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Melville, Angela, e Amy Barrow. "Persistence Despite Change: The Academic Gender Gap in Australian Law Schools". Law & Social Inquiry 47, n. 2 (9 dicembre 2021): 607–34. http://dx.doi.org/10.1017/lsi.2021.52.
Testo completoAbstract (sommario):
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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Cannizzo, Fabian. "‘You’ve got to love what you do’: Academic labour in a culture of authenticity". Sociological Review 66, n. 1 (1 febbraio 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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Whelan, Andrew. "Academic critique of neoliberal academia". Sites: a journal of social anthropology and cultural studies 12, n. 1 (15 dicembre 2015): 130. http://dx.doi.org/10.11157/sites-vol12iss1id258.
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Benda, Libor. "Akademie, politika a akademie jako politika: Ke kritice „rozšířeného“ pojetí akademické svobody". Acta FF 12, n. 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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Ellis, Bronwyn, Janet Sawyer, Maureen Dollard e Dianne Boxall. "Working As Rural Academics". Australian and International Journal of Rural Education 12, n. 1 (1 marzo 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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Strasburger, Victor C. "How Academia Is Failing Academic Faculty". Clinical Pediatrics 54, n. 11 (27 novembre 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, n. 4842 (19 febbraio 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 e Rui Santiago. "Academic inbreeding in the Portuguese academia". Higher Education 69, n. 6 (15 ottobre 2014): 991–1006. http://dx.doi.org/10.1007/s10734-014-9818-x.
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Coşkan, Canan, Yasemin Gülsüm Acar e Aydın Bayad. "Revealing the manifestations of neoliberalism in academia: Academic collective action in Turkey". Journal of Social and Political Psychology 9, n. 2 (7 settembre 2021): 401–18. http://dx.doi.org/10.5964/jspp.7077.
Testo completoAbstract (sommario):
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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Stefanova, Vasilena, e Ioana Latu. "Navigating the leaky pipeline: Do stereotypes about parents predict career outcomes in academia?" PLOS ONE 17, n. 10 (5 ottobre 2022): e0275670. http://dx.doi.org/10.1371/journal.pone.0275670.
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The motherhood penalty seemingly reflects a preference to hire female professionals who are not parents compared to mothers, however, little is known about whether this effect is attributable to parent stereotypes per se. Study 1 assessed the content of the parent-academia stereotypes of 180 individuals working in Education and revealed stronger stereotypical associations of fathers with academia than mothers. Study 2 investigated what parent-academia stereotypes predict in terms of endorsements for hiring men versus women in a mock hiring task set in an academic context. Academics (N = 112) evaluated mock job candidates for an Assistant Professor post while the gender, parental status and leave status of the candidates were manipulated. The findings showed that parents were significantly less likely to be endorsed to be hired than non-parents, regardless of gender. Parent-academia stereotypes led to biased hiring recommendations, such that a greater endorsement of parent-academia stereotypes predicted a reduced likelihood to endorse hiring parents compared to non-parents. Implications for reducing parent stereotypes in academic contexts are discussed.
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Phillips, Matthew J., Peta L. Dzidic e Emily L. Castell. "Exploring and Critiquing Women’s Academic Identity in Higher Education: A Narrative Review". SAGE Open 12, n. 2 (aprile 2022): 215824402210961. http://dx.doi.org/10.1177/21582440221096145.
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Academia has been characterized as traditional, hierarchical, and selective, founded on patriarchal, imperial, and colonial values that construct and maintain gendered roles and regulations. This has been proposed to disadvantage how women experience, and identify within, academia. A narrative review was conducted to review the literature on women’s academic identities and experiences, and critique the dominant ways of knowing, being, and doing in academia. Thematic synthesis was conducted on 56 qualitative studies (published 2010–2019), illustrating the impact of these values on women’s academic identities and experiences, and normative gendered stereotypes and practices that impact women academics. Furthermore, existing literature is critiqued, exploring the influence of dominant ways of being and knowing (on how questions are asked, the constructs explored, the design decisions made). By providing this commentary, future research can focus on problematizing the system and dismantling the problematic conditions (e.g., underrepresentation, discrimination, and gendered stereotyping) for women in academia.
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Argento, Daniela, Dorota Dobija e Giuseppe Grossi. "The disillusion of calculative practices in academia". Qualitative Research in Accounting & Management 17, n. 1 (13 gennaio 2020): 1–17. http://dx.doi.org/10.1108/qram-12-2019-0130.
Testo completoAbstract (sommario):
Purpose The purpose of this paper is to highlight and compare insights from research conducted in different disciplines on the effects of the use of calculative practices in academia. It also acts as an introduction to the special issue on “governing by numbers: audit culture and contemporary tales of universities’ accountability”. Design/methodology/approach This paper reviews the findings and reflections provided in academic literature on the various types of consequences stemming from the diffusion of the “audit culture” in academia. In so doing, it draws upon insights from previous literature in education, management and accounting, and other papers included in this special issue of Qualitative Research in Accounting and Management. Findings The literature review shows that a growing number of studies are focussing on the hybridization of universities, not only in terms of calculative practices (e.g. performance indicators) but also in relation to individual actors (e.g. academics and managers) who may have divergent values, and thus, act according to multiple logics (business and academic logics). It highlights many areas in which further robust academic research is needed to guide policy and practice developments in universities. Research limitations/implications This paper provides academics, regulators and decision-makers with relevant insights into the critical issues of using calculative practices in academia. Despite the negative effects have been observed in various disciplines, there is an evident perpetuation in the use of those practices. Originality/value This paper contributes to the ongoing debates on the disillusion of calculative practices in academia. Yet, positive changes can be achieved within the complex settings of “hybrid” universities when the apparent class division between academics and managers is bridged.
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Stavnyuk, V. V. "ACADEMIA AETERNA". Visnik Nacional'noi' academii' nauk Ukrai'ni 10 (20 ottobre 2018): 3–16. http://dx.doi.org/10.15407/visn2018.10.003.
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Giannattasio, Arthur Roberto Capella, Débora Roma Drezza e Maria Beatriz Wehby. "In/on applied legal research: Pragmatic limits to the impact of peripheral international legal scholarship via policy papers". Leiden Journal of International Law 34, n. 3 (27 maggio 2021): 571–83. http://dx.doi.org/10.1017/s0922156521000315.
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AbstractThis article examines the limits that academics from peripheral countries might encounter while trying to influence the decision-making process inside an international organization. Although there are different mechanisms whereby academia might influence non-academic debates, we highlight here the use of policy papers, in order to examine and discuss the non-textual barriers which might be faced by those academics. After an analysis of primary sources this article presents some pragmatic limits in the use of policy papers and discusses the consequences of this condition for the legitimation of international organizations. As such, relevant international organizations still seem to be unresponsive to some initiatives in particular: closed to the spontaneous participation of academia; and not willing to call for contributions from academic communities. This is particularly relevant for contributions from peripheral academia and other non-state actors, who lack the capability to disturb the traditional ideational power exercised by core (Western) countries and by state-centric ideology in current international law.
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Kuoppakangas, Päivikki, Kati Suomi, Elias Pekkola, Jussi Kivistö, Tomi Kallio e Jari Stenvall. "Theoretical, practical and hybrid ex-academics: Career transfer stories". European Educational Research Journal 20, n. 1 (23 aprile 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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Talbot, Catherine V., e Madeleine Pownall. "“If your institution refuses to provide what you need, create it yourself”: Feminist praxis on #AcademicTwitter". Feminism & Psychology 32, n. 1 (16 dicembre 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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Wong, Andrew. "My Foray into the Other Side: Preparing Students for Corporate Careers". Practicing Anthropology 32, n. 2 (22 marzo 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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Cansu, Dayan. "Gender and women’s studies: Situated academic marginalization". Sociologija 60, n. 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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Dołowy-Rybińska, Nicole. "Publishing policy: toward counterbalancing the inequalities in academia". International Journal of the Sociology of Language 2021, n. 267-268 (1 marzo 2021): 99–104. http://dx.doi.org/10.1515/ijsl-2020-0090.
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Abstract This article touches upon the problem of inequalities in academia resulting from neoliberal capitalism and existing publishing policy and discusses its possible consequences. Building on the author’s own experiences as a researcher working on linguistic minorities and as an academic administrator, it explores how power relations work in parts of the scientific world situated on the peripheries of the Western “centre” – via the neoliberal economy, access to funding and international recognition. Publishing in high-status, English-language journals requires “non-centre” academics to adopt Western conventions of publishing, including in the style of reasoning, the structure of the text, and preferring references from the Anglo-American academic tradition. Only by complying can such researchers secure a place in academia and further their careers. However difficult it may be, the author argues, the hegemony of Western-model knowledge construction may only be questioned from inside, by the “centre” academics.
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Benjamin, Ernst, Jordan E. Kurland e Iris F. Molotsky. "On "Accuracy in Academia" and Academic Freedom". Academe 71, n. 5 (1985): 1a. http://dx.doi.org/10.2307/40249485.
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Christensen, Marit, Jeremy Dawson e Karina Nielsen. "The Role of Adequate Resources, Community and Supportive Leadership in Creating Engaged Academics". International Journal of Environmental Research and Public Health 18, n. 5 (9 marzo 2021): 2776. http://dx.doi.org/10.3390/ijerph18052776.
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The vast majority of research in academia focuses on the adverse working conditions and poor wellbeing. The present paper presents a positive view on the factors that may promote work engagement in academia. Based on conservation of resources theory, we suggest that academic resources may be related to a social community at work, which in turn creates work engagement among academics. Having positive leadership in the form of fair leadership may be an important contextual factor ensuring that resources are shared fairly and openly. In a study of 1499 academics in Norwegian universities, we found that sufficient administrative resources to support teaching duties were positively related with work engagement, and that a sense of community mediated the relationship between academic resources for teaching and work engagement. These results propose that building academics’ social resources by providing them with the necessary resources to perform their jobs will buffer the impact of a leadership that is perceived to be unfair and help them to perform their work in a positive way. Our results carry important implications for how positive psychology may be used to support engaged workers in academia.
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Moriarty, Philip. "Reclaiming academia from post-academia". Nature Nanotechnology 3, n. 2 (27 gennaio 2008): 60–62. http://dx.doi.org/10.1038/nnano.2008.11.
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Elangovan, A. R., e Andrew J. Hoffman. "The Pursuit of Success in Academia: Plato’s Ghost Asks “What then?”". Journal of Management Inquiry 30, n. 1 (15 marzo 2019): 68–73. http://dx.doi.org/10.1177/1056492619836729.
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What do we pursue as we seek success in academia? For most, the path to academic success focuses narrowly on A-level journal publications, which has caused a stealthy but steady erosion in the very essence of academia. In this essay, we explore that erosion by drawing on the poem by William Butler Yeats titled “What then?” to highlight the questions, doubts, and perils that lie at each of the four stages of academic life: doctoral student, junior professor, senior professor, and professor emeritus. We then offer a new set of questions that academics may ask at each stage to remain true to their sense of scholarly identity and calling. Our hope is to shine a critical spotlight on the modal journey and inspire a confident and courageous few to deviate from that well-trodden path and chart a course that is truer to the essence, purpose, and potential of academia.
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Guerin, Cally. "Stories of moving on HASS PhD graduates’ motivations and career trajectories inside and beyond academia". Arts and Humanities in Higher Education 19, n. 3 (11 marzo 2019): 304–24. http://dx.doi.org/10.1177/1474022219834448.
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It is widely accepted that the academic job market is very limited and unlikely to expand any time soon, yet enrolments in PhDs continue to rise. If the PhD is no longer preparation for academia, where do these graduates go on completing their degrees? This study of Australian PhD graduates in Humanities, Arts and Social Sciences (HASS) explores motivations to undertake a research degree, their experiences of academia, and their current employment. These personalised narratives reveal the impact and value of doctoral education on the employment trajectories of HASS PhD graduates in non-academic careers. These stories uncover both the ‘cruel optimism’ and positive employment outcomes experienced by HASS doctorate holders. It is argued that commencing PhD candidates should be encouraged from the outset to seriously consider their doctorate as preparation for careers beyond academia; rather than being ‘failed academics,’ these graduates succeed as high-level knowledge workers.
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Kirpitchenko, Liudmila. "Comparing Experiences of Academic Mobility and Migration". Comparative Sociology 13, n. 2 (8 maggio 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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Ramirez, Carla C. "Epistemic Disobedience and Grief in Academia". Education Sciences 11, n. 9 (30 agosto 2021): 477. http://dx.doi.org/10.3390/educsci11090477.
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Drawing on conversations with foreign women in academic positions at one major University in Norway, this article is inspired by Barad’s and Haraway’s theorizing on how matter and discourse are mutually constituted through a diffractive approach. Understanding diffraction as an embodied engagement, a becoming with the data through shared entanglements, this article argues that the researcher’s personal background cannot be separated from the data produced. Departing from the decolonial theorist Castro-Gómez concept ‘hubris of zero-point epistemology’, the existence of an abstract and transcendental western universalism, where ‘the observer observes without been observed’ (Domínguez 2020; Mignolo 2009), assemblages of foreign female academics are explored through posthuman feminism and decolonial perspectives (Jackson and Mazzei 2012; Taguchi 2012; Puwar 2004). Through immersion in assemblages of contradictions, strength, and resistance, this article contends that policymakers’ good intentions of diversity in higher education, and the existence of different bodies, are shaking the world of academia, albeit slowly. Academia is still immersed in zero-point epistemology, favoring western, upper-class, paternalist, and meritocratic thought, detached from academics’ embodied knowledge. This brings into existence ‘bodies out of place’, re/producing grief, resistance, and epistemic disobedience when some academics are not suitable of becoming real academics.
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Goluses, Nicholas, e Marta Casals-Istomin. "Academia". American String Teacher 42, n. 4 (novembre 1992): 27. http://dx.doi.org/10.1177/000313139204200406.
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Christopher, Elizabeth. "Academia". International Journal of Intercultural Relations 11, n. 2 (gennaio 1987): 191–206. http://dx.doi.org/10.1016/0147-1767(87)90018-6.
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Pinto, Nilton de Paiva. "Academia Brasílica dos Esquecidos: história e literatura". O Eixo e a Roda: Revista de Literatura Brasileira 31, n. 2 (8 settembre 2022): 73. http://dx.doi.org/10.17851/2358-9787.31.2.73-91.
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Resumo: Este artigo investiga e descreve o funcionamento da Academia Brasílica dos Esquecidos, fundada na colônia portuguesa na América, em 1724. As informações aqui reunidas foram colhidas nos códices que contêm as produções acadêmicas e em outras fontes bibliográficas. Esses códices foram publicados por José Aderaldo Castello entre 1969 e 1971. Essa Academia desempenhou importante papel histórico no desenvolvimento da organização de atividades intelectuais na colônia portuguesa, que viria, um século mais tarde, a ser um país independente, o Brasil. A Academia foi fundada para cumprir orientações emanadas da Academia Real de História Portuguesa, criada em Lisboa. Seu principal objetivo era a produção de uma História da colônia, dividida em quatro partes: natural, militar, eclesiástica e política. Além dos textos historiográficos, encomendados a quatro dos acadêmicos, os demais membros apresentavam produções poéticas em todas as sessões (sobre temas que lhes eram também encomendados). O acadêmico Sebastião da Rocha Pita, um dos mais importantes membros da Academia, foi objeto de algumas considerações ao longo do artigo.Palavras-chave: movimento academicista no Brasil; Academia Brasílica dos Esquecidos; História e literatura.Abstract: This paper investigates and describes the inner workings of the Academia Brasílica dos Esquecidos, founded in the Portuguese colony in the Americas in 1724. Data was collected from codices containing academic productions of this institution published by José Aderaldo Castello between 1969 and 1971 and other bibliographical sources. This Academy played an important historical role in the organization of intellectual activities in the Portuguese colony that would, a century later, become an independent country, Brazil. Founded to comply with guidelines issued by the Royal Academy of Portuguese History, created at Lisbon, the Academy’s main goal was to write a history of the colony, divided into four parts: natural, military, ecclesiastical, and political. Besides historiographical texts, requested from four of the academics, the other members produced poetic writings in all genres (on preestablished topics). Scholar Sebastião da Rocha Pita, a key member of the Academy, was the object of some considerations throughout the text.Keywords: academic movement in Brazil; Academia Brasílica dos Esquecidos; history and literature.
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Olszewski, Marcin, e Marlena Bednarska. "THE GENDER GAP IN UNIVERSITY-TO-INDUSTRY KNOWLEDGE TRANSFER ENGAGEMENT: A CASE STUDY OF TOURISM ACADEMIA IN POLAND". Folia Turistica 55 (30 giugno 2020): 11–24. http://dx.doi.org/10.5604/01.3001.0014.2416.
Testo completoAbstract (sommario):
Purpose. The purpose of the paper is twofold: to identify the gender gap in tourism academia in Poland and to explore gender-related differences in knowledge commercialisation activities among tourism academics. Method. The results are based on an empirical study conducted in 2018 among 76 scientists involved in tourism research. The data analysis involved descriptive statistics and non-parametric tests. Findings. Research revealed that women are under-represented in senior tourism academia positions in Poland and that there is imbalance in entrepreneurial self-confidence to the disadvantage of women. But contrary to hypotheses, women in Polish tourism academia turned out to be over-represented among scientists sitting in governing bodies of scientific and industrial organisations as well as among scientists involved in knowledge transfer activities to industry. Research and conclusions limitations. The sample size is relatively small, therefore, generalisation of the findings beyond the specific context of this research is restricted. Practical implications. The study emphasizes the importance of developing practices that promote academic gender equity, in particular, those that remove systemic barriers which restrain women’s capacity to reach senior academic positions. Originality. The paper addresses the knowledge gap in tourism studies pertaining to gender disparities in academia, which remains an under-researched phenomenon and requires further investigation. Type of paper. Research article.
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Silva, Luiz Henrique da, Antônio Carlos Tavares Junior e Alexandre Janotta Drigo. "Produção científica no judô: da academia às academias". Conexões 6 (14 luglio 2008): 665–67. http://dx.doi.org/10.20396/conex.v6i0.8637866.
Testo completoAbstract (sommario):
O objetivo do trabalho foi identificar se o conhecimento produzido na área acadêmica está sendo utilizado pelos profissionais do judô. Além disso, foi verificada a integração dos profissionais do esporte judô com os profissionais da área da ciência do desporto. Dezessete técnicos de judô do estado de São Paulo responderam um questionário elaborado especificamente para este estudo, o qual foi validado por 4 professores universitários da área de atuação relacionada a lutas ou judô. Os resultados mostraram que a minoria destes técnicos possui a graduação em educação física. Os participantes têm preferência pelos conhecimentos específicos do judô em detrimento dos conhecimentos das áreas da ciência do desporto e acham que o profissional de educação física seria o profissional ideal para a interação no desenvolvimento de seus programas de treinamento.
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Yu, Seung-Hum. "Academia is Flooded with Number of Academic Societies". Journal of the Korean Medical Association 41, n. 6 (1998): 582. http://dx.doi.org/10.5124/jkma.1998.41.6.582.
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Iñiguez De Onzoño, Santiago, e Salvador Carmona. "The academic triathlon – bridging the agora and academia". Journal of Management Development 35, n. 7 (8 agosto 2016): 854–65. http://dx.doi.org/10.1108/jmd-10-2014-0117.
Testo completoAbstract (sommario):
Purpose – The purpose of this paper is to address the lack of relevance of business school research and how the potential gap between research and practice may be related to the lack of interaction between faculty members and non-academic stakeholders (e.g. industry, professions, society). Design/methodology/approach – The review of the extant literature in this area is combined with the experiences and discussions with business school leaders from around the world. Findings – The problematization of the lack of relevance of business school research leads us to conclude that it is a case of reward folly; the authors hope for relevance to external stakeholders but the authors reward for relevance to academic stakeholders. Drawing on Stokes’ (1997) research taxonomy, the authors conclude that business-school research should combine internal and external validity, which would involve business school faculty performing rigorous and relevant research, and interacting with practitioners; that is, an “academic triathlon”. Social implications – Faculty members should conduct research and teaching activities as well as interact with industry, and act to disseminate their research findings among external stakeholders. Consequently this should have implications for both the academic structure at business schools and the resources available to faculty members. Proceeding in this way will result in the narrowing of the gap of understanding between faculty members and management, and ultimately, to bridge the gap between contemporary versions of the Agora and the Academe. Originality/value – The authors provide a taxonomy of stakeholders of business school research and outline changes in the structure of business schools, resources provided to faculty members and impact on accreditation agencies.
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MAI, WILFRIED, e JAMES SUTHERLAND-SMITH. "ACADEMIC RADIOLOGY CAREERS: WHAT IS ACADEMIA ALL ABOUT?" Veterinary Radiology & Ultrasound 51, n. 3 (2 febbraio 2010): 239–45. http://dx.doi.org/10.1111/j.1740-8261.2010.01685.x.
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Kremakova, Milena. "Accelerating Academia: The Changing Structure of Academic Time". International Studies in the Philosophy of Science 31, n. 2 (3 aprile 2017): 221–24. http://dx.doi.org/10.1080/02698595.2018.1424766.
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Basch, Linda, e Lucie Wood Saunders. "Restructuring Academia and the Negotiation of Academic Power". Anthropology of Work Review 15, n. 1 (marzo 1994): 12–17. http://dx.doi.org/10.1525/awr.1994.15.1.12.
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Kasper, Ekkehard M., Edwin G. Fischer e Christoph B. Ostertag. "Quo Vadis, Academia? Can Academic Neurosurgery Be Resurrected?" World Neurosurgery 78, n. 1-2 (luglio 2012): 20–23. http://dx.doi.org/10.1016/j.wneu.2011.04.002.
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Fuller, Steve. "American ambivalence toward academic freedom". Behavioral and Brain Sciences 29, n. 6 (dicembre 2006): 577–78. http://dx.doi.org/10.1017/s0140525x06009228.
Testo completoAbstract (sommario):
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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Huopalainen, Astrid S., e Suvi T. Satama. "Mothers and researchers in the making: Negotiating ‘new’ motherhood within the ‘new’ academia". Human Relations 72, n. 1 (17 aprile 2018): 98–121. http://dx.doi.org/10.1177/0018726718764571.
Testo completoAbstract (sommario):
How do early-career academic mothers balance the demands of contemporary motherhood and academia? More generally, how do working mothers develop their embodied selves in today’s highly competitive working life? This article responds to a recent call to voice maternal experiences in the field of organization studies. Inspired by matricentric feminism and building on our intimate autoethnographic diary notes, we provide a fine-grained understanding of the changing demands that constitute the ongoing negotiation of ‘new’ motherhood within the ‘new’ academia. By highlighting the complexity of embodied experience, we show how motherhood is not an entirely negative experience in the workplace. Despite academia’s neoliberal tendencies, the social privilege of whiteness, heterosexuality and the middle class enables – at times – simultaneous satisfaction with both motherhood and an academic career.
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Grant, David B., Gyöngyi Kovács e Karen Spens. "Questionable research practices in academia: antecedents and consequences". European Business Review 30, n. 2 (12 marzo 2018): 101–27. http://dx.doi.org/10.1108/ebr-12-2016-0155.
Testo completoAbstract (sommario):
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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Y. Teng, Minnie, Mary-Lou Brown, Tal Jarus e Laura Yvonne Bulk. "How does a sense of belonging develop in postsecondary? A conceptual Belonging in Academia Model (BAM) from sighted perspectives". Research in Education 108, n. 1 (20 ottobre 2019): 80–103. http://dx.doi.org/10.1177/0034523719882455.
Testo completoAbstract (sommario):
Belonging is associated with increased engagement in academic pursuits and well-being. However, there is a lack of research on how a sense of belonging develops in academia. The academic environment comprises largely of sighted individuals. Exploring sighted students, staff, and educators’ perceptions of belonging contributes to our understanding of environments that foster belonging for sighted individuals and their perceptions of the same for people who are blind. We conducted focus groups and in-depth interviews with 25 sighted people in academia to investigate how sense of belonging develops for them, and what facilitators and barriers would impact belonging in academia. Grounded theory was used to construct the Belonging in Academia Model (BAM), which explores how people perceive, create, and develop belonging in academia.
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Bloch, Charlotte. "Følelser og sociale bånd i Akademia". Dansk Sociologi 13, n. 4 (15 marzo 2006): 43–60. http://dx.doi.org/10.22439/dansoc.v13i4.432.
Testo completoAbstract (sommario):
Charlotte Bloch: Emotions and Social Bonds in Academia
The purpose of this article is to expand our understanding of social relations in academia by examining the role that the emotional dimensions of these social relations play in academic life. It is based on the results of an interview study of emotions and emotional culture among people in various scholarly positions in academia. The article makes analytical distinctions between the structural conditions of emotions, the emotional culture of academia, lived or felt emotions and the management of emotions. And it identifies different ways of managing the emotions of uncertainty, shame, anger, pride and laughter. These feelings emerge from the structural conditions of the social relations in academic life, and the tacit rules of feeling in academic life define how these feelings are managed. Life in academia presupposes a certain amount of feeling labour and management of feelings. Thomas Scheff’s theory about emotions and social bonds is employed to identify what this management of feelings means for social relations in academia. Bonds in academia are stable and fluctuate between solidarity, isolation and engulfment, but primarily the last two. Loneliness, group conformity, absence of real cooperation, and weakening of individual and collective creativity are some of the consequences of this kind of social bond.
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Perez Vico, Eugenia, e Olof Hallonsten. "A resource- and impact-based micro-level conceptualization of collaborative academic work". Aslib Journal of Information Management 69, n. 5 (18 settembre 2017): 624–39. http://dx.doi.org/10.1108/ajim-01-2017-0016.
Testo completoAbstract (sommario):
Purpose The purpose of this paper is to develop new conceptual tools for analyzing how contemporary collaborative academic work is organized on micro-level, and its social and economic impact, in broad terms. Thus it makes a contribution towards a better view on how contemporary academics organize their professional activities in light of profound changes to the framework conditions of academic work, and a better view on the productivity and potentially very wide societal impact of academia. Design/methodology/approach Based on previous research, the arguments are developed conceptually. The paper builds both on previous empirical findings and strong traditions in organization theory (resource dependence theory) and innovation studies. Findings The paper achieves a synthesized conceptual view on impact of academia, strongly related to how individual academics organize their professional activities today, given the recent profound structural changes to the academic system. The paper launches resource dependence as a key concept for understanding contemporary academic work in a collaborative context, and sequences of impact as a key tool for conceptualizing the very varied role of academia in society. Research limitations/implications While building strongly on previous research, the paper is conceptual in nature and thus its value lies chiefly in assisting future studies. Practical implications The contribution can assist in policymaking by promoting the achievement of more accurate and better balanced models and appraisal schemes. Originality/value The paper has theoretical originality and its synthesized argument about organizing and impact is of high value for current scholarly debate on these topics.
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Stahel, Rolf A., Denis Lacombe, Fatima Cardoso, Paolo G. Casali, Anastassia Negrouk, Richard Marais, Anita Hiltbrunner e Malvika Vyas. "Current models, challenges and best practices for work conducted between European academic cooperative groups and industry". ESMO Open 5, n. 2 (marzo 2020): e000628. http://dx.doi.org/10.1136/esmoopen-2019-000628.
Testo completoAbstract (sommario):
BackgroundThe academia-industry interface is important, and, despite challenges that inevitably occur, bears the potential for positive synergies to emerge. Perceived barriers to wider collaboration in academia-industry oncology research in Europe need to be addressed, current academic cooperative group and industry models for collaboration need to be discussed, and a common terminology to facilitate understanding of both sectors’ concerns needs to be established with an eye towards improving academia-industry partnerships on clinical trials for the benefit of patients with cancer.MethodologyCAREFOR (Clinical Academic Cancer Research Forum), a multi-stakeholder platform formed to improve the direction for academic clinical trials in the field of oncology in Europe, formed the CAREFOR-Industry Working Group comprised of experienced professionals from European academic cooperative groups joined by industry representatives selected based on their activities in the area of medical oncology. They jointly discussed academic cooperative groups, clinical trials conducted between academic cooperative groups and industry, examples of successful collaborative models, common legal negotiation points in clinical trial contracts, data access, and principles of interaction.ResultsFour principles of interaction between the academia and industry are proposed: (1) clarify the roles and responsibilities of all partners involved in the study, (2) involve legal teams from an early stage; (3) acknowledge that data is an important output of the study, (4) agree on the intent of the trial prior to its start.ConclusionsThe CAREFOR-Industry Working Group describes current models, challenges, and effective strategies for academia-industry research in Europe with an eye towards improving academia-industry partnerships on clinical trials for patients with cancer. Current perceived challenges are explained, and future opportunities/recommendations for improvement are described for the areas of most significant impact. Challenges are addressed from both the academic and industry perspectives, and principles of interaction for the optimal alignment between academia and industry in selected areas are proposed.
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Bridgstock, Martin. "Ethics at the Interface". Industry and Higher Education 10, n. 5 (ottobre 1996): 275–84. http://dx.doi.org/10.1177/095042229601000503.
Testo completoAbstract (sommario):
As academic science and industry work more and more closely together, ethical problems are likely to arise. These include the balancing of industrial requirements with public safety, the restriction of information flow in both research and teaching, the exploitation of knowledge acquired in academia and the declaration of conflicts of interest. Interviews indicated that academics were unyielding in their concern for public safety and generally condemned concealed conflicts of interest. However, they were much less concerned about the restriction of information flow in both research and teaching and generally regarded the commercial exploitation of knowledge acquired in academia as legitimate.
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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, n. 3/4 (20 agosto 2018): 132–47. http://dx.doi.org/10.1108/ijced-06-2018-0013.
Testo completoAbstract (sommario):
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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Thakur, Monika. "Navigating Multiple Identities: Decentering International Relations". International Studies Review 23, n. 2 (22 gennaio 2021): 409–33. http://dx.doi.org/10.1093/isr/viaa101.
Testo completoAbstract (sommario):
Abstract The article argues that academics navigate and occupy various localities, spaces, and identities, which allows them to be self-reflexive in understanding the inherent challenges in diversifying the discipline. Using personal narratives as a methodological and theoretical tool, this article situates plural experiences and contexts of a woman of color, working in precarity in academia. The intersection of multiple identities reveals various sites of privilege and oppression, and inclusion and exclusion. Unsettling and dismantling binaries and identities reveal complex entanglements and connections that provide more nuanced understandings of IR. This article further discusses ways the discipline of IR has excluded diverse theoretical and empirical knowledges and regions, including critical approaches and the Global South. This disciplinary exclusion and erasure is reproduced in everyday academic practice and can serve as an entry point to understand why diverse communities are underrepresented in IR. Further, academia is not immune from the functions of power and social and economic hierarchies in society, and those hierarchies are manifested in various forms of asymmetry observable in academia, especially toward diverse communities and academics working in precarity.
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Bula, Germán Ulises, e Sebastián Alejandro González. "Joy in Academia". International Journal of Systems and Society 5, n. 1 (gennaio 2018): 1–12. http://dx.doi.org/10.4018/ijss.2018010101.
Testo completoAbstract (sommario):
What is the role of academia in society as a whole? Is the sole role of schools and universities to provide training for the jobs marketplace, or should academia help in the work of society's ongoing adaptation and self-recognition? This article uses Stafford Beer's Viable System Model to argue that academia's role goes beyond servicing the economy, and that it must be organized in such a way that it can actually perform the roles of adaptation and re-thinking of identity of society. In order to perform these goals well, certain evaluative and organizational conditions must be met. The role of academia in society is construed as analogous to the role of positive emotions in human beings: they both serve to enhance the repertoire of possible actions of a system, and to integrate these possibilities in a coherent whole. Just as positive emotions need conditions of contextual safety, so does academia: therefore, it is necessary to revise certain evaluative practices that hinder academia's creative roles.
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Alonso-Galicia, Patricia Esther, Virginia Fernández-Pérez, Lázaro Rodríguez-Ariza e María del Mar Fuentes-Fuentes. "Entrepreneurial cognitions in academia: exploring gender differences". Journal of Managerial Psychology 30, n. 6 (10 agosto 2015): 630–44. http://dx.doi.org/10.1108/jmp-08-2013-0262.
Testo completoAbstract (sommario):
Purpose – The purpose of this paper is to draw from an adapted model of the Theory of Planned Behaviour and from existing models of entrepreneurial intention (EI) to analyse the role of gender on academics’ perceptions concerning the commercialisation of their research results. In particular, the authors explore differences in perceptions arising from diverse cognitions, such as attitudes towards entrepreneurial activities, the influence of close social groups and opportunity recognition self-efficacy. Design/methodology/approach – A questionnaire was addressed to 500 Spanish academics who have headed research projects with public funding in technology-related areas, and the results were subjected to multigroup structural equation analysis (LISREL) to determine the extent and nature of the differences within this group. Findings – The results obtained show that the influence of close social groups is perceived differently by men and women, particularly as regards the support received for academics’ attitudes and perceptions of control over the development of EI. Practical implications – The aim is to better understand the world facing academics and the influences on their intention to commercialise research outcomes. An understanding of these issues offers the opportunity to design appropriate government interventions to assist academic entrepreneurs undertaking a business venture. Originality/value – This paper considers an under-researched area that of female entrepreneurship in academia, traditionally considered a male-dominated activity. Helpful information is provided on gender differences in the academic context.
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Priaulx, Nicolette, Martin Weinel, Willow Leonard-Clarke e Thomas Hayes. "Fear and Loathing in Legal Academia: Legal Academics’ Perceptions of Their Field and Their Curious Imaginaries of How ‘Outsiders’ Perceive It". British Journal of American Legal Studies 9, n. 1 (29 maggio 2020): 17–80. http://dx.doi.org/10.2478/bjals-2020-0006.
Testo completoAbstract (sommario):
AbstractThis article concerns the question of how legal academics imagine ‘outsiders’ perceive legal academia. Centralising our empirical work undertaken at a UK research intensive University which explored the attitudes, beliefs and knowledges of non-legal academics about the field of legal academia, we focus on the findings flowing from benchmarking surveys with legal academics which invited self-evaluations of the field of legal academia as well as imagining how non-legal academics (’outsiders’) might evaluate the field of legal academia. Of particular interest, we note the presence of a curious divergence between self-perceptions of legal academia and their ‘imaginaries’ as to how ’outsiders’ will perceive the field. Supported by a review of the legal scholarly literature, our study reveals a persistently bleak ‘folklore’ surrounding the question of how ‘outsiders’ will regard legal academia – though critically, one which on the basis of our empirical work, finds little root in reality. Providing the first study of its kind, and offering a range of novel analytical techniques, we highlight the significant purchase of empirical meta-disciplinary work of this nature for better understanding legal academia and its relationship with other fields. While undertaken as a scoping study, we identify potential opportunities for raising the profile of legal academia in wider spheres, as well as enhancing opportunities for cross-disciplinary collaboration. As we argue by reference to our findings, part of that work may simply involve legal academics projecting their more positive self-perceptions of their field and the value of their work to the outside world.