberalism in ACA as captured with prominent social/political psychological concepts of collective action. We conducted semi-structured interviews with 21 dismissed academics to understand the social and political psychological processes in academic collectives. The narrations of ACA were accompanied by manifestations of neoliberalism as experienced by dismissed academics. We found that, as follows from the existing conceptual tools of collective action, neoliberalism serves as an embedded contextual factor in the process of ACA. This becomes mostly visible for grievances but also for collective identifications, politicization, motivations, finding/allocating resources and sustaining academic collectives. We provide a preliminary basis to understand the role of neoliberalism in organization, mobilization and empowerment dynamics of collective action.

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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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Wong, Andrew. "My Foray into the Other Side: Preparing Students for Corporate Careers." Practicing Anthropology 32, no. 2 (March 22, 2010): 31–35. http://dx.doi.org/10.17730/praa.32.2.c66h3344367808u0.

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The pervasive mistrust of "hardcore" academics toward their colleagues in applied fields and in industry is no secret. In some academic circles, the word Applied is synonymous with not serious. Academic elitists dismiss their practicing colleagues as lightweights who engage in applied research because they failed to make it in academia. The feeling is often mutual. One of the greatest insults in industry is to describe someone's work as "too academic." (In fact, one of the definitions of academic in Webster's dictionary is "having no practical or useful significance.") The mistrust between academia and industry is unfortunate because both sides have much to learn from each other. It is also counterproductive to our goal as educators to prepare our students for their future careers. We academics ignore what our practicing colleagues do at our students' perils. Let's face it: Most of our undergraduate students—and some of our graduate students—plan to pursue careers outside of academia. As responsible teachers, we need to at least understand what skills and knowledge they need to achieve their non-academic career goals. This was the conviction that led me this summer to the Advertising Educational Foundation's Visiting Professor Program (VPP) (http://www.aef.com/on_campus/professor/vpp/9000).

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Talbot, Catherine V., and Madeleine Pownall. "“If your institution refuses to provide what you need, create it yourself”: Feminist praxis on #AcademicTwitter." Feminism & Psychology 32, no. 1 (December 16, 2021): 101–18. http://dx.doi.org/10.1177/09593535211052234.

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Previous research has demonstrated the impact that Twitter can have for promoting and discussing a feminist agenda. Given the gendered neoliberalism that exists within academia, tweets under the hashtag “#AcademicTwitter” may also be an important space for feminist praxis. Yet, to our knowledge, there is no empirical work analysing the function of “Academic Twitter” from a distinctly feminist perspective. Thus, we asked “How is Academic Twitter used for feminist praxis?”. We conducted a reflexive thematic analysis of 596 tweets containing the hashtag #AcademicTwitter. This generated four themes showing how Academic Twitter can be a valuable site for feminist praxis, by enabling academics to “give testimony to academia”, “access the hidden curriculum”, and engage in both “academic kindness” and “resistance and advocacy”. Despite these benefits, we also observed a tension between Academic Twitter as a site for feminist practice yet also as potentially complicit in promoting the competitiveness and overwork that pervades academia. We recommend that future feminist research interrogates the ways in which more diverse forms of feminist praxis, including more negative experiences, are negotiated on Academic Twitter.

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Åstebro, Thomas, Serguey Braguinsky, Pontus Braunerhjelm, and Anders Broström. "Academic Entrepreneurship: The Bayh-Dole Act versus the Professor’s Privilege." ILR Review 72, no. 5 (December 10, 2018): 1094–122. http://dx.doi.org/10.1177/0019793918819809.

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Is the Bayh-Dole intellectual property regime associated with more and better academic entrepreneurship than the Professor’s Privilege regime? The authors examine data on US PhDs in the natural sciences, engineering, and medical fields who became entrepreneurs in 1993–2006 and compare this to similar data from Sweden. They find that, in both countries, those with an academic background have lower rates of entry into entrepreneurship than do those with a non-academic background. The relative rate of academics starting entrepreneurial firms is slightly lower in the United States than in Sweden. Moreover, the mean economic gains from becoming an entrepreneur are negative, both for PhDs originating in academia and for non-academic settings in both countries. Analysis indicates that selection into entrepreneurship occurs from the lower part of the ability distribution among academics. The results suggest that policies supporting entrepreneurial decisions by younger, tenure-track academics may be more effective than are general incentives to increase academic entrepreneurship.

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Yusuff, Olabisi Sherifat. "Gender and Career Advancement in Academia in Developing Countries: Notes on Nigeria." International Journal of Sociology of Education 3, no. 3 (October 25, 2014): 269–91. http://dx.doi.org/10.4471/rise.2014.17.

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AbstractThe aim of this paper is to examine gender differentials and career advancement among academia in Nigerian universities.While it is true that women have embraced academic opportunities and numbers of women obtaining PhD’s in all fields have increased substantially, gender gap remains where it matters most. This paper asks if there are organizational barriers that prevent women from making a significant career advancement, or are there social factors outside the organization that could possibly affect negatively academic career advancement, or do both contribute to the situation. . A sample size of 160 academics was selected across the faculties, and were administered questionnaires. 10 women academic were selected purposively for in-depth interview. The result shows that there is no statistically significant relationship between gender stereotypes and career advancement among the academic staff that hampers advancement of women in academics (X2=1.218 at P> 0.05 at df=1.). The result from qualitative study shows that there are organizational procedures in which women in academia had to comply with together with other social factors that slow down women‘s movement into higher management positions in the academia. As a result, there should be improvement in orientation and enlightement on criteria for career advancement and appointment to leadership positions.Keywords: Gender, Career Advancement, Leadership, Academia, University, Nigeria

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

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

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

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AKBAY, Sinem Evin, and Ayca DELIBALTA. "Academic Risk Taking Behavior in University Students: Academic Procrastination, Academic Locus of Control, and Academic Perfectionism." Eurasian Journal of Educational Research 20 (October 26, 2020): 1–20. http://dx.doi.org/10.14689/ejer.2020.89.8.

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Kuoppakangas, Päivikki, Kati Suomi, Elias Pekkola, Jussi Kivistö, Tomi Kallio, and Jari Stenvall. "Theoretical, practical and hybrid ex-academics: Career transfer stories." European Educational Research Journal 20, no. 1 (April 23, 2020): 14–41. http://dx.doi.org/10.1177/1474904120915026.

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The academic career stories and trajectories of PhD holders have been widely studied in the context of economic austerity and an oversupply of doctors. However, few studies have investigated career building among ex-academics and how a doctoral degree and university work might affect their career possibilities outside academia. This paper explores the trajectories of ex-academics: PhDs with university work experience who have left academia to pursue non-academic careers. Based on 40 qualitative interviews with ex-academics, their employers and senior university leaders, the study employs a narrative approach to construct five career stories: the Theoretical Endangered Nerd, the Practical Geek, the Chic Hybrid, the Pristine Novice and the Odd Elite. This varied picture of career sensemaking provides new insights into career building among ex-academics.

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Ellis, Bronwyn, Janet Sawyer, Maureen Dollard, and Dianne Boxall. "Working As Rural Academics." Australian and International Journal of Rural Education 12, no. 1 (March 1, 2002): 43–50. http://dx.doi.org/10.47381/aijre.v12i1.482.

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The work of academics in rural or regional campuses is distinguished in various ways from that of their metropolitan colleagues. From this difference can come inside some benefit to their institution, their discipline and academia in general. The networks formed by such academics can also play a part in regional development initiatives. While academics have often studied various rural and regional occupational groups, they have much less frequently focus upon themselves as rural workers in academia. The study conducted by a team of academics from regional campuses of two metropolitan based universities, located in two different states, aims to contribute to building knowledge about working as a rural academic. Based on interviews and a survey of academics, this study explores the ways in which rule or regional academics perceive their working life, and compares these perceptions with metropolitan academics perceptions of the academic work of their distant colleagues. In a climate in which concerns about professionals leaving regional areas are common, this paper focuses on views of ‘rural academia’ as a potential long term career.

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Cansu, Dayan. "Gender and women’s studies: Situated academic marginalization." Sociologija 60, no. 1 (2018): 226–42. http://dx.doi.org/10.2298/soc1801226d.

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This paper aims to discuss the situation of Gender and Women?s Studies (GWS) graduate programs within mainstream academia of Turkey with a critical Feminist Standpoint Theory approach from the aspect of situated academic marginalization. Within the scope of the study, I carried out 17 semi-structured in-depth interviews with GWS academics from two distinct universities with similar historical backgrounds yet quite different specificities, and in the light of these interviews, I analyzed whether GWS, as an academic reciprocity of feminist movement, can be thought as a field with a twofold epistemic superiority with regard to ?better accounts of social reality?, as an ?other? of academia or not. In this regard, four main factors influencing GWS directly and deeply are found to be, respectively: socio-political situation which the programs were born into, current political conjuncture of the country, current situation of academia and of feminist movement within the country. In addition to these structural factors, self-definitions and self-valuations of the agents of the programs- from students to academics-, and curricula formed in parallel to the mission and vision the agents adopted appear to be significant factors that situate the programs within academia within the scope of subjects and specificities of the subjects.

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Paul-Chima, Ugwu Okechukwu, Ugwu Jovita Nnenna, Alum Esther Ugo,, Obeagu Emmanuel I., Val Hyginus Udoka Eze, Asiati Mbabazi, Ugwu Chinyere N., et al. "Redefining Academic Performance Metrics: Evaluating the Excellence of Researchers, Academics, and Scholars." NEWPORT INTERNATIONAL JOURNAL OF SCIENTIFIC AND EXPERIMENTAL SCIENCES 4, no. 1 (November 17, 2023): 36–42. http://dx.doi.org/10.59298/nijses/2023/10.5.1000.

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The Redefining Academic Performance Metrics: Evaluating the Excellence of Researchers, Academics, and Scholars explores the evolving landscape of academia, focusing on the shift from traditional metrics like publication and citation counts to a more inclusive, open, and equitable approach. The study acknowledges the limitations of traditional metrics and celebrates pioneers in shaping the future of scholarly endeavors, highlighting the importance of inclusivity, openness, and equitable evaluations in assessing academic excellence. Keywords: Academic Performance Metrics, Scholarly Achievement, Evaluation Criteria and Publication Metrics

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Jensen, Rosa Engelbert, Albert Emil Mølgaard Thayssen, and Signe Uldbjerg. "Activist Participation in Academic Systems Three autoethnographic case studies of academic-activist positions in knowledge-work." Conjunctions 10, no. 1 (October 1, 2023): 1–15. http://dx.doi.org/10.2478/tjcp-2023-0005.

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Abstract Based on three autoethnographic cases, this article reflects on activist participation in academic systems. The three authors are activists with different attachments to and experiences of academic knowledge-work. Our experiences as activists in academia help us form the argument that many activist contributions to academic systems remain unacknowledged. We are using these overlooked cases to expand existing participatory and activist/action research that often assumes a preliminary distinction between activists and researchers. Instead, we pose critiques of participation that are neither internal (in the sense criticised by Cooke and Kothari) nor external, but formulated from positions in between as activist-academics. Our critiques of academic participation concern exploitation of student work in academic teaching, lack of acknowledgement of activist knowledge in research processes, and tendencies to dismiss activists as professional disseminators of academic knowledge.

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Saura, Geo, and Katia Caballero. "Capitalismo académico digital." Revista Española de Educación Comparada, no. 37 (December 27, 2020): 192. http://dx.doi.org/10.5944/reec.37.2021.27797.

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This article examines the processes involved in the digitalisation of Higher Education. The main aim is to analyse how digital capitalism, governing by digits, the power of digital metrics and the academic networks are making changes in the production of academic knowledge and in the academics’ professional lives. To explain the digital academic capitalism as the current framework that make compite universities in the global market, we will make a review on concepts that have completely modified the academia rules and culture, such as economy of knowledge, academic capitalism, governing by numbers and the neoliberal rationality of performativity. Next, we will focus on how rankings among universities and accountability systems have become ways of quantified control that have undermined the original purpose of universities. Subsequently, we will analyse the new form of academic capitalism and governing centred on digits as a step forward in the change of Higher Education. The most important impact indexes and digital alternative metrics (almetrics) will be revised to understand the new metric culture in the academia. Finally, we will study the role of social academic platforms as “Academia.edu” and “ResearchGate” in the context of digital academic capitalism and its influence in the academic subjects that become quantified and digitalised.

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

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

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Osbaldiston, Nick, Fabian Cannizzo, and Christian Mauri. "‘I love my work but I hate my job’—Early career academic perspective on academic times in Australia." Time & Society 28, no. 2 (December 21, 2016): 743–62. http://dx.doi.org/10.1177/0961463x16682516.

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There has been significant interest of late into how academics spend their time during both their working and personal lives. Inspired by research around academic lives, this paper explores the narratives of 25 early career academics in Australian institutions across the country. Like several others, we propose that one of the fundamental aspects of time in academia is that of labour spent doing formal, instrumental and bureaucratic tasks. This impinges on the other side of academic life, the writing, research and discovery that bring subjective value to the academic. Using a Weberian framework however, we argue that there are two distinct rationalisations of these ‘times’ occurring. One is the formal, instrumentally imposed rationalisation of the university itself and the second is a more personally defined subjective rationalisation of research and writing. In terms of the latter, we argue that younger academics are not only seeing these times as important for their sense of self in the present but also for their projected vision of what they will become later in their professional career.

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Russo, Luana, and Danai Petropoulou Ionescu. "The helpers, the doers, and the ones left behind: Reflections on the gendered dimension of academic citizenship in Dutch academia." Journal of Praxis in Higher Education 6, no. 2 (March 5, 2024): 101–21. http://dx.doi.org/10.47989/kpdc491.

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Gender disparities in academia are pervasive. From the well-known ‘leaky pipeline’ phenomenon, which demonstrated the progressive decrease of women academics from occupying senior scientific positions, to the gender pay gap, women in academia do not enjoy a level playing field. Across the world, women have a harder time climbing the academic ladder, due, in part, to policies that discriminate towards people with caring responsibilities (most of whom, albeit not all, are women), general gender-based biases, or a substantial gender pay gap. An additional yet important aspect of the evident gender disparities in academia can be attributed to the engagement of what is commonly known as citizenship behaviours, such as taking part in academic committees or mentoring colleagues. Studies have shown that women engage in such activities at a higher rate than their male counterparts, leaving less time for research and, ergo, widening the academic gender gap in the long term. Based on findings from a study conducted at Maastricht University, the Netherlands, this essay aims to highlight the gender disparities in academic citizenship behaviours and suggests that more attention should be paid to the distribution of service work at the department, faculty, and university levels, with a specific focus on gender equity. The overall aim here is to provide a reflection on how structural and cultural discrimination in the internal society of universities can affect why, how, and to what extent academics engage with citizenship behaviours, and propose an approach to study the gendered dimension of academic service work.

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Burger, R., WS Bolton, and RK Mathew. "Challenges and opportunities in academic neurosurgery." British Journal of Hospital Medicine 82, no. 10 (October 2, 2021): 1–7. http://dx.doi.org/10.12968/hmed.2021.0297.

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Clinical academia aims to bridge the gap between clinicians and scientists, by combining academic activity with clinical practice. The term ‘clinical academics’ generally refers to clinicians who have protected time within their job plans for undertaking academic activities. Engagement with academic activity by trainees is not only essential to fulfil necessary curriculum competencies, but also allows them to explore areas of interest outside of clinical practice and develop advanced academic skills. This article provides an overview of different routes into academic neurosurgery, and discusses the advantages and difficulties in pursuing this career path. It also covers the differences between postgraduate research degrees and explores the different job plan models available at consultant level. Academic neurosurgery is a rewarding career and opportunities should be made available to those who wish to explore it further. Developing academic careers may have a positive impact on wider workforce planning strategies and improve the delivery of high-quality evidence-based neurosurgical care.

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Fielder, Alistair R., and Michael Levin. "Campaign to revitalise academic medicine: Crisis in UK academia affects academic medicine too." BMJ 328, no. 7452 (June 3, 2004): 1376.1. http://dx.doi.org/10.1136/bmj.328.7452.1376.

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Hall, Colin Michael. "Academic Capitalism, Academic Responsibility and Tourism Academics: or, the Silence of the Lambs?" Tourism Recreation Research 35, no. 3 (January 2010): 298–301. http://dx.doi.org/10.1080/02508281.2010.11081646.

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Ching, Gregory Siy. "Academic Identity and Communities of Practice: Narratives of Social Science Academics Career Decisions in Taiwan." Education Sciences 11, no. 8 (July 29, 2021): 388. http://dx.doi.org/10.3390/educsci11080388.

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Academic identity is an important aspect of organizing an academic career. An academic identity is distinct and unique and can be defined as the core attitudes that determine how individuals approach the concept of work. In the current era of neoliberalism, changes to university governance in Taiwan have transformed working conditions and hiring practices in academia. Inevitably, role conflicts have emerged, and work stress within higher education institutions has increased. The current study summarizes the narratives of nine academics from the social sciences. The study is anchored in the concept that academic identity formation is rooted in the doctoral education stage. Using a qualitative narrative inquiry lens, interactions between different communities of practice during the doctoral education stage are analyzed, along with later career decisions and the role communities of practice play in those decisions. The findings show that doctoral mentors and fellows all contributed to the formation of a core academic identity, while later career decisions were equally affected by neoliberal policies. It is hoped that by recognizing the role of academic identity, administrators may be able to influence how academics adapt amidst the competing pressures within the academe.

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Landa, Nhlanhla. "7 - Navigating the Delicate Balance between Academia and Administration through Transformational Leadership in a South African University." Journal of Higher Education in Africa 18, no. 2 (January 25, 2022): 131–45. http://dx.doi.org/10.57054/jhea.v18i2.1881.

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This study investigated the challenges faced by middle-level academic leaders at a university in South Africa. It was guided by the transformational leadership approach. The study found that heads of departments faced many challenges, including disruption of the teaching programme, due to meetings and other responsibilities as well as persistent student protests, too much paperwork as a result of reporting to higher management, and lack of leadership induction. The study also established that there was minimal academic career growth for academics in middle-level academic leadership during the time they were in those positions, due to the pressure that came with the office, which reduced research activities. There is a lack of support in terms of capacity-building for heads of departments, which functions as an impediment to career growth among middle-level academic leaders. Once they get into leadership positions, most academics sacrifice their academic careers to satisfy the administrative demands of their office. Balancing academia and administration at the sampled university was very difficult for the middle-level managers. The study recommends that the university develops and implements a practical strategy for middle-level academic managers, which would allow them to strike a balance between the administration and academic sides of their careers.

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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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Angermuller, Johannes, and Marta Wroblewska. "“It’s Creative Stuff!” The REF Impact Agenda and the Discursive (Re)Positioning of Academics." Przegląd Badań Edukacyjnych 2, no. 40 (January 31, 2023): 29–54. http://dx.doi.org/10.12775/pbe.2022.017.

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The higher education sector is increasingly subject to formal evaluation practices. Individuals, institutions and entire systems are assessed, evaluated and ranked by actors from the public and private sectors. Existing research often focuses on the goals, values and criteria of academic evaluation. In this article, however, we discuss evaluation as a discursive practice consisting of academics positioning themselves across different social arenas. Closer scrutiny will be applied to the evaluation of (extra-academic) impact as defined by the British Research Excellence Framework (REF). Based on interview data collected in the context of REF 2014, we analyse how academics negotiate their subject positions linguistically and socially across different academic arenas. As positioning experts, academics respond to the challenges of institutional evaluation by switching between different and often contradictory logics. We present both the theoretical background – social perspectives on polyphonic subjectivity – and a methodological approach to evaluation as a practice of positioning and repositioning by academics in the social world of academia.

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Moseley, Merritt. "The Academic Conference in Fiction." East-West Cultural Passage 22, no. 1 (June 1, 2022): 212–25. http://dx.doi.org/10.2478/ewcp-2022-0011.

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Abstract One of the central features of the traditional professorial career, the academic conference, can provoke dramatically different responses; for academics of a certain age and established status, the conference is a source of nostalgia. And a number of academic novels, particularly David Lodge’s Small World, celebrate the conference in nostalgic terms. At the same time the conference can be challenged on many fronts, including its cost but, even more, its role in catering to, and perpetuating, privilege in the academy, or what one observer calls “the continued feudalization of academia.” Lodge’s original title, We Can’t Go On Meeting Like This, may have been prophetic, as the challenges to continuing to meet “like this,” particularly the resentment of angry academic outsiders, may overcome the nostalgic enjoyment of the traditional conference.

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Toyibah, Dzuriyatun, and Irma Riyani. "DOING GENDER AND RACE INTERSECTIONALITY: THE EXPERIENCES OF FEMALE MAORI AND NONWHITE ACADEMICS IN NEW ZEALAND." International Journal of Asia Pacific Studies 18, no. 1 (January 25, 2022): 31–47. http://dx.doi.org/10.21315/ijaps2022.18.1.2.

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Several studies that focus on Western settings like Canada, the United States, the United Kingdom, Australia, and New Zealand have found that gendered institutions within academic careers are still preserved through various means. These studies have verified that fewer women are in tenure track positions than men. Additionally, women have been receiving a lower salary and are seldom promoted. Several issues such as mobility, parenting, and gender bias in application and evaluation rate as well as gender citation gap are highly correlated with women’s challenges in pursuing professorships. Nonetheless, there is still a lack of studies pertaining to the impact of the intersection of race and gender on the experiences of people of colour and minority groups in academia. The current study aims to explore the role that gender and race play among female academics, which includes the careers of Maori academics (the indigenous people of New Zealand) and non-white academics in New Zealand. Based on in-depth interviews conducted with 15 academic staff, including Maori and non-white academics in New Zealand, the current research corroborates the existing literature regarding the interplay of race and gender in advancing academic career. Furthermore, this research also finds that the merit-based concept or objective indicators of academic excellence do not necessarily apply in New Zealand. On account of their gender and racial identities, women of minority groups and non-white academics frequently experience multidimensional marginalisation while pursuing their academic careers.

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Prevost, Chad, and Elena Hunt. "Bullying and Mobbing in Academe:A Literature Review." European Scientific Journal, ESJ 14, no. 8 (March 31, 2018): 1. http://dx.doi.org/10.19044/esj.2018.v14n8p1.

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This review of the current state of literature in regards to academic mobbing found that the most common types of bullying were psychological and emotional attacks, often directed towards an academic by either administrators, other academics and faculty, or even students. Many risk factors are related to academic mobbing, including sex, sexual orientation, gender, race and ethnicity, rank or seniority, work experience, and age. Incidents of academic bullying often lead to multiple negative outcomes on victims, including physical, emotional and psychological damages, as well as various work-related and institutional consequences. Some coping strategies are summarized. Universities and academia in general, should help foster a culture and an environment of civility. More specifically, policies of respectful workplaces should be created and enforced, with a focus on reducing or eliminating incidents of academic mobbing.

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Triperina, Evangelia, Cleo Sgouropoulou, Ioannis Xydas, Olivier Terraz, and Georgios Miaoulis. "Creating the Context for Exploiting Linked Open Data in Multidimensional Academic Ranking." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 3, no. 3 (October 19, 2015): 33. http://dx.doi.org/10.3991/ijes.v3i3.5023.

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Academia is a complex socio-technical system with multiple aspects and constituents that involve various stakeholders. In order to address stakeholders’ needs and to assist the institutional accountability, this complexity should be considered during the development of academic services. We have designed a dynamic multidimensional ranking approach, easily modifiable to address user requirements, so as to assess and compare the university performance with a clear view to the support of effective institutional strategic planning and policy making. Our approach comprises the following components: the AcademIS ontology to model the academic domain and its multiple dimensions, the AcademIS Information System to manage and display the academic information, published in Linked Open Data format and the visual-aided Multiple Criteria Decision Making component, to evaluate and rank the performance of the academic units. The data are aggregated from several sources, in different formats, LODified by our system, and presented to the user by the interface to ultimately assist the decision making process.

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Kabasakal Badamchi, Devrim. "Academic freedom: How to conceptualize and justify it?" Philosophy & Social Criticism 48, no. 4 (May 2022): 619–30. http://dx.doi.org/10.1177/01914537211072888.

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This article deals with the question of how academic freedom can be conceptualized and justified. First, I analyze two conceptions of academic freedom: institutional autonomy and intellectual and professional autonomy. I claim that institutional autonomy is a limited way to conceptualize academic freedom because there is no guarantee that institutions always favor freedom of intellectuals. In line with this, I argue that academic freedom as intellectual and professional autonomy should be the prior, if not the only, conception of academic freedom. Second, I examine critically different justifications of academic freedom that provide us with reasons to attach high protection to academic freedom as a particular right. I contend that the justification of the university as a realm of discovery of truth and independent knowledge production has to be complemented with the justifications of the university as a realm of democratic free debate and the autonomy of academics to speak freely. This is because, the discovery of truth argument alone does not require us to accept any moral principle other than skepticism about our own beliefs, which is not a strong ground for free speech on its own. Third, I argue that equal autonomy provides a good reason for academic freedom by emphasizing the rights of academics to speak in line with what they believe is true and only in this way can they contribute to the democratic debate in academia. This line of reasoning endorses the value of the search for truth and knowledge too since it is only possible for academics to perform the profession of search for truth when they are able to speak, write and research freely.

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Grant, David B., Gyöngyi Kovács, and Karen Spens. "Questionable research practices in academia: antecedents and consequences." European Business Review 30, no. 2 (March 12, 2018): 101–27. http://dx.doi.org/10.1108/ebr-12-2016-0155.

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Purpose The purpose of this paper is to discuss questionable research practices (QRPs) in business research, particularly in the logistics and supply chain management discipline, in light of antecedents influenced by the current academic environment and the consequences for academic rigour and relevance to stimulate thinking and debate among the academic community. Design/methodology/approach A literature review and autoethnographic approach were used to examine these issues based on over 60 years’ collective academic experience of the authors. Data were collected from discussions among the paper’s authors as well as recounting open discussions with other academics and journal editors to collate their observations. Findings Evidence is provided of issues the authors have seen first-hand where antecedents in the academic environment influences QRPs, which then detrimentally affect research rigour and relevance, integrity and proper contributions to ground-breaking research and knowledge advancement. Research limitations/implications This paper is based on personal observations and experiences of the three authors as well as open-ended discussions with others in the academic community. Suggestions are provided for various academic stakeholders to address these issues. Practical implications Practical implications are only provided for academics in their roles as authors, journal editors and reviewers. Social implications Encouraging the academic community to eliminate QRPs to improve the rigour, relevance and quality of research will provide more credibility and integrity resulting in better impact and outcomes for society at large. Originality/value The value of this paper is in stimulating thinking and debate among academics to return to core issues and values in academia opposed to focusing on narrow university goals focussed on other antecedents of QRPs.

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Alemu, Sintayehu Kassaye. "Transnational Mobility of Academics: Some Academic Impacts." Center for Educational Policy Studies Journal 10, no. 2 (June 24, 2020): 77–100. http://dx.doi.org/10.26529/cepsj.464.

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This paper deals with the short- and long-term transnational mobility of academics and some of its impacts, an issue not well addressed in the literature. Through a qualitative literature review, the paper aims to answer the question: What are some of the academic impacts of the transnational mobility of academics? Transnational academic mobility is academic travel across borders of states and is one aspect of the new internationalisation of higher education. It is presented in terms of the roles of academics in teaching-learning experiences as well as knowledge production and transfer. The discussion extends to unpacking the impacts of the transnational mobility of academics in relation to institutional affiliation and academic status and profile. These issues are emphasised because they are major academic issues of transnational academics. From these perspectives, mobile academics have gained benefits but sometimes also faced challenges.

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Buranakul, Sophia, Carl Grundy-Warr, Ben Horton, Lisa Law, Jonathan Rigg, and May Tan-Mullins. "THE ASIAN TSUNAMI, ACADEMICS AND ACADEMIC RESEARCH." Singapore Journal of Tropical Geography 26, no. 2 (July 2005): 244–48. http://dx.doi.org/10.1111/j.0129-7619.2005.00216.x.

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Hassan, Aminuddin, Peter Tymms, and Habsah Ismail. "Academic productivity as perceived by Malaysian academics." Journal of Higher Education Policy and Management 30, no. 3 (August 2008): 283–96. http://dx.doi.org/10.1080/13600800802155184.

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Waterman, Stanley. "Academic freedom and the freedom of academics." Journal of Geography in Higher Education 16, no. 1 (January 1992): 115–19. http://dx.doi.org/10.1080/03098269208709181.

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Mooken, Malida, and Roger Sugden. "The Capabilities of Academics and Academic Poverty." Kyklos 67, no. 4 (October 9, 2014): 588–614. http://dx.doi.org/10.1111/kykl.12069.

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

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Welsh, John. "Policing Academics: TheArkhèof Transformation in Academic Ranking." Critical Horizons 19, no. 3 (July 2, 2018): 246–63. http://dx.doi.org/10.1080/14409917.2018.1485251.

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Djajadikerta, Hadrian G., and Terri Trireksani. "Factors Influencing Academic Capital of Women Academics." International Journal of Knowledge, Culture, and Change Management: Annual Review 9, no. 12 (2010): 1–16. http://dx.doi.org/10.18848/1447-9524/cgp/v09i12/49859.

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Journal articles on the topic 'Academic'

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