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Kirpitchenko, Liudmila. "Comparing Experiences of Academic Mobility and Migration". Comparative Sociology 13, nr 2 (8.05.2014): 215–34. http://dx.doi.org/10.1163/15691330-12341301.
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Abstract Academic mobility and accompanying migration have become increasingly evident as manifestations of globalization and internationalization of education worldwide. This paper aims to provide some insights into intercultural communication in academia by comparing experiences of students and academics who partake in academic mobility or/and academic migration. It seeks to reflect on how differences in cultural patterns impact on the integrational experiences and outcomes of academic learning and everyday interactions. Two contrasting cultural patterns of collectivism and individualism are explored, as they are displayed in intercultural interactions among migrants and hosting societies. To expose this contrast effectively, this paper focuses on the Russian-speaking mobile academics and compares their intercultural experiences in academia of two countries—Italy and Australia. In-depth interviews were conducted with twenty-two academic migrants or/and mobile academics on their experiences, views and perceptions of intercultural integration in two diverse settings. This paper explores diverse aspects of intercultural dialogue and compares perceptions of intercultural integration and feelings of wellbeing. It analyses evolving empirical manifestations of cosmopolitanism in everyday intercultural interactions and argues that postmodern cosmopolitan milieu facilitates intercultural integration and enables knowledge transfer and creation of shared cultural meanings.
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Emmioglu Sarikaya, Esma, Lynn McAlpine i Cheryl Amundsen. "Doctoral Students’ Experiences of Feeling (or not) Like an Academic". International Journal of Doctoral Studies 12 (2017): 073–90. http://dx.doi.org/10.28945/3727.
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Aim/Purpose: This paper examined the balance and meaning of two types of experiences in the day-to-day activity of doctoral students that draw them into academia and that move them away from academia: ‘feeling like an academic and belonging to an academic community;’ and ‘not feeling like an academic and feeling excluded from an academic community.’ Background: As students navigate doctoral work, they are learning what is entailed in being an academic by engaging with their peers and more experienced academics within their community. They are also personally and directly experiencing the rewards as well as the challenges related to doing academic work. Methodology : This study used a qualitative methodology; and daily activity logs as a data collection method. The data was collected from 57 PhD students in the social sciences and STEM (Science, Technology, Engineering, and Mathematics) fields at two universities in the UK and two in Canada. Contribution: The current study moves beyond the earlier studies by elaborating on how academic activities contribute/hinder doctoral students’ sense of being an academic. Findings: The participants of the study generally focused on disciplinary/scholarly rather than institutional/service aspects of academic work, aside from teaching, and regarded a wide range of activities as having more positive than negative meanings. The findings related to both extrinsic and intrinsic factors that play important roles in students’ experiences of feeling (or not) like academics are elaborated in the study. Recommendations for Practitioners: Supervisors should encourage their students to develop their own support networks and to participate in a wide range of academic activities as much as possible. Supervisors should encourage students to self-assess and to state the activities they feel they need to develop proficiency in. Future Research: More research is needed to examine the role of teaching in doctoral students’ lives and to examine the cross cultural and cross disciplinary differences in doctoral students’ experiences.
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Phillips, Matthew J., Peta L. Dzidic i Emily L. Castell. "Exploring and Critiquing Women’s Academic Identity in Higher Education: A Narrative Review". SAGE Open 12, nr 2 (kwiecień 2022): 215824402210961. http://dx.doi.org/10.1177/21582440221096145.
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Academia has been characterized as traditional, hierarchical, and selective, founded on patriarchal, imperial, and colonial values that construct and maintain gendered roles and regulations. This has been proposed to disadvantage how women experience, and identify within, academia. A narrative review was conducted to review the literature on women’s academic identities and experiences, and critique the dominant ways of knowing, being, and doing in academia. Thematic synthesis was conducted on 56 qualitative studies (published 2010–2019), illustrating the impact of these values on women’s academic identities and experiences, and normative gendered stereotypes and practices that impact women academics. Furthermore, existing literature is critiqued, exploring the influence of dominant ways of being and knowing (on how questions are asked, the constructs explored, the design decisions made). By providing this commentary, future research can focus on problematizing the system and dismantling the problematic conditions (e.g., underrepresentation, discrimination, and gendered stereotyping) for women in academia.
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Jaremka, Lisa M., Joshua M. Ackerman, Bertram Gawronski, Nicholas O. Rule, Kate Sweeny, Linda R. Tropp, Molly A. Metz, Ludwin Molina, William S. Ryan i S. Brooke Vick. "Common Academic Experiences No One Talks About: Repeated Rejection, Impostor Syndrome, and Burnout". Perspectives on Psychological Science 15, nr 3 (21.04.2020): 519–43. http://dx.doi.org/10.1177/1745691619898848.
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Academic life is full of learning, excitement, and discovery. However, academics also experience professional challenges at various points in their career, including repeated rejection, impostor syndrome, and burnout. These negative experiences are rarely talked about publicly, creating a sense of loneliness and isolation for people who presume they are the only ones affected by such setbacks. However, nearly everyone has these experiences at one time or another; therefore, talking about them should be a normal part of academic life. The goal of this article is to explore and destigmatize the common experiences of rejection, impostor syndrome, and burnout by sharing a collection of short personal stories from scholars at various stages of their careers with various types of academic positions. Josh Ackerman, Kate Sweeny, and Ludwin Molina discuss how they have dealt with repeated rejection. Linda Tropp, Nick Rule, and Brooke Vick share experiences with impostor syndrome. Finally, Bertram Gawronski, Lisa Jaremka, Molly Metz, and Will Ryan discuss how they have experienced burnout.
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Arsenio, Diego, Canet Lena, De Luna,Maria Cecilia, Pulumbarit Catherine i Cajanding Louisito. "Academic Dishonesty: Lived Experiences of Students Receiving Services from Online Academic Commissions". International Journal of Multidisciplinary Research and Analysis 05, nr 11 (5.11.2022): 2990–96. http://dx.doi.org/10.47191/ijmra/v5-i11-04.
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Since online learning has become more common, academic dishonesty has become more pervasive. A trend of academic dishonesty had developed as a result of all the difficulties and challenges in this new educational system as well as the effects of the pandemic. By examining the actual experiences of students who utilize the services of the online academic commission, the observation intended to contribute to the existing body of literature on this trend. A qualitative, phenomenological study approach was employed to grasp the significance of the lived experiences of the students receiving services from online academic commissions. Snowball sampling was used in the selection of the participants and Collaizzi's seven-step technique analysis for the phenomenological approach was used in this study.
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Penney, Sharon Charlotte. "Balancing Family and Career on the Academic Tightrope". Canadian Journal of Higher Education 45, nr 4 (31.12.2015): 457–79. http://dx.doi.org/10.47678/cjhe.v45i4.184396.
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This qualitative research project explored the experiences of women who juggle the demands of family or parenthood while engaging in academic careers at a faculty of education. The researcher-participants consisted of 11 women; 9 women provided a written narrative, and all women participated in the data analysis. The data consisted of the personal, reflective narratives of 9 women who participated in a faculty writing group. Analysis of narratives uncovered 5 themes common to the researchers and participants in this study: genderspecific experiences surrounding parenting, second-career academics, pressure surrounding academic work, human costs, and commitment to work and family. Implications of the findings are discussed with particular emphasis on how a faculty writing group framed by a relational model of interaction can be used to support untenured faculty who experience difficulty balancing the demands of family and academia.
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Boelsbjerg, Hanne Bess, i Lina Katan. "Teaching and Writing (as) Academic Activism". Contention 10, nr 1 (1.06.2022): 81–98. http://dx.doi.org/10.3167/cont.2022.100107.
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Employing subjective experiences in academia obviously questions central academic concepts such as objectivity and value-neutrality. The article challenges these taken for granted values by reflecting on the experience of producing and disseminating scientific knowledge with personal engagement. In a dialogical style, the article argues for the relevance of “academic activism” which draws on subjective experiences as incorporated in the process of knowledge-making. Regarding both writing this article and teaching the course “Researching Social Change” the authors exemplify how scholars can practice “academic activism” to gain knowledge and become part of social change themselves.
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Parkinson, Tom, Tarek Zoubir, Shaher Abdullateef, Musallam Abedtalas, Ghana Alyamani, Ziad Al Ibrahim, Majdi Al Husni i in. "“We are still here”: the stories of Syrian academics in exile". International Journal of Comparative Education and Development 20, nr 3/4 (20.08.2018): 132–47. http://dx.doi.org/10.1108/ijced-06-2018-0013.
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Purpose The purpose of this paper is twofold: first, to generate insight into the experiences of Syrian academics in exile in Turkey; and second, to explore approaches to collaboration and community building among academics in exile and with counterparts in the international academic community. Design/methodology/approach The study employs a hybrid visual-autobiographical narrative methodology, embedded within a large group process (LGP) design. Findings Findings are presented in two phases: the first phase presents a thematic analysis of narrative data, revealing the common and divergent experiences of 12 exiled academics. The second phase presents a reflective evaluation of undertaking the LGP and its implications for community building and sustaining Syrian academia in exile. Research limitations/implications While this is a qualitative study with a small participant group, and therefore does not provide a basis for statistical generalisation, it offers rich insight into Syrian academics’ lived experiences of exile, and into strategies implemented to support the Syrian academic community in exile. Practical implications The study has practical implications for academic development in the contexts of conflict and exile; community building among dispersed academic communities; educational interventions by international NGOs and the international academic community; and group process design. Originality/value The study makes an original contribution to the limited literature on post-2011 Syrian higher education by giving voice to a community of exiled academics, and by critically evaluating a strategic initiative for supporting and sustaining Syrian academia. This represents significant, transferable insight for comparable contexts.
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Robinson, Leslie. "Toward Experiencing Academic Mentorship". Phenomenology & Practice 9, nr 1 (5.08.2015): 17–40. http://dx.doi.org/10.29173/pandpr25364.
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The idea of mentorship has become rather fashionable in academia today. Indeed mentorship is claimed, promoted and even mandated as something we can expect to experience as graduate students. Yet what is it really like to experience it? Drawing on concrete descriptions and phenomenological reflection I attend to graduate students’ actual experiences of mentorship (and not mentorship) to uncover aspects of the mentee experience for what it is rather than how it is claimed to be. Graduate students’ experiences reveal ways that mentoring moments variously escape us as somehow deficient or in excess of what we expect them to be. From a vantage that attends specifically to the mentee experience, points of reflection are offered for reimagining what the mentorship experience could become.
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Hillman, Arye L., i Heinrich W. Ursprung. "Academic exclusion: some experiences". Public Choice 167, nr 1-2 (kwiecień 2016): 1–20. http://dx.doi.org/10.1007/s11127-016-0337-4.
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Le Ha, Phan, i Azmi Mohamad. "The making and transforming of a transnational in dialog: Confronting dichotomous thinking in knowledge production, identity formation, and pedagogy". Research in Comparative and International Education 15, nr 3 (29.07.2020): 197–216. http://dx.doi.org/10.1177/1745499920946222.
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This article, through autoethnographic narrative and reflection, in-depth interviews, and focus group discussions, explores how the transnational academic mobility experiences of a Muslim scholar of Islam based in Brunei may influence his identity, research, and teaching. It pinpoints how transnational academic mobilities could (re)produce, sustain and endorse East/West, local/global, and religious/secular dichotomies and binary thinking. Likewise, it shows that transnational academic mobilities often generate ambiguous and divided spaces concerning knowledge production, pedagogy, and identity formation. The article also maintains that contextualizing and engaging (with) the specificity and particularity of place and academic discipline are pivotal in studying transnational academic mobilities. Methodologically, it highlights the role of autoethnographic reflection in bringing out complex experiences and accounts that academics undergo but rarely acknowledge and conceptualize in scholarly work. Such accounts and experiences serve as reminders of the importance of humility, trust, ethics, and reflexivity in academia. Transnational academic mobilities, after all, must not be privileged.
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Toyibah, Dzuriyatun, i Irma Riyani. "DOING GENDER AND RACE INTERSECTIONALITY: THE EXPERIENCES OF FEMALE MAORI AND NONWHITE ACADEMICS IN NEW ZEALAND". International Journal of Asia Pacific Studies 18, nr 1 (25.01.2022): 31–47. http://dx.doi.org/10.21315/ijaps2022.18.1.2.
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Several studies that focus on Western settings like Canada, the United States, the United Kingdom, Australia, and New Zealand have found that gendered institutions within academic careers are still preserved through various means. These studies have verified that fewer women are in tenure track positions than men. Additionally, women have been receiving a lower salary and are seldom promoted. Several issues such as mobility, parenting, and gender bias in application and evaluation rate as well as gender citation gap are highly correlated with women’s challenges in pursuing professorships. Nonetheless, there is still a lack of studies pertaining to the impact of the intersection of race and gender on the experiences of people of colour and minority groups in academia. The current study aims to explore the role that gender and race play among female academics, which includes the careers of Maori academics (the indigenous people of New Zealand) and non-white academics in New Zealand. Based on in-depth interviews conducted with 15 academic staff, including Maori and non-white academics in New Zealand, the current research corroborates the existing literature regarding the interplay of race and gender in advancing academic career. Furthermore, this research also finds that the merit-based concept or objective indicators of academic excellence do not necessarily apply in New Zealand. On account of their gender and racial identities, women of minority groups and non-white academics frequently experience multidimensional marginalisation while pursuing their academic careers.
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Edwards, Marissa S., i Neal M. Ashkanasy. "Emotions and failure in academic life: Normalising the experience and building resilience". Journal of Management & Organization 24, nr 2 (marzec 2018): 167–88. http://dx.doi.org/10.1017/jmo.2018.20.
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AbstractWhile a wealth of evidence exists about failure in organisational settings and the emotions evoked by failure, researchers have paid less attention to failure and its related emotional consequences in academic life. Given that failure is often a cause of significant stress, which in turn can lead to damaging consequences, we argue that this is an issue deserving of greater consideration. In this article, we adopt Ashkanasy’s five-level model of emotion in organisations, and explore the potential role of emotions in academics’ experiences of failure at five levels: within-person, between-persons, interpersonal interactions, groups and teams (and leadership), and organisation-wide. In doing so, we draw on findings from scholarly literature, anecdotal evidence, and our own experiences as academics to build arguments. Following discussion of the model, we suggest how academics might begin to normalise the experience of failure in academia and to build resilience in the coming generations of young scholars.
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MacDonald, Shauna M. "Composing an Autoethnographic Cartography of Blue: Becoming a Pharologist in and of the Academy". Cultural Studies ↔ Critical Methodologies 18, nr 2 (12.10.2016): 149–62. http://dx.doi.org/10.1177/1532708616673654.
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In this autoethnographic cartography, I argue for the need for alternative embodied maps for academic life. Using my experiences as a budding pharologist (someone who studies lighthouses), I bear witness to my cultural experience of academia through a collaged autoethnography of mapping and composing space. I bring together autoethnography, theories of cartography, as well as my experiences researching lighthouses as sites of public memory performance, to demonstrate that there is a need in the culture of academia for real discussions about anxiety and similar issues—among faculty and students—and that autoethnography, cartography, and pharology provide an entry into such a discussion. In fragmented sections designed to highlight the ways experiences intertwine, I move through four phases of feeling “blue”: the deep blue of confusing academic anxiety and depression; the search for a methodology to lead me to a brighter, more pleasant kind of blue; the research journey that moved me forward; and the “blue sky” blue it led me to. Through autoethnographic writing and stylistic experimentation, I map my experience of journeying through academic anxiety, providing an example of working toward alternative mappings, compositions, and visions of academic life.
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Kiriakos, Carol Marie, i Janne Tienari. "Academic writing as love". Management Learning 49, nr 3 (18.02.2018): 263–77. http://dx.doi.org/10.1177/1350507617753560.
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Writing is presented in hegemonic academic discourse as a rational and predictable activity that targets publications in the right journals. Nevertheless, many academics struggle with writing. In this article, we draw attention to how writing is experienced as an embodied, sensuous, emotional, social, and identity-related activity. Specifically, we aim to advance this comprehensive understanding of academic writing with the concept of love. By understanding love as action rather than feeling, we can foster our love for writing both as practice and in practice. We can learn to deal with the struggle by writing every day and approaching writing with dedication. By advocating the perspective of love, we seek to encourage discussion on academic writing so that it reflects the multifaceted experiences of writers, and unleash its potential in confusing and disrupting the masculine order in academia. Love offers a language to talk about vulnerability and courage, and viewing writing in the light of love helps us to learn more about ourselves and our activities as writers of management.
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Cadosales, MariaNancyQuinco. "STUDENTS’ EXPERIENCES WITH ACADEMIC CONSULTATION." International Journal of Advanced Research 5, nr 5 (31.05.2017): 2092–97. http://dx.doi.org/10.21474/ijar01/4354.
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O'dell, Tom. "Tourist Experiences and Academic Junctures". Scandinavian Journal of Hospitality and Tourism 7, nr 1 (11.04.2007): 34–45. http://dx.doi.org/10.1080/15022250701224001.
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Isaac, Kathleen S., Jessica Jean Baptiste, Tacina Outram i Christin Drake. "Black Experiences in Academic Psychiatry". Psychiatric Annals 52, nr 12 (grudzień 2022): 509–13. http://dx.doi.org/10.3928/00485713-20221104-01.
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Öksüz-Gül, Feride, Simel Parlak i Oya Çelebi-Çakıroğlu. "Academic Life Experiences of Early Career Female Academics during the Covid-19 Pandemic". Yuksekogretim Dergisi 12, nr 1 (30.04.2022): 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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Guerin, Cally. "Stories of moving on HASS PhD graduates’ motivations and career trajectories inside and beyond academia". Arts and Humanities in Higher Education 19, nr 3 (11.03.2019): 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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Burford, James. "Sketching Possibilities: Poetry and Politically-engaged Academic Practice". Art/Research International: A Transdisciplinary Journal 3, nr 1 (1.03.2018): 229–46. http://dx.doi.org/10.18432/ari29261.
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In this article I draw together and reflect upon my own experiences of writing poetry as a part of a politically-engaged academic life. My aim is to trace the political possibilities I have found in poetic practices, with the hope that describing and reflecting on my own experiences may illuminate pathways for others to integrate poetry into their academic practice. As I will detail, I have published research poetry and have been a leader of workshops that encourage academics to incorporate poetic and other forms evocative writing into their researcher toolkits. Often participants in these workshops have remarked how unusual it seems to think of poetry as a resource for academic work. I hope that this article might demonstrate some previously unimagined possibilities for new poetic enquirers, and provide stimulus for further thought for experienced practitioners to connect poetry and academic practice.
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Kumar, Koshila, Chris Roberts i Jill Thistlethwaite. "Entering and navigating academic medicine: academic clinician-educators’ experiences". Medical Education 45, nr 5 (12.04.2011): 497–503. http://dx.doi.org/10.1111/j.1365-2923.2010.03887.x.
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Ulriksen, Lars, Lene Møller Madsen i Henriette Tolstrup Holmegaard. "The first-year experience of non-traditional students in Danish science and engineering university programmes". European Educational Research Journal 16, nr 1 (styczeń 2017): 45–61. http://dx.doi.org/10.1177/1474904116678628.
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To understand student drop-out from university, research must explore students’ first-year experiences and the challenges they encounter. This article analyses the first-year experiences of non-traditional students in Danish science and engineering university programmes. Focusing on identity theory and the framework of integration processes provided by Tinto, the article presents the challenges experienced by students from non-academic backgrounds and by students with ethnic minority backgrounds. The analysis presents four themes that are experienced as particularly challenging for the students: (1) a strong career focus which is hard for the students to maintain in their transition into university; (2) how the students from some non-academic backgrounds encounter the challenges they meet with limited resources; (3) how they spend time and resources on their family and how this affects their integration in the programme; and (4) the process of academic and social integration are particularly challenging as they require students to submit themselves to the cultural expectations of their studies, which can be hard to understand for students from families with no prior experiences of academia. The article discusses how these experiences can be understood within an identity framework.
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Clayson, Amanda, Lucy Webb i Nigel Cox. "When two worlds collide: critical reflection on co-production". Drugs and Alcohol Today 18, nr 1 (5.03.2018): 51–60. http://dx.doi.org/10.1108/dat-08-2017-0040.
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Purpose The purpose of this paper is to report the findings from reflexive data collection on the evolving co-production research relationship between the two “worlds” of community and academia: people with lived experience and their community intermediaries and academic researchers. It reports analysis of reflections on experience as the different partners explore and evaluate their own experiences of co-productive research within the context of substance use recovery co-production research. Design/methodology/approach The research uses reflexive data from perspectives of an intermediary community partner, academic partners, and community researchers on experiences of a series of co-productive research projects. The aim is to identify thematic features of the co-productive experiences from different positions and through the process of adaptation to a co-productive relationship. Findings This paper outlines what has been learnt from the experience of co-production and what has “worked” for community and academic partners; around the nature of co-production, barriers to performance, and its value to participants and the wider recovery research agenda. Originality/value This paper reports a unique perspective on a developing methodology in health and social care, contributing to a growing body of knowledge pertaining to experiences of co-production research.
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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, nr 2 (27.12.2020): 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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Hammond, Michael. "How ideas of transformative learning can inform academic blogging". International Journal for Transformative Research 3, nr 1 (1.07.2016): 33–40. http://dx.doi.org/10.1515/ijtr-2016-0006.
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Abstract This paper looks at blogging by academics and argues that there is a niche role for an academic blog informed by principles of transformative learning. I begin by describing my experiences of blogging, first, as a reader while carrying out my own doctoral research, next, as a teacher introducing blogs to my students, then as a writer of my own journal blog. I suggest that transformative learning principles provide a frame of reference for understanding these experiences, in particular, by offering an idea of autonomy which puts subjective experience in social contexts. I then suggest that academics interested in transformative learning might learn a more engaging style of writing from bloggers.
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Hubbard, Katharine, i Lucy Tallents. "Challenging, Exciting, Impersonal, Nervous: Academic experiences of large class teaching". Journal of Perspectives in Applied Academic Practice 8, nr 1 (1.09.2020): 59–73. http://dx.doi.org/10.14297/jpaap.v8i1.405.
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Massification of Higher Education has resulted in a rapid increase in undergraduate populations, without an increase in the number of teaching staff. One consequence is that students are typically taught in larger classes. While the impact of class size on student satisfaction and attainment is debated, there has been little attention paid to the academic experience of large class teaching. We present results of a questionnaire completed by 80 academics, primarily based in the UK. Academics perceived classes of 100 or more as large, and most had taught classes of several hundred students. Academic perceptions of large class teaching varied considerably. We find no evidence that institution type or contract type affects perceptions of large class teaching. We also find a lack of training that specifically addresses the demands of large class teaching. We call on academic developers to support academics teaching large cohorts to ensure effective education at scale.
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Smith, Charlie, i Eda Ulus. "Who cares for academics? We need to talk about emotional well-being including what we avoid and intellectualise through macro-discourses". Organization 27, nr 6 (12.08.2019): 840–57. http://dx.doi.org/10.1177/1350508419867201.
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This article explores academics’ well-being through analysing published sensitive disclosures, bringing to journal space the pain, rawness and emotional suffering of individuals’ experiences. We confront the taboos of speaking openly about mental health and emotional well-being in academic institutions, with masculine structures and encroaching neoliberal discourses that create hostile atmospheres unsupportive of vulnerability and uncertainty. We also challenge existing discourses about academics’ well-being, implicitly burdening individuals as responsible for their pain and creating walls of shame, rather than building new healthy structures. By spotlighting the voices of academics’ emotional disclosures, intensified by embodied social inequalities, we plead for openness in formal academic outlets for sharing pre-existing emotional struggles and new wounds created by cruelly competitive, winner-takes-all structures, fortified by neoliberal ideals. Led by individuals’ voices and experiences, we make recommendations for supporting academics as an attempt to extract academia from its current perverse state and commit to repair and transformation.
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Eden, Alice, i Alice Eden. "Art, Scholarship, Community: Experiences of Viewing". Exchanges: The Interdisciplinary Research Journal 4, nr 2 (30.04.2017): 232–43. http://dx.doi.org/10.31273/eirj.v4i2.162.
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This critical reflection originated in a visit to the ‘Artists and Academics’ exhibition held at Fargo Creative Village, Coventry, 26 November 2016. My thoughts about the exhibition have served as a springboard to consider ideas of scholarship, art and community more broadly. I use my research on British artists from the early twentieth century, their ideas about the processes of viewing art and the spiritual in art, to discuss examples in the exhibition. I conclude by considering how this collaborative event can bring academic ideas into conversation with artworks. I suggest that the resulting exchanges may enable viewers to think differently about art and scholarship as well as enrich academic practice.
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Isabirye, Anthony Kiryagana, i Kholeka Constance Moloi. "Exploring Teacher Learning Experiences in one Open University in South Africa: a Training Framework". Journal of Education and Vocational Research 7, nr 4(V) (26.01.2017): 12–20. http://dx.doi.org/10.22610/jevr.v7i4(v).1505.
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Abstract: This paper explores how academics in one South African Open University, experience learning in order to hasten the impact of their innovative teaching and student learning. It also aims at the formulation of a training framework to guide teacher learning. A qualitative phenomenological research design as advocated by Giorgi and Giorgi (2009) was adopted for this study. The research questions posed were: How do academics experience academic development and which teacher learning framework could be used to enhance academic development for ODL teachers to teach innovatively? The study found that the university introduced an academic training programme to the participants (orientation).The orientation prepared them for practical training (learning). Through learning, they were empowered with skills and competencies (skills acquisition) that enabled them to work (performance) as online teachers. The participants further noted that for a training programme to be successful, it must be long in duration, evaluated and have the support of University management. All the participants learning experiences and concerns were synthesised into a training framework. It was recommended that academic development programmes run for longer durations and should be supported by institutional leadership. An evaluation mechanism should be introduced and adhered to, to ensure achievement of all objectives in every training phase.Keywords: Academic development, Open University, training frame work, Innovative teaching
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Talbot, Catherine V., i Madeleine Pownall. "“If your institution refuses to provide what you need, create it yourself”: Feminist praxis on #AcademicTwitter". Feminism & Psychology 32, nr 1 (16.12.2021): 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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Mercier, Ocean Ripeka, Christine Asmar i Susan Page. "An Academic Occupation: Mobilisation, Sit-In, Speaking Out and Confrontation in the Experiences of Māori Academics". Australian Journal of Indigenous Education 40 (2011): 81–91. http://dx.doi.org/10.1375/ajie.40.81.
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Māori and other Indigenous scholars have been calling for the Indigenisation of academic space for decades. But what is the day-to-day experience of Māori academics within Aotearoa–New Zealand universities, and how does this experience reveal or enact the commitments to claim space? We interviewed 12 Māori academics and analysed and organised their experiences in the following way: the university can be understood as a site of (1) mobilisation of Māori staff and students; (2) sit-in, or infusing the institutional system with Indigenous values; (3) speaking out, thereby educating not only students, but staff and the public about Indigenous issues; and (4) at which confrontation is part of the academic terrain. The most common outcome of confrontation was negotiation and reclamation of space for Māori people, norms and values. In spite of this apparent willingness of the university to compromise, we find that capitulation (being moulded to the norms of the academy) and (self-)eviction (reconciling difference by leaving the university) are ever-present possibilities for Māori academics. In shaping and presenting the Māori academic occupation as a 4-stage commitment to affirm Māori identity, norms and scholarship, we present a framework within which Indigenous and minority academic work may be understood.
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Ramos Vosgerau, Dilmeire Sant’Anna, Patricia Meyer, Joanita do Rocio Artigas i Juslaine Lucília Mickosz Dallegrave. "Experiences in Academic Literacy with MOOC". Creative Education 07, nr 13 (2016): 1834–50. http://dx.doi.org/10.4236/ce.2016.713186.
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Conroy, Rachel, i Elora Baishnab. "Experiences of academic GP specialty trainees". British Journal of General Practice 61, nr 583 (1.02.2011): 143.1–143. http://dx.doi.org/10.3399/bjgp11x556335.
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HASHIMOTO, Haruka. "Inspired and Realized through Academic Experiences". KAGAKU TO SEIBUTSU 49, nr 4 (2011): 275–80. http://dx.doi.org/10.1271/kagakutoseibutsu.49.275.
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Weckbacher, Lisa Marie, i Yukari Okamoto. "Spatial Experiences of High Academic Achievers". Journal for the Education of the Gifted 35, nr 1 (5.01.2012): 48–65. http://dx.doi.org/10.1177/0162353211432038.
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The study explored the relationship between types of spatial experiences and spatial abilities among 13- to 14-year-old high academic achievers. Each participant completed two spatial tasks and a survey assessing favored spatial activities across five categories (computers, toys, sports, music, and art) and three developmental periods (early childhood, middle childhood, and adolescence). The first phase of analysis determined the percentage of favorite activities by category and developmental period; the second phase examined how participants with the highest scores on each spatial measure differed in their experiences. Findings showed that certain activities (e.g., playing video games and soccer) tended to reemerge across periods and be linked to strong spatial skills. Implications for nurturing high achievers’ potential to succeed in spatially demanding careers are discussed.
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Trainelli, Lorenzo, Alberto Rolando, Giovanni Bonaita i Paolo Chimetto. "Experiences in academic flight testing education". Aircraft Engineering and Aerospace Technology 86, nr 1 (20.12.2013): 56–66. http://dx.doi.org/10.1108/aeat-10-2012-0178.
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Nute, T. C., J. R. Rienwalt, D. J. Rodjak, William H. Golaz i J. R. Comer. "Academic experiences in software project management". ACM SIGCSE Bulletin 22, nr 3 (sierpień 1990): 47–53. http://dx.doi.org/10.1145/101085.101101.
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Clavel, Pierre, Kenneth Fox, Christopher Leo, Anabel Quan-Hasse, Dean Saitta i LaDale Winling. "Blogging the City". International Journal of E-Planning Research 4, nr 1 (styczeń 2015): 54–66. http://dx.doi.org/10.4018/ijepr.2015010104.
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Academic blogging has typically been a form of digital scholarship that is under-utilized in academia. Although there are both costs and benefits to blogging at different stages in an academic's career, blogs can provide a rewarding platform for bringing research and academic perspectives to a wide-reaching and broader audience. This note explores the different experiences of each of the co-authors in terms of using blogs for their scholarly communication. The experiences and lessons gained are of particular relevance to urban planners, sociologists, and anthropologists, who study the social, economic, and historical elements of the city. The findings suggest that the motivations and approaches of scholarly blogging are diverse but overall add value to the academic community. Moreover, each testimony in this note provides examples of the benefits of blogging for research, collaboration, and engagement.
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Grant, David B., Gyöngyi Kovács i Karen Spens. "Questionable research practices in academia: antecedents and consequences". European Business Review 30, nr 2 (12.03.2018): 101–27. http://dx.doi.org/10.1108/ebr-12-2016-0155.
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Purpose The purpose of this paper is to discuss questionable research practices (QRPs) in business research, particularly in the logistics and supply chain management discipline, in light of antecedents influenced by the current academic environment and the consequences for academic rigour and relevance to stimulate thinking and debate among the academic community. Design/methodology/approach A literature review and autoethnographic approach were used to examine these issues based on over 60 years’ collective academic experience of the authors. Data were collected from discussions among the paper’s authors as well as recounting open discussions with other academics and journal editors to collate their observations. Findings Evidence is provided of issues the authors have seen first-hand where antecedents in the academic environment influences QRPs, which then detrimentally affect research rigour and relevance, integrity and proper contributions to ground-breaking research and knowledge advancement. Research limitations/implications This paper is based on personal observations and experiences of the three authors as well as open-ended discussions with others in the academic community. Suggestions are provided for various academic stakeholders to address these issues. Practical implications Practical implications are only provided for academics in their roles as authors, journal editors and reviewers. Social implications Encouraging the academic community to eliminate QRPs to improve the rigour, relevance and quality of research will provide more credibility and integrity resulting in better impact and outcomes for society at large. Originality/value The value of this paper is in stimulating thinking and debate among academics to return to core issues and values in academia opposed to focusing on narrow university goals focussed on other antecedents of QRPs.
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Zhao, Xiantong, i Xu Liu. "Academic Visits as Transformative Learning Opportunities: The Case of Chinese Visiting Academics". SAGE Open 12, nr 4 (październik 2022): 215824402211347. http://dx.doi.org/10.1177/21582440221134795.
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Cross-border academic visits by university faculty members are becoming prevalent globally. Unlike previous research, which has focused on the cross-cultural adaptation arising from the cross-border movement of people, we view scholars’ visiting experiences as a learning opportunity in light of Mezirow’s transformative learning theory (TLT). We employ Addleman et al.’s three-stage proposal to better understand the transformative learning process of Chinese visiting scholars. Drawing on Hoggan’s typology, we identify changes in scholars’ worldviews, selves, and behavior as outcomes of transformative learning. We conclude that international experience is beneficial for scholars and call for more study abroad opportunities for Chinese university faculty.
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Nicholls, Helen, Matthew Nicholls, Sahra Tekin, Danielle Lamb i Jo Billings. "The impact of working in academia on researchers’ mental health and well-being: A systematic review and qualitative meta-synthesis". PLOS ONE 17, nr 5 (25.05.2022): e0268890. http://dx.doi.org/10.1371/journal.pone.0268890.
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Objective To understand how researchers experience working in academia and the effects these experiences have on their mental health and well-being, through synthesizing published qualitative data. Method A systematic review and qualitative meta-synthesis was conducted to gain a comprehensive overview of what is currently known about academic researchers’ mental health and well-being. Relevant papers were identified through searching electronic databases, Google Scholar, and citation tracking. The quality of the included studies was assessed and the data was synthesised using reflexive thematic analysis. Results 26 papers were identified and included in this review. Academic researchers’ experiences were captured under seven key themes. Job insecurity coupled with the high expectations set by the academic system left researchers at risk of poor mental health and well-being. Access to peer support networks, opportunities for career progression, and mentorship can help mitigate the stress associated with the academic job role, however, under-represented groups in academia are at risk of unequal access to resources, support, and opportunities. Conclusion To improve researchers’ well-being at work, scientific/academic practice and the system’s concept of what a successful researcher should look like, needs to change. Further high-quality qualitative research is needed to better understand how systemic change, including tackling inequality and introducing better support systems, can be brought about more immediately and effectively. Further research is also needed to better understand the experiences and support needs of post-doctoral and more senior researchers, as there is a paucity of literature in this area. Trial registration The review protocol was registered on PROSPERO (CRD42021232480).
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Williams, Sarah B., Elizabeth A. Taylor, T. Christopher Greenwell i Brigitte M. Burpo. "Differences in Sport Management Doctoral Students’ Experiences With Gender Microaggressions and Stereotype Threat by Gender". Sport Management Education Journal 16, nr 1 (1.04.2022): 17–29. http://dx.doi.org/10.1123/smej.2020-0039.
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Not unlike the sport industry, the majority of sport management students in the United States are White, middle-class males. As women in male-dominated academic departments experience gender harassment more frequently than women in balanced or female-dominated departments, the purpose of this study was to explore the experiences of sport management doctoral students with gender microaggressions and stereotype threat by gender to examine if such experiences occur at this stage in academia. The results indicate that female students experience gender microaggressions of being excluded, being treated like a second-class citizen, and being placed in restrictive roles by program faculty due to their gender more frequently than male students. This study provides clarity into issues affecting female doctoral student progression postgraduation in sport management. In addition, this study provides context around the student experience in doctoral programs across male-dominated academic disciplines.
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Benham, Jessica L., i James S. Kizer. "Aut-ors of our Experience: Interrogating Intersections of Autistic Identity". Canadian Journal of Disability Studies 5, nr 3 (31.10.2016): 77. http://dx.doi.org/10.15353/cjds.v5i3.298.
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Narratives of the Autistic experience are often told, interpreted, and assigned value by people who are not Autistic, allowing dominant cultural understandings of Autism to pervade without substantial inquiry. In academia, a space in which there is little room for Autistic people in the first place, the power of these dominant ideologies is used to minimize our voices, dismiss our concerns, and devalue our insights. Drawing from Spry’s definition of auto-ethnography and using the works of Derrida and Ronell as aesthetic inspiration, we share and interpret our lived experiences to reclaim our Autistic academic identity. We deliberately disrupt conventions of scholarly writing and storytelling to demonstrate that Autistic narratives should and do interrupt, challenge, or even completely undermine academic normativity. We deploy this cripping-up of our experiences to interrogate how Autistic identity is constructed and negotiated in academia. In doing so, we explore avenues to integrate and celebrate Autism in academic spaces so that scholarship in disability studies, critical autism studies, and gender studies can be enhanced.
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Cambria, Jenna. "Navigating Graduate School". International Journal of Adult Vocational Education and Technology 6, nr 4 (październik 2015): 12–18. http://dx.doi.org/10.4018/ijavet.2015100102.
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Beginning graduate school can be an exciting experience; however, given the new social and intellectual experiences, there will be unique challenges that arise during your graduate program. Within this article, the author shares what was useful, helpful suggestions others have offered her, and pieces of advice she wishes she knew going in. In the author's experience, her lessons learned in graduate school fall under five main categories. These include planning for success, beginning a line of research, writing papers, focusing on learning during coursework, and becoming part of the academic community. In each of these sections she shares with you her experience, as well as the experiences of some peers, so you can learn from some who have already gone through this process. Many of these suggestions come from the author's experience preparing for an academic profession, but these suggestions can be stretched and edited to professional paths outside of academia as well.
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Clemensen, Nana, i Lars Holm. "Relocalising academic literacy". Learning and Teaching 10, nr 3 (1.12.2017): 34–55. http://dx.doi.org/10.3167/latiss.2017.100304.
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Abstract This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.
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Clemensen, Nana, i Lars Holm. "Relocalising academic literacy". Learning and Teaching 10, nr 3 (1.12.2017): 34–55. http://dx.doi.org/10.3167/latiss.2018.100304.
Pełny tekst źródłaStreszczenie:
This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.
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Brown, Katie, i 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, nr 1 (8.05.2017): 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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Singh, Jasvir Kaur Nachatar. "Academic Failure: Unspoken Experiences by International Postgraduate Students in a Malaysian University". IAFOR Journal of Education 8, nr 4 (27.11.2020): 79–94. http://dx.doi.org/10.22492/ije.8.4.05.
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Malaysia aspires to become a regional and international hub of higher education through an international student mobility initiative. Existing scholarly work on international students is skewed towards understanding the general challenges faced by international students, but limited work has been conducted in exploring the impact of severe supervision challenges on international postgraduate students’ experiences in a Malaysian research university. Hence, this paper explores the evidence of academic failure experienced by international postgraduate students by drawing on semi-structured interviews with 33 international postgraduate students. Academic failure experiences were faced by international postgraduate students as a result of two major challenges: supervision issues, and faculty mismanagement. The experience of academic failure has impacted the students’ enthusiasm, motivation and inspiration in progressing in their research work and has also impacted them psychologically. The implications for developing significant and profound strategies to assist international postgraduate students in achieving positive educational outcomes are also discussed.
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Sancho-Gil, Juana M., i Fernando Hernández - Hernández. "Academic Women: Lived Experiences in Contexts of Inequality". Acta Paedagogica Vilnensia 40 (12.10.2018): 42–57. http://dx.doi.org/10.15388/actpaed.2018.0.11887.
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[full article in English]
This article builds on the results of a research project into the professional experience of seven academic women in universities and research centers in Catalonia, Spain. The aim of the Project was to explore the personal and professional experience of three generations of women in the process constituting their identity as university teachers, researchers and managers. The writing of their professional life histories has enabled us to investigate how they, as women, have become the types of higher education teachers, researchers and managers that they were becoming, and we wished to delve into the relationship between their personal experiences and the development of their professional careers. In this process, we have revealed the strategies of adaptation, resistance and creation developed by women, the forms of symbolic violence that they experience and the changes through which their careers have passed within the context of an institution that is still continuously revealed by different studies to be deeply discriminating and unequal for women.