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Nyeko, Kizito Emmanuel y Ngui Kwang Sing. "Academic Entrepreneurs and Entrepreneurial Academics: Are They the Same". International Journal of Social Science and Humanity 5, n.º 12 (2015): 1050–55. http://dx.doi.org/10.7763/ijssh.2015.v5.603.
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Reid, Tom. "Academics and Intellectual Property: Treading the Tightrope". Deakin Law Review 9, n.º 2 (1 de noviembre de 2004): 759–74. http://dx.doi.org/10.21153/dlr2004vol9no2art262.
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Most Australian universities still uphold the tradition that an academic's work is performed for the greater public good, and that it is therefore necessary to donate back at least the copyright in the academic's scholarly work to the academic, so that the work may be freely disseminated. However, faced with tighter and tighter budgets, the same universities are increasingly turning to commercial partnerships to add to their revenue. The intellectual property created by academics in the course of their employment, if commercially exploited, is potentially a valuable source of revenue to the university. As a result, there is the prospect of growing conflict between academics and their universities over copyright ownership, and the erosion of the tradition of academic ownership of copyright in scholarly works. Simultaneously, the notion that an academic is paid for the whole of his or her time is being eroded by the trend toward sessional teaching. Nevertheless, the recent case Victoria University v Wilson illustrates that an academic can still owe fiduciary duties to his or her university capable of covering work performed outside the academic's scope of employment.
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Brown, Stephen, Lyn Murphy y Kay Hammond. "Learning Management System Adoption by Academics". Journal of Open, Flexible and Distance Learning 25, n.º 2 (3 de marzo de 2022): 55–65. http://dx.doi.org/10.61468/jofdl.v25i2.477.
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An academic’s adoption of online learning during the 2020 lockdown required new levels of engagement with the learning management system (LMS). In this position piece, we suggest that academics are pivotal to online course development, and they should determine alternative means of instruction and assessment during any transition to online learning. We present two models of an academic’s interactions with the LMS and propose that the academic’s engagement with the LMS, and their willingness to be in partnership with experts in e-learning, should remain central to their university’s strategic development. The 2020 lockdown presented both challenges and opportunities to academics regarding their engagement with the LMS and online teaching—we suggest that the role of the academic is critical for successful implementation of the post-pandemic online ambitions of New Zealand universities.
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Alemu, Sintayehu Kassaye. "Transnational Mobility of Academics: Some Academic Impacts". Center for Educational Policy Studies Journal 10, n.º 2 (24 de junio de 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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Libaers, Dirk y Tang Wang. "Foreign-born academic scientists: entrepreneurial academics or academic entrepreneurs?" R&D Management 42, n.º 3 (27 de mayo de 2012): 254–72. http://dx.doi.org/10.1111/j.1467-9310.2012.00682.x.
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Buranakul, Sophia, Carl Grundy-Warr, Ben Horton, Lisa Law, Jonathan Rigg y May Tan-Mullins. "THE ASIAN TSUNAMI, ACADEMICS AND ACADEMIC RESEARCH". Singapore Journal of Tropical Geography 26, n.º 2 (julio de 2005): 244–48. http://dx.doi.org/10.1111/j.0129-7619.2005.00216.x.
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Hassan, Aminuddin, Peter Tymms y Habsah Ismail. "Academic productivity as perceived by Malaysian academics". Journal of Higher Education Policy and Management 30, n.º 3 (agosto de 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, n.º 1 (enero de 1992): 115–19. http://dx.doi.org/10.1080/03098269208709181.
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Mooken, Malida y Roger Sugden. "The Capabilities of Academics and Academic Poverty". Kyklos 67, n.º 4 (9 de octubre de 2014): 588–614. http://dx.doi.org/10.1111/kykl.12069.
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Welsh, John. "Policing Academics: TheArkhèof Transformation in Academic Ranking". Critical Horizons 19, n.º 3 (2 de julio de 2018): 246–63. http://dx.doi.org/10.1080/14409917.2018.1485251.
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Djajadikerta, Hadrian G. y Terri Trireksani. "Factors Influencing Academic Capital of Women Academics". International Journal of Knowledge, Culture, and Change Management: Annual Review 9, n.º 12 (2010): 1–16. http://dx.doi.org/10.18848/1447-9524/cgp/v09i12/49859.
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Remmik, Marvi, Mari Karm, Anu Haamer y Liina Lepp. "Early-career academics’ learning in academic communities". International Journal for Academic Development 16, n.º 3 (septiembre de 2011): 187–99. http://dx.doi.org/10.1080/1360144x.2011.596702.
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Muflichah, Siti. "Restorying the Experiences of Muslim Women Academics in Indonesian State Islamic Higher Education: A Narrative Inquiry". Journal of Asian Social Science Research 2, n.º 2 (27 de diciembre de 2020): 159–74. http://dx.doi.org/10.15575/jassr.v2i2.24.
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In the last three decades, women have been the majority of undergraduate students in Indonesian higher education. However, the story is different when it comes to women as academics in Islamic higher education institutions. Compared to their male colleagues, female academics have unequal academic and lower leadership positions. There is a low percentage of female academics who have achieved the academic positions of associate professors or professors. They also have low productivity in research and publications. This article deals with the inequality facing Muslim women academics in Indonesian state Islamic higher education (Perguruan Tinggi Keagamaan Islam Negeri [PTKIN]). It asks the question: Do these problems happen due to no opportunities given to Muslim women academics to develop their academic career? In doing so, this article uses narrative inquiry as an approach to revealing the story of Indonesian Muslim academics and the voice of Muslim feminists, which is not internationally acknowledged and recognized. It focuses its analysis on the voice and career experiences of a Muslim woman (Muslimah) academic in an Indonesian state Islamic university using the feminist methodology. It aims to portray how and why female academics face unequal academic achievement. Understanding their voice of higher academic promotion is important to solve the problem of the ‘leaking pipeline’ about genderbased representation in university. The article argues that Indonesian Muslimah academics had low representation at academic advancement as they experienced more barriers than their male colleagues.
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Johnston, Alan. "Manifesting the academic psychological contract". Applied Psychology Research 3, n.º 1 (5 de febrero de 2024): 390. http://dx.doi.org/10.59400/apr.v3i1.390.
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The level of research undertaken on the academic psychological contract, and its influence on academic’s behaviour is limited. This paper seeks to consider the academic psychological contract, by reviewing its manifestation within the role of and the influence on their undertaking of the role. Particularly important is academics’ interpretation of the role and what they consider important. Within this, the paper considers in-role and extra-role activities and what may be the grey areas in which time is spent. The research adopts the combined usage of phenomenology with interpretivist processes to investigate the insights of eighteen academics at nine UK University Business Schools. Semi-structured interviews were used to collect to consider the constructs’ manifestation. Key aspects of behaviour were identified as discretionary effort and autonomy and managerialism with links to academic citizenship.
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Harman, Grant. "Australian Academics and Prospective Academics". Higher Education Management and Policy 15, n.º 3 (17 de diciembre de 2003): 105–22. http://dx.doi.org/10.1787/hemp-v15-art26-en.
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Omotosho, Babatunde Joshua. "5 - Junior Academics within Middle Level Academic Leadership in Emerging Universities in Nigeria". Journal of Higher Education in Africa 17, n.º 1-2 (10 de enero de 2022): 83–94. http://dx.doi.org/10.57054/jhea.v17i1-2.1464.
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One of the emerging developments within middle level academic leadership in Nigerian universities relates to the inclusion of academics who are at the very beginning of their careers within middle level leadership. The term junior academics is used here to refer to academics who are on staff development terms, registered for doctoral studies, or just graduated from doctoral studies and starting the process of being socialized into institutional academic cultures. In most emerging (3rdgeneration) universities, such academics are often allocated academic and administrative roles that would otherwise be performed by middle level academics in well-established universities. This trend, occurring majorly among emerging universities, appears to be a response to the dearth of middle level academics to occupy middle level leadership positions. While this development appears to serve as an emergent response to the challenges on hand, the implications on middle level academic leadership, university administration and governance as a whole need to be critically explored. This article interrogates on how junior academics serving within middle level leadership came to be, implications on university leadership, and finally a conclusion on how this challenge can be addressed to pave the way for effective middle level academic leadership within university administration.
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Folabit, Novel Lena y Loyiso Currell Jita. "Academics’ professional identity: Conflicting personal values of academics and institutional culture". Interdisciplinary Journal of Sociality Studies 4 (25 de abril de 2024): 1–13. http://dx.doi.org/10.38140/ijss-2024.vol4.05.
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Higher education is driven by the objective of establishing an educational setting in which academics and students collaboratively construct and convey scientific knowledge and values that can be utilised in the future. Academics' professional identity focuses on their professional interests, values, and commitments to important work duties. Consequently, academics' professional identity may encounter obstacles when faced with conflicting misalignment between their values and university culture. This paper utilises a qualitative case study with an interpretive paradigm to investigate how academic identity is constructed through the conflicts that arise from the discrepancy between individual values and institutional culture. Semi-structured interviews were conducted with nine academics purposively selected from an English-speaking university in Cameroon to gain insight into the phenomenon. The gathered data were coded and analysed thematically. The findings reveal the existence of conflict between academics' personal values and institutional culture in the study context. It was found that there is a lack of integrity and ethics within the academic environment, particularly regarding financial transactions and the exploitation of educational practices by some leaders, academic staff, and students. Additionally, issues such as insufficient remuneration, delayed payment, and fear of physical and professional reprisal within the university impact academics' professional identity and self-worth. To address these challenges, it is crucial to tackle delayed wages, foster a supportive environment, align academic values with university beliefs, and promote political neutrality in the study context.
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Ong, Liap-Teck. "Overcoming shortage of second-career academics in business schools". SHS Web of Conferences 124 (2021): 11003. http://dx.doi.org/10.1051/shsconf/202112411003.
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This study addresses the United Nation’s (UN) Sustainable Development Goal 4 (SDG4) to “substantially increase the supply of qualified teachers[academics], including through international cooperation for teacher training in developing countries, especially least developed countries and Small Island developing states” by 2030. Literature review reveals that there is a shortage of academics to teach business units globally due to the high demand for business education. Hence experienced and qualified business practitioners are recruited to assume the role of academics, collectively termed as second-career academics. This study was conducted to explore the challenges faced by these second-career academics in order to explore ways to sustain and retain them, as a measure to mitigate the shortage of academics in business education at tertiary level. The findings revealed that second-career academics experience a sense of discordance due to the fundamental contradiction between the ideals, pre-conceived perceptions of academic career and the everyday realities of academic task performance. The discordance is precipitated by differences in work culture between industry and academia, inconsonance with university management, and pedagogical/research challenges. The study suggests appropriate orientation and training opportunities to address the special needs of these second-career academics in order to sustain and retain their academic career, as a solution to the shortage of business academics.
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Caz, Çağdaş y Levent Tanyeri. "The Relationship between Life Satisfaction and Academic Performance: An Example of Sports Science". World Journal of Education 8, n.º 5 (25 de octubre de 2018): 192. http://dx.doi.org/10.5430/wje.v8n5p192.
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Everyday stress, happiness, health status and individual characteristics affect life satisfaction, which, in turn, affectsome other factors. Therefore, high life satisfaction in academics affects their academic performance positively. Theaim of this study is to examine the relationship between sports science academics’ life satisfaction and academicperformance. Study sample consisted of 188 male and 151 female sports science academics working in differentregions. Data were collected using the “Contentment with Life Assessment Scale” (CLAS) developed by Lavallee,Hatch, Michalos & McKinley (2007), and adapted to Turkish language by Akın and Yılmaz (2015), and the“Perceived Academic Performance Scale” developed by Gür (2017). Data were analyzed using descriptive statistics,t-test, one-way variance analysis (ANOVA), Tukey multiple comparison test and correlation test. Results show thatmale academics have better academic performance than female academics. Results show no statistically significantrelationship between life satisfaction and academic performance.
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Kriger, Samantha, Cyrill Walters, Armand Bam y Jonathan Jansen. "The Impact of the COVID-19 Pandemic on Female Academics with Young Children in South Africa". Scholarship of Teaching and Learning in the South 6, n.º 3 (8 de diciembre de 2022): 142–54. http://dx.doi.org/10.36615/sotls.v6i3.280.
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Against the backdrop of an increase in research on the effects of COVID-19, this article uses the analysis of survey data of female academics from the 26 higher education institutions in South Africa to identify how female academics with young children coped with academic output during the pandemic-enforced lockdown. A growing body of research documents the influence of children and childcare on the careers of female academics. In this article, we see how female academics who stayed at home during the enforced lockdown period negotiated childcare and home-schooling, and how the lockdown influenced their academic output. An online survey questionnaire was administered, consisting of 12 Likert-scale questions followed by an open-ended section that solicited a narrative account of academic work and home life during the lockdown period. Data on female academics with children under the age of six years was extracted for this study. The quantitative and qualitative data that emerged from our study of 2,018 women academics at 26 universities across South Africa describes how academic mothers felt, and how they struggled to complete the academic work required by their educational institutions. Such academic work directly influences future career prospects. This study highlights the influence that the presence of young children in the home, the pressures of home-schooling, traditional gender roles, and household responsibilities have on the academic careers of women.
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Sjølie, Ela, Susanne Francisco, Kathleen Mahon, Mervi Kaukko y Stephen Kemmis. "Learning of academics in the time of the Coronavirus pandemic". Journal of Praxis in Higher Education 2, n.º 1 (10 de julio de 2020): 85–107. http://dx.doi.org/10.47989/kpdc61.
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This article explores academics’ learning. Specifically, it focuses on how academics have come to practise differently under the abrupt changes caused by responses to the Coronavirus pandemic. We argue that people’s practices—for example, academics’ practices of teaching and research—are ordinarily held in place by combinations of arrangements that form practice architectures. Many existing practice architectures enabling and constraining academics’ practices were disrupted when the pandemic broke. To meet the imperatives of these changed arrangements, academics have been obliged to recreate their lives, and their practices. We present case stories from four individual academics in Norway, Finland, Sweden, and Australia. Building on a view of learning as coming to practice differently and as situated in particular sites, we explore these academics’ changed practices—working online from home with teaching, research, and collegial interactions. The changes demonstrate that academics have learned very rapidly how to manage their work and lives under significantly changed conditions. Our observations also suggest that the time of the Novel Coronavirus has led to a renewal of the communitarian character of academic life. In learning to practise academic life and work differently, we have also recovered what we most value in academic life and work: its intrinsically communitarian character.
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Öksüz-Gül, Feride, Simel Parlak y Oya Çelebi-Çakıroğlu. "Academic Life Experiences of Early Career Female Academics during the Covid-19 Pandemic". Yuksekogretim Dergisi 12, n.º 1 (30 de abril de 2022): 143–52. http://dx.doi.org/10.2399/yod.21.862284.
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This study aims to find out the academic life experiences of early career female academics during the Covid-19 pandemic in Turkey. The study group consisted of 13 female academics working from home with their spouses. The interpretative phenomenological analysis was used to analyze the data collected through semi-structured telephone interviews. The findings were clustered under two main themes: the life before the pandemic, and academic life during the pandemic. The main theme of academic life during the pandemic consisted of the following sub-themes: adaptation problem, withdrawal from academic life, excessive workload interfering academic productivity, and integration of academic life into family life. The results indicate that the pandemic has deepened gender inequalities, and the working life of early-career female academics has drastically changed in terms of academic productivity. Based on our findings, we recommend that quantitative research with large samples of early-career female academics should be conducted to develop nation-wide policies for gender inequality prevention. We also recommend that the professional development and career advancement of female academics in the early career stage should be compared with their male peers to reveal any gender-based disadvantages.
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Maharaj, Ashika. "Academic Mobility and Immigration Trends in South African Higher Education Institutions". Journal of Economics and Behavioral Studies 8, n.º 4(J) (5 de septiembre de 2016): 52–66. http://dx.doi.org/10.22610/jebs.v8i4(j).1363.
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This paper seeks to offer an insighton the subject of academic mobility into South African Higher Education Institutions (HEI’s). This is done by examining the current academic landscape in South Africavia a comparisonbetween the profile of South African (SA) academics andexpatriate academics. Currently, SA is facing major skills and staffing shortages locally in terms of Science, Engineering and Agriculture. The Departmentof Higher Education and Training as well as SA universities have advocated to run programmes in scarce skills disciplines through the recruitment of expatriate academics. The research reported in this paper adopted a non-experimental research design of ex post facto type, using a correlational approach. The data used are the statistical records of all academics in South African higher education for the 2005/2010/2014 academic years as provided by the Higher Education Management Information Systems (HEMIS) of SA. Descriptive statistics as well as inferential statistics were also used to analyze the data. The results revealed that there were no significant differences in age between SA and expatriate academics nationally over the three years. A comparison of the academic qualifications of SA and expatriate academics over the three years indicates that expatriate academics are more highly qualified than their SA colleagues, as the majority of the former hold a doctoral degree. The majority of expatriate academics are recruited from SADC countries as well as other African countries. Interestingly enough, the next most frequent major supply region of expatriate academics to South Africa is Europe. WITS and UCT were consistently ranked first and second in terms of the number of expatriate academics employed over the three years. Both are among the leading five higher education institutions in South Africa in terms of their research outputs as well as the number of PhDs per member of staff.
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Whitehouse, L. "Dental academics: Our future dental academics". British Dental Journal 226, n.º 3 (febrero de 2019): 162. http://dx.doi.org/10.1038/sj.bdj.2019.143.
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Battersby∗, David. "The academic performance of older academics: A review". Journal of Tertiary Education Administration 15, n.º 2 (octubre de 1993): 181–88. http://dx.doi.org/10.1080/1036970930150204.
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Larsen, Marianne. "Transnational Academic Mobility: A Case Study of Fifteen Academics". Comparative and International Education 49, n.º 1 (14 de diciembre de 2020): 1–13. http://dx.doi.org/10.5206/cie-eci.v49i1.13433.
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Academics around the world face many pressures to engage in transnational mobility (TNM) as a part of their scholarly work. This includes travelling abroad for conferences and symposia, teaching abroad, supervising graduate students abroad and participating in international research partnerships/collaborations. This is a case study of 15 academics at different stages of their academic careers, located in 12 different countries and representing a wide range of academic disciplines. The findings confirm the widespread and regular international travel that higher education academics participate in; and that while largely valuing their experiences abroad, most feel pressured to engage in TNM and those pressures are exacerbated for faculty in precarious and early-career positions.
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Hamilton, Jillian, Michelle Fox y Mitchell McEwan. "Sessional Academic Success: A Distributed Framework for Academic Support and Development". Journal of University Teaching and Learning Practice 10, n.º 3 (1 de julio de 2013): 146–62. http://dx.doi.org/10.53761/1.10.3.9.
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With approximately half of Australian university teaching now performed by Sessional Academics, there has been growing recognition of the contribution they make to student learning. At the same time, sectorwide research and institutional audits continue to raise concerns about academic development, quality assurance, recognition and belonging (Red Report, 2008; May, 2013). In response, universities have increasingly begun to offer academic development programs for Sessional Academics. However, such programs tend to be centrally delivered, generic in nature, and contained within the moment of delivery, while the Faculty contexts and cultures that Sessional Academics work within are diverse, and the need for support unfolds in ad-hoc and often unpredictable ways. In this paper we present the Sessional Academic Success (SAS) program – a new framework that complements and extends the central academic development program for Sessional Academics at Queensland University of Technology. This program recognizes that experienced Sessional Academics have much to contribute to the advancement of learning and teaching, and harnesses their expertise to provide school-based academic development opportunities, peer-to-peer support, and locally contextualized community building. We describe the program’s implementation and explain how Sessional Academic Success Advisors (SASAs) are employed, trained and supported to provide advice and mentorship and, through a co-design methodology, to develop local development opportunities and communities of teaching practice within their schools. Besides anticipated benefits to new Sessional Academics in terms of timely and contextual support and improved sense of belonging, we explain how SAS provides a pathway for building leadership capacity and academic advancement for experienced Sessional Academics. We take a collaborative, dialogic and reflective practice approach to this paper, interlacing insights from the Associate Director, Academic: Sessional Development who designed the program, and two Sessional Academic Success Advisors who have piloted it within their schools.
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Lu, Jinjin. "Publish or Perish in Social Science?" Asian Journal of Social Science 47, n.º 4-5 (19 de noviembre de 2019): 484–507. http://dx.doi.org/10.1163/15685314-04704004.
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Abstract The national “Double First-class” strategic plan, a new ambitious higher education policy, which was officially launched at the end of September 2017. This emphasises that 42 Chinese universities have a target of being ranked in the global “First-class” category within ten years. Under the guidance of the strategic plan, Chinese academics in Humanities and Social Sciences (HSS) will face significant opportunities and challenges. Compared with those in Science and Technology (S&T), academics in the HSS have less internationalisation in terms of academic discourse power. This study used a mixed-research method to investigate Chinese HSS academics’ perceptions of this innovative strategic plan across different types of universities, academics’ ranks and locations of academic training. Findings showed that these three variables have significant influences on Chinese academics’ perceptions in research publications, research policy understandings and academic promotion strategies.
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Benda, Libor. "Akademie, politika a akademie jako politika: Ke kritice „rozšířeného“ pojetí akademické svobody". Acta FF 12, n.º 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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Han, Bünyamin y Behçet Oral. "Investigating the Views of Academic Staff on Academic Synergy". Yuksekogretim Dergisi 11, n.º 2Pt2 (31 de agosto de 2021): 550–62. http://dx.doi.org/10.2399/yod.21.651685.
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The aim of this study is to examine academics' views on academic synergy. Academic synergy can be defined as the process by which two or more academics work together to achieve more than what they can individually. This study focuses on how academics can combine their knowledge and experience to achieve more efficiency/work (publications, articles, papers, projects, etc.) with the same effort they would spend alone. It is designed as a case study, applying a qualitative research method. The interviews were conducted with 21 academic staff members working at a public university. The results indicate that having a higher or lower academic title does not have a significant effect on the willingness to work together. Most of the participants stated that, for joint studies, they prefer to work with colleagues who have "academic background in the field of study". The results also revealed that academics' positive personal characteristics such as being open to cooperation, acting responsibly, and being sincere are considered as some important criteria for joint studies. The results also show that the majority prefer to collaborate with other academics rather than conducting individual studies. The academics prefer to collaborate to increase productivity and to compensate for their shortcomings. Most of them further stated that the academic incentive program introduced by the Council of Higher Education (CoHE) has increased the number of collaborative studies and the motivation to work together, but at the same time, decreased the research quality and led to some unethical behaviors. The paper is concluded with some suggestions on how to achieve academic synergy among academics through conducting joint studies.
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Whelan, Michael B. "Academic work-integrated learning (WIL): Reengaging teaching-focused academics with industry". Journal of Teaching and Learning for Graduate Employability 8, n.º 1 (14 de agosto de 2017): 172–87. http://dx.doi.org/10.21153/jtlge2017vol8no1art627.
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There has been an increase in the number of teaching-focused academics at Australian universities over recent years. However, research-focused and teaching-research academics have an advantage over teaching-focused academics in terms of promotion, forced redundancies and tenure. While evidence of research success is measured by volume (number of publications and research income), evidence of teaching scholarship is less quantifiable. The value of industry-university collaboration has been reported widely. However, the focus is on the value of the knowledge transfer of university research to industry and collaborative industry-university research. Academics collaborating with industry partners on research projects are able to experience current industry practice firsthand, raising the question: How do teaching-focused academics remain engaged with industry? The benefits of work-integrated learning (WIL) to hosts, students and universities are well documented. This paper poses the question: Is a WIL placement a way to reengage teaching-focused academics with industry?, and introduces the concept of ‘Academic WIL’ where academics complete an internship placement with an industry partner. The impact on graduate employability is discussed and a methodology for a teaching-focused academic to use their Academic WIL experience as evidence of their achievements in the scholarship of teaching is presented.
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Ellis, Bronwyn, Janet Sawyer, Maureen Dollard y Dianne Boxall. "Working As Rural Academics". Australian and International Journal of Rural Education 12, n.º 1 (1 de marzo de 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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Allison, Juliann Emmons. "Composing a Life in Twenty-first Century Academe: Reflections on a Mother's Challenge". NWSA Journal 19, n.º 3 (septiembre de 2007): 23–46. http://dx.doi.org/10.1353/ff.2007.a224742.
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Faculty women who are mothers experience overwhelming pressures associated with meeting their institutions' standards for tenure and fulfilling their responsibilities as parents. In this article, I draw on personal experience and scholarly debate to demonstrate that while many academic institutions have made considerable progress in accommodating academic parents' practical concerns—i.e., accessibility to quality childcare and reduced time for teaching and research—they still fail to recognize how thoroughly motherhood can alter a female academic's career. I argue that the psychological adjustment to motherhood required of female academics who bear children early in their careers calls for serious reconsideration of the timing and requirements associated with the tenure process. In response to this psychological and emotional consideration, I suggest a triplet of modifications to the standard research-driven tenure model intended to emphasize individual academics' experiences and interests, in general, and the ways in which the experiences of academic mothers, in particular, might positively transform academe.
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Badley, Graham Francis. "Why and How Academics Write". Qualitative Inquiry 26, n.º 3-4 (14 de noviembre de 2018): 247–56. http://dx.doi.org/10.1177/1077800418810722.
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Academics are often criticized for their poor or rotten writing. In this essay, I look first at several ways in which academic writing may be regarded as, for example, obscure and turgid. Second, I discuss reasons why, despite such criticism, academics persevere with their writing. Third, I outline a number of approaches to the how of academic writing as a daily practice. Finally, I present my playful yet serious efforts to confront the hows and whys of academic (and post-academic) writing as an important human and social practice.
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Fasanmi, Success Ayodeji y Sadi Seyama. "The Social Harms of Academics’ Abuse in Nigerian Universities: Failed Ethical Leadership". Studies in Learning and Teaching 4, n.º 3 (31 de diciembre de 2023): 644–55. http://dx.doi.org/10.46627/silet.v4i3.336.
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Universities are higher institutions where a high level of manpower training is provided for the development of the total man. At the centre of this is the role of members of the academics. The three core function of the academic staff is teaching, research and service. Over the years, there have been cases of abuse of academics in Nigerian universities which has been a source of concern to relevant stakeholders. Abuse of Academics is any form of unethical treatment given to university academics in the course of discharging their duties. The study argues that the abuse of academic staff is an indication of failed ethical leadership. Drawing on the social harms theory, it provides evidence of the hazardous use of power against academics. In this case study of Obafemi Awolowo University, thirty academic staff across all cadres and genders were interviewed. The findings reveal that academic abuse has been an age-long problem in Nigerian universities. The study further shows the causes of academic abuse to be rooted in the fact that government does not place priority on education which makes its budgetary allocation to the sector very ridiculous.
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Abedalqader, Husain y Samir Abuznaid. "Organizational Justice and its Relationship to Organizational Commitment in Palestinian Universities". Randwick International of Social Science Journal 3, n.º 4 (31 de octubre de 2022): 923–40. http://dx.doi.org/10.47175/rissj.v3i4.569.
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The study aimed to identify organizational justice and its relationship to organizational commitment of academics in Palestinian universities. The descriptive analytical approach was used, and a questionnaire was developed for the purpose of the study. The population consisted of all academics (826) at the universities of Hebron and Jerusalem, from which a random sample of 130 employees was taken. The results indicate that academics enjoy their vacations freely, that top administration delegates them some responsibilities, that university administration evaluates academics fairly and equally and assigns them work requirements and tasks that commensurate with their level of scientific expertise, and that academics receive promotions without delay. The administration takes into account the academics’ personal considerations when making career decisions and treats them with respect and dignity when decisions need to be made about their employment. Academics are satisfied with their jobs, and the work climate is appropriate at the universities. Universities provide health insurance for academics and their families, and academics’ loyalty to the university will never waver. Academics participate in departmental decision-making. However, the findings suggest that the role of academic oversight on academic performance at Palestinian universities be activated, including the positive monitoring role of the Palestinian Ministry of Higher Education. Monitoring includes positive oversight of performance and advancement of various university programs to ensure that they address the needs of the Palestinian society. The positive interventions of senior management in universities have a significant impact on motivating and guiding academics. Therefore, the researchers recommend activating and strengthening the positive management role of university administration while staying away from negative interventions. Such intervention would improve academics’ performance, encourage creativity and innovation and enhance knowledge of academics.
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Guthrie, James, Elaine Evans y Roger Burritt. "Australian accounting academics: challenges and possibilities". Meditari Accountancy Research 22, n.º 1 (14 de julio de 2014): 20–37. http://dx.doi.org/10.1108/medar-09-2013-0038.
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Purpose – The purpose of this paper is to provide a thought-provoking, attention-directing diegesis about the quality of the experience for those working as academic accounting scholars. Design/methodology/approach – Using storytelling by the authors as narrators and a literature review, this paper examines challenges to, and possibilities for, accounting academics. Findings – The study reveals a number of possibilities for the sustainability of the accounting academy in Australia, all of which rely on the symbiotic relations between the three elements of the profession – practitioners, policymakers and academics – to prepare accounting and business professionals for the future. Research limitations/implications – The study is limited to the Australian context of academic accountants and, therefore, the identified possibilities for accounting academics in other contexts may differ. Practical implications – This paper identifies the challenges for contemporary accounting academics in Australia and presents opportunities for sustainability of the Australian accounting academy. Originality/value – This paper uses a story to explore its overarching theme of the quality of the academic experience for accounting academics in Australia. The story is developed from the authors’ combined experiences of > 80 years as accounting academics who are also actively engaged with the profession.
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SELESHO, JACOB. "The impact of programme accreditation in a transformed higher education institution". Journal of Quality in Education 4, n.º 4Bis (11 de noviembre de 2013): 17. http://dx.doi.org/10.37870/joqie.v1i1.121.
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The perception held by academic staff of programme re-accreditation has been a major problem in South African Higher Education Institutions. Academics are concerned about the influence of the government in their daily operation, while the government claims that they want to be accountable to the public for money spent on Higher Education. To a large extent, academics believe that the role of the government amounts to interfering rather than being accountable and that the academic freedom of academics has been violated. The participants of the study were academics from the School of Teacher Education at the Central University of Technology, Free State. Questionnaires, documentary analysis, and interviews were used as the main data collection instruments. The study revealed that a negative perception amongst academic staff existed with regard to programme re-accreditation. Furthermore, the study also established that it is still difficult for academic staff to identify the difference between the role played by the government (accountability) and as compared to academic freedom.
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SELESHO, JACOB. "The impact of programme accreditation in a transformed higher education institution". Journal of Quality in Education 4, n.º 4Bis (11 de noviembre de 2013): 17. http://dx.doi.org/10.37870/joqie.v4i4bis.121.
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The perception held by academic staff of programme re-accreditation has been a major problem in South African Higher Education Institutions. Academics are concerned about the influence of the government in their daily operation, while the government claims that they want to be accountable to the public for money spent on Higher Education. To a large extent, academics believe that the role of the government amounts to interfering rather than being accountable and that the academic freedom of academics has been violated. The participants of the study were academics from the School of Teacher Education at the Central University of Technology, Free State. Questionnaires, documentary analysis, and interviews were used as the main data collection instruments. The study revealed that a negative perception amongst academic staff existed with regard to programme re-accreditation. Furthermore, the study also established that it is still difficult for academic staff to identify the difference between the role played by the government (accountability) and as compared to academic freedom.
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Newson, Janice y Claire Polster. "Reclaiming Our Centre". Science & Technology Studies 14, n.º 1 (1 de enero de 2001): 55–75. http://dx.doi.org/10.23987/sts.55141.
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In recent years, the autonomy of academics in many countries has been progressively undermined by a number of local, national and international developments. The purpose of this paper is to reveal how academic autonomy is being infringed. It aims also to critique the ways in which academics have been responding – both individually and collectively – to these infringements. Specifically, we argue that the ways in which academics have been defending against the erosion of their autonomy actually serves to further advance this process. We attribute this paradox to academics’ impoverished conception of professional autonomy and reassert a more robust conception and practice of academic autonomy as a means of remedying the situation.
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Davey, Todd y Victoria Galan-Muros. "Understanding entrepreneurial academics ‐ how they perceive their environment differently". Journal of Management Development 39, n.º 5 (6 de junio de 2020): 599–617. http://dx.doi.org/10.1108/jmd-09-2019-0392.
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PurposeAcademic entrepreneurship is seen as a pathway for universities to create value from their knowledge. However, there has been a lack of clarity about what activities constitute academic entrepreneurship, the different type of entrepreneurial academics and how their perceptions of their environment relate to their engagement.Design/methodology/approachDrawing on a large data set of 10,836 responses across 33 countries, the empirical study investigates European academics who undertake four academic entrepreneurship activities (spin-out creation, commercialisation of R&D results, joint R&D and consulting) to determine if they perceive the environment for academic entrepreneurship differently than those who undertake only some of the activities and those undertaking none at all.FindingsThe findings show that less than 1% of academics undertake exclusively spin-offs creation or R&D commercialisation; however, the majority also engage in other entrepreneurial activities such as joint R&D and consulting and even other education and management engagement activities with industry. In addition, entrepreneurial academics in Europe perceive significantly higher motivators and more developed supporting mechanisms for academic entrepreneurship. However, their perceptions of barriers are similar.Practical implicationsAt a managerial and policy level, the study results call into question universities prioritising a narrow view of academic entrepreneurship which focusses only on spin-offs creation and R&D commercialisation. Instead, a broader view of academic entrepreneurship is recommended and appropriate mechanisms in place to enable academics to achieve research outcomes from their entrepreneurial activity.Originality/valueThis paper offers an important contribution on how the perception of the environment contributes to the development of entrepreneurial behaviour in individual academics.
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Dakhil, Zainab Atiyah, Moatamn Skuk y May Al-Jorani. "Challenges faced by Iraqi academics in career advancement and promotion". Learning and Teaching 17, n.º 1 (1 de marzo de 2024): 107–21. http://dx.doi.org/10.3167/latiss.2024.170106.
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Abstract Considering the lack of data from Iraq on the challenges faced by academics regarding academic advancement, we aimed to explore the main challenges faced by academic faculty members in Iraq in achieving academic advancement and promotion. A cross sectional 24-item Google form survey was shared via social media; 130 Iraqi academics responded. Lack of research funding and poor research infrastructure were the most common barriers for academic advancement. Most academics agreed that the cost of promotion requirements is considered a lot compared to their income. This is the first study that has explored this issue in Iraq and suggests future strategies to overcome these barriers.
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Jiang, Qinxu, Hugo Horta y Mantak Yuen. "Factors related to university teaching that influence academic success of international medical students in China". F1000Research 11 (4 de agosto de 2022): 894. http://dx.doi.org/10.12688/f1000research.123281.1.
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Background: Academic success of international medical students enrolled in Chinese universities is of great significance, because it directly influences their performance in the license exam and in obtaining a job. Insufficient research has been conducted on academics’ awareness of factors related to teaching that affect their students’ academic success. Methods: Semi-structured interviews were conducted with academics (N=36) from November 2020 to January 2021 at two medical universities in China. Each interview, lasting between 30 to 70-min, was audiotaped, transcribed verbatim and analyzed using thematic analysis. Results: The important teaching factors that academics perceived to influence the success of students are: (i) style of pedagogy, (ii) addressing students’ language difficulties and differences, (iii) teaching resources management, (iv) attributes of the academics, (v) supervision and guidance by the academics, (vi) rapport between the academic and student, (vii) linking teaching content to license exams, (viii) classroom discipline management, and (ix) assessment style. Conclusions: University faculties and departments that are involved in teaching international medical students need to ensure that academic staff are provided with ongoing professional development and resources to enhance teaching quality. The nine areas identified above should provide priority topics for such staff training.
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Baleni, Zwelijongile Gaylard, Mqondisi Andrea Buka y Clever Ndebele. "EXPLORING LECTURERS’ RESISTANCE TO ACADEMIC STAFF DEVELOPMENT AT A HIGHER EDUCATION INSTITUTION IN THE EASTERN CAPE, SOUTH AFRICA". Education. Innovation. Diversity. 1, n.º 4 (21 de junio de 2022): 6–19. http://dx.doi.org/10.17770/eid2022.1.6738.
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Higher education institutions and specifically lecturers must stay pertinent and informed of the changes in the academic world. The necessity for staff development programmes in higher education institutions is in accordance with the acknowledgment that transformation for academics is crucial and they need to continually consider their practices to stay pertinent in their disciplines and in teaching and learning issues. Using Karl Marx critical theory, this article explores some dialogue that build lecturers’ assertiveness towards teaching and learning in their fields of study. It strives to explore academics' struggle to engage in initiatives on professionalising academic training. Lecturers might interpret academic staff development initiatives as dictatorial and these result in unwanted consequences for both academics and the institution. The study used the 2017-2018 Campus academics statistics on Academic Staff Development (ASD) workshops to sample participants. Questionnaires were sent through google docs to 80 participants. The findings show that there is resistance to undertake professional development courses because of departmental cultures and traditions are detrimental to academic staff development; workload; undervaluing teaching and learning; workshop emphasis on the theoretical features of teaching than practical examples as well as lack of motivation and incentives among others. A well-planned and continuous ASD creates better impact on encouraging and professionalising academics on innovative pedagogies.
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Zhao, Zhiyan y Zhi Chen. "The Effect of University Context on Academics' Engagement with Industry". SHS Web of Conferences 96 (2021): 02006. http://dx.doi.org/10.1051/shsconf/20219602006.
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Drawing on the theory of planned behavior, this study investigates the impact of academics' perception of university context on their engagement with industry via the mediation of academics' intention to industrial collaborations. The third mission and supportive policy were put forward as two university influence factors. From analysis results of 564 questionnaire responses, we found that academics' perception of university context had significant effect on academic engagement. In addition, the relationship between university mission, supportive policy and academics' industrial engagement were partially mediated by academics' intention to industrial collaboration.
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Jamaludin, Thandar Soe Sumaiyah, Mohd. Said Nurumal, Norfadzilah Ahmad, Siti Aesah Naznin Muhammad y Chong Mei Chan. "Soft skills elements in structured clinical skill assessment: a qualitative study". Bali Medical Journal 11, n.º 3 (16 de noviembre de 2022): 1666–74. http://dx.doi.org/10.15562/bmj.v11i3.3721.
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Introduction: The intangible nature of soft skills makes it difficult for nursing academics to evaluate nursing students' attainment of these skills. Most of the time, academics focus more on assessing nursing students' knowledge and performance (hard skills) in clinical skill assessments. In focusing primarily on assessing nursing students' hard skill competencies, the nursing profession has given inadequate attention to developing their soft skill competencies. Thus, this study aimed to explore the nursing academic's view on soft skills elements in structured clinical skill assessment for the undergraduate nursing program. Method: This study was conducted using a qualitative approach. A total of 10 nursing academics were involved, and they were recruited through a purposive sampling method. Data was collected through in-depth interviews using open-ended questions to gain insight into nursing academics' perception of soft skills elements in structured clinical skill assessment for the undergraduate nursing program. Data analysis was conducted by using an inductive content analysis method. Results: Four themes emerge from this study. These are 1) awareness and involvement, 2) Factors influencing on implementation of soft skills in the structured clinical skills assessment, 3) academic responsibility, and 4) suggestions to overcome barriers. Conclusion: Findings from this study provide new insights into the nursing academic perception of soft skills elements in structured clinical skill assessments of undergraduate nursing program needs improvement and proper structure on how/what are the soft skills elements that want to measure for nursing students. These findings would assist in developing a more strategic framework for soft skills elements in structured clinical skill assessments to produce quality nursing graduates.
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Yu, Li, Hui Guo, Olivier Bégin-Caouette, Silvia Mirlene Nakano Koga y Grace Karram Stephenson. "Academic Entrepreneurial Engagement among Academics in Canada and China: The Impact of Research Orientation and University Expectations". Sustainability 15, n.º 1 (26 de diciembre de 2022): 336. http://dx.doi.org/10.3390/su15010336.
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Despite a growing awareness of academic entrepreneurship undertaken by professors around the globe, there remain unanswered questions regarding how individual and organizational characteristics shape academics’ decision to engage in entrepreneurial activities. Drawing on data from the 2017–18 Academic Profession in the Knowledge-based Society (APIKS) survey, this study examines research-based and teaching-based academic entrepreneurship engagement in two countries, namely Canada and China, and examines through logistic regressions how academics’ individual research orientation and perceptions of their university’s expectations affect their likelihood of engaging in entrepreneurial activities. The results show that a majority of faculty members in the two countries are involved in entrepreneurial activities, including research-based activities (such as contract research, joint research and publications, and consultancy) and teaching-based activities (such as supervising student internships, volunteer-based work, and public lectures). Regression results suggest that academics who emphasize a theoretical research orientation are less likely to demonstrate entrepreneurial involvement, while academics who report a practical, commercial, or social research orientation are more likely to demonstrate entrepreneurial involvement. Academics who perceive that their university expects them to engage in entrepreneurial activities are also more likely to do so. These findings shed light on ways to reinforce academics’ social involvements and contributions in both countries.
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Kadıoğlu, Ayşe. "Reading John Stuart Mill in Turkey in 2017". Middle East Law and Governance 10, n.º 2 (2 de agosto de 2018): 203–32. http://dx.doi.org/10.1163/18763375-01002001.
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Academic freedom has eroded and continues to erode in an unprecedented magnitude in Turkey especially since the failed coup attempt of July 15, 2016. During this time, thousands of academics were purged from their positions including Academics for Peace who signed a petition calling for an end to the atrocities against Kurdish citizens and a peaceful resolution of the conflict in the southeastern provinces of Turkey. Such authoritarian backsliding was accompanied by a discourse that blurred the distinction between opinion and truth. Academics were increasingly ostracized and viewed as non-members of what came to be referred as New Turkey. A discourse of rejection replaced criticism and an unprecedented dissonance emerged between the current academic debate on free speech as well as academic freedom and the tragic reality faced by academics in Turkey making it impossible for them to continue their vocational existence.
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Brown, Katie y Anna Mountford-Zimdars. "Exploring academic hiring and life in humanities and social sciences at an English research university through a PhD students-as-partners project". Studies in Graduate and Postdoctoral Education 8, n.º 1 (8 de mayo de 2017): 15–29. http://dx.doi.org/10.1108/sgpe-02-2016-0001.
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Purpose The purpose of this study is twofold: to make explicit academics’ tacit knowledge of academic employment and to develop the educational research and employability skills of 12 postgraduate researchers. Design/methodology/approach Twelve postgraduate researchers from ten different disciplines conducted 24 semi-structured interviews (12 with early career academics, 12 with senior academics). Respondents shared the skills, experiences and attributes sought when hiring and their lived experience of being academics. Findings The importance given to both explicitly stated (publications, teaching experience) and implicit (values, behaviour) factors varies greatly among individual academics. There is a mismatch between stated job requirements and the realities of academic life. A students-as-partners project fosters critical engagement with these questions and offers other benefits to participants. Research limitations/implications Most respondents work at one research-intensive English institution, potentially limiting generalisability to teaching-led and international institutions. Practical/implications Researcher development programmes should make explicit the range of factors considered in hiring while also encouraging critical engagement with the realities of academic work. Through students-as-partners projects, postgraduate research students can uncover first-hand what academic life is like and what hiring committees are looking for. Originality/value Through involving students-as-partners, the research question changed to reflect the actual concerns of those contemplating an academic career. Students gained invaluable awareness of academic hiring and insights into academic life, as well as transferable skills.
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Brym, Robert Joseph y M. Reza Nakhaie. "Professional, Critical, Policy, and Public Academics in Canada". Canadian Journal of Sociology 34, n.º 3 (29 de mayo de 2009): 655–70. http://dx.doi.org/10.29173/cjs6305.
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This paper analyzes the results of a unique 2000 study of a representative sample of Canadian academics (n=3,318) in order to provide the first empirical assessment of Burawoy’s intellectual types: professional, critical, policy, and public intellectuals. After determining the distribution of academic types in the Canadian professoriate as a whole, the paper demonstrates that academic types fall along a left-right continuum, different fields of study contain different distributions of academic types, and public, policy, and critical academics tend to have different socio-demographic and economic characteristics than professional academics. The picture that emerges from the analysis is of a professoriate whose contours substantiate the broad outlines of Burawoy’s typology.