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1.
Academic work: Perceptions of senior academic administrators 总被引：1，自引：0，他引：1
Ruth Neumann 《The Australian Educational Researcher》1993,20(1):33-47
This article reports on selected findings of the first stage of a qualitative study of academic work in Australian universities. This stage examined the perceptions senior academic administrators from the humanities, sciences, social sciences and professional areas hold of the work roles of academics. The article presents their perceptions of ‘research’ and ‘scholarship’ and the link between the two, as well as the interrelationships between research, scholarship and teaching. The findings show a high level of consensus and coherence in the views presented. The article examines possible reasons for such a unanimity of perception and raises further questions for investigation. 相似文献
2.
This research pioneered the investigation of the predictive power of organisational commitments for academics’ teaching styles. Participants were 370 faculty members from 15 higher educational institutions in Beijing, the People’s Republic of China. Results showed that academics’ organisational commitments as measured by the Organisational Commitment Inventory statistically significantly predicted their teaching styles as assessed by the Thinking Styles in Teaching Inventory over and above their gender, age, taught academic discipline and academic rank. Practical implications of the findings are proposed for academics and for university senior managers. 相似文献
3.
Changing Research Perspectives on the Management of Higher Education: Can Research Permeate the Activities of Manager‐Academics? 总被引：1，自引：0，他引：1
Rosemary Deem 《Higher Education Quarterly》2006,60(3):203-228
The paper considers whether, and if so how, research evidence can permeate the world of higher education (HE) management in publicly funded institutions. The paper explores the author's experience of two recent research projects (1998–2000 and 2004) on aspects of managing UK HE institutions and issues arising from the preparation of the HE element of a third study of leadership and public service change agendas in education and health during 2004. Despite the topicality in education and other public services of debates about evidence‐based practice, there is little indication that this debate has permeated HE management qua management. The paper utilises Bourdieu's work on academics and social and cultural capital to explore why manager‐academics may resist taking the findings of research seriously in relation to their own work. It is suggested that, where there is reluctance to learn from research, this may reflect the changing nature of HE, the status of HE research as an academic field and form of academic capital and the relative paucity until recently of training in management for most UK manager‐academics. 相似文献
4.
Mihyeon Kim 《Roeper Review》2013,35(4):252-262
The intent of this study was to present information about high-achieving students' career decision making associated with thinking styles. We gathered data from two International Baccalaureate (IB) programs and a Governor's School Program with a sample of 209 high-school students. The findings of this study demonstrated that the effect of program on the different thinking styles was statistically significant. The findings showed that external thinking style was a good predictor for choosing social science areas as future careers. However, students with higher external thinking styles chose computer and math areas 73% less often than students with lower external thinking styles. In addition, the findings demonstrated that high-school students attending a program with an academic focus on liberal arts tended to be more people oriented and outgoing and valued sharing ideas with others as opposed to students in a program with an academic focus on science and technology. Finally, students attending a program with an academic focus on liberal arts tended to be more systematic and set priorities more often than students in a program with an academic focus on science and technology. 相似文献
5.
Attacks on academic freedom in Turkey have become increasingly systematic in recent years and thousands of academics have been dismissed. This study reflects on the effects of this worsening repression through interviews with academics in the social sciences, both those dismissed and those still active in their profession. Although the dismissed academics are socially in a very precarious position, they are continuing their scholarly activities in alternative, underground forms. This resistance stands in contrast to the accommodation and self-censorship that seem, according to the interviewees, to prevail in university departments. 相似文献
6.
Nomanesi Madikizela-Madiya 《Journal of Higher Education Policy & Management》2018,40(5):415-429
Higher education literature identifies mistrust as one of the prominent features of managerialism. Similarly, multi-campus institutional studies have interrogated mistrust in various ways. However, there is limited research on academics’ experiences of how mistrust relates to their understandings and values of their academic profession in multi-campus contexts. This article contributes knowledge to narrow this gap. It draws from a study that examined academics’ experiences of how space enables or constrains their practices towards academic identity construction in an open distance learning institution in South Africa. A total of 12 academics who work on satellite campuses of the institution were interviewed. The social production of space framed the analysis. Findings indicate that a multi-campus institutional context aggravates mistrust and impinges on academics’ interaction and prospects for development within a wider institutional space. Recommendations are made about how to reduce the influence of mistrust on academics’ practices in multi-campus contexts. 相似文献
7.
Much has been studied regarding university reforms and their impacts on scientific development worldwide. This paper aims to enrich current perspectives on university reform by developing a distinct concept of social science development in the context of the emergence of academic social sciences in Indonesia. Using a bibliometric method, this paper finds a significant increase in the volume of international scientific publications focusing on socio-economic and political issues. However, two issues that presently color the landscape of social scientific publications are the bifurcation of academic dependencies and limited extension of Western social theories. The future of the social sciences in Indonesia will be determined by interrelationships between the state, universities, and networks of academics who can address the former issue and ensure that academics publish in mainstream international journals emphasizing the prominence of the latter. In doing so, the social sciences will have the potential to improve future university teaching and engagement in public policymaking in Indonesia. 相似文献
8.
The key purpose of this research was to investigate the mediating role of academics’ self-efficacy in teaching and research (termed ‘academic self-efficacy’) in the relationship between emotions in teaching and teaching styles. Two hundred and thirty-two academics from 13 higher educational institutions in Shanghai, mainland China, responded to three self-report inventories, each assessing academics’ emotions in teaching, efficacy in teaching and research, and teaching styles, respectively. Results showed that academics’ emotions in teaching statistically predicted teaching styles, both directly and indirectly – through academic self-efficacy. Findings have enriched the literature on emotions in teaching, that on teaching styles, and that on teacher/academic self-efficacy. Practical implications are proposed in relation to academics and university senior managers. 相似文献
9.
Mohammad Salaran 《Higher Education Quarterly》2010,64(2):133-148
This study investigates the role of social capital in raising research productivity in academic institutions. Social capital as a strategic resource embedded in social relationships can be utilised towards decreasing pressures from external environmental conditions, such as the global financial crisis. A survey was sent to academic staff in five universities in Victoria, to collect data regarding their frequency of communications and research productivity. The findings indicated that there is a significant and positive correlation between social interactions and research productivity. Regression analysis demonstrated that social interactions as an independent variable predict research productivity of academics. 相似文献
10.
Dr Karen Schucan Bird 《British Journal of Sociology of Education》2011,32(6):921-937
This paper examines whether women and men publish journal articles at a level comparable with their representation within the social sciences. The paper also explores sex differences in patterns of single authorship and co-authorship. To do so, demographic data of the UK social sciences is compared with a sample of UK-authored journal articles. The findings of the study show that, overall, female academics contribute to a lower proportion of journal articles than the proportion of academic staff that they constitute. However, within certain disciplines (social policy and psychology) women publish articles at a level comparable with the proportion of the discipline that they constitute. These findings, it is argued, can be helpfully understood as both cause and consequence of the gendered academy. 相似文献
11.
A considerable scholarship now describes the increasing neoliberalization of universities and the accompanying impacts on academic research and researchers. However, less attention has been devoted to issues of research project leadership, especially for academics with feminist commitments. This article reports results of a qualitative study of 12 senior academic women from 6 countries who are known for feminist research and explores how they pursue their projects in the context of contemporary changes and challenges. Rather than positioning faculty as passive participants, this study acknowledges their agency within institutional structures, albeit somewhat constrained. The results reveal the range of strategies employed by feminist researchers in various national contexts that enable them to maintain their critical focus despite increasing pressures to conform to neoliberal agendas. 相似文献
12.
Pamela Roberts 《Teaching in Higher Education》2013,18(5):542-555
This research is based on an empirical study exploring how academics make curriculum decisions and their perceptions of the influences that shape their decisions. Interviews were held with 20 academics from diverse disciplines, who were both research active and committed to teaching. The higher education curriculum was conceptualised as a field of decision-making shaped by academics’ beliefs about educational and contextual influences. The study identified five distinctive curriculum orientations representing coherent patterns of curriculum decisions aligned with academics’ beliefs about educational purposes. Case studies are presented to elucidate each of the curriculum orientations. Curriculum orientations were also found to shape academics’ responses to educational change. The following higher education change drivers are explored: graduate employability and the skills agenda, teaching–research relationships, changing understandings about teaching and learning, educational technologies and flexible delivery. The findings suggest implications for institutional curriculum change initiatives and academic development programmes. 相似文献
13.
Heike Jöns 《Globalisation, Societies & Education》2018,16(2):151-161
ABSTRACTThis editorial introduction identifies a need for more multidimensional and collective theorizations of boundary-crossing academic mobilities in order to conceptualise this phenomenon, compare empirical findings, and identify new research perspectives. My suggestion is that triadic thought – or the thinking in three rather than two conceptual categories – overcomes some of the limitations that binary thought has imposed on social theory. By transforming the three conceptual dyads that frame this special issue on boundary-crossing academic mobilities, namely mobility/migration, students/academics, and local/global, into more differentiated relational triads, I argue that ordering and framing studies on academic and other mobilities through three-by-three matrices grounded in triadic thought helps to advance conceptual debate and unfold a wider research agenda in truly collective ways. 相似文献
14.
Kelly E. Matthews Andrea Crampton Matthew Hill Elizabeth D. Johnson Manjula D. Sharma Cristina Varsavsky 《International Journal for Academic Development》2013,18(3):238-251
Social network perspectives acknowledge the influence of disciplinary cultures on academics’ teaching beliefs and practices with implications for academic developers. The contribution of academic developers in 18 scholarship of teaching and learning (SoTL) projects situated in the sciences are explored by drawing on data from a two-year national project in Australia within a case study research design. The application of a social network lens illuminated the contribution of eight academic developers as weak ties who infused SoTL knowledge within teams. Two heuristic cases of academic developers who also linked across networks are presented. Implications of social network perspective are discussed. 相似文献
15.
Minority students continue to be underrepresented among those who seek graduate and professional degrees in the sciences.
Much previous research has focused on academic preparation. Equally important, however, are the psychological–social barriers
and lack of institutional support encountered by many minority students. We present a case study of a university-sponsored
intervention program for minority science majors that addresses not only academics, but also socialization into the academic
community, networking, and the ability to practice newfound skills and dispositions through undergraduate research. In examining
this case, we suggest that concerted, formal efforts toward expanding habitus and thereby augmenting cultural and social capital may have positive effects for underrepresented minority (URM) college
students’ academic and career prospects. Moreover, we argue that these differences complement the gains program participants make in academic preparedness, showing that attention to academics alone may be insufficient
for addressing longstanding inequities in science career attainment among URM students. 相似文献
16.
Kirstie McAllum 《高等教育研究与发展》2017,36(4):763-776
Despite universities’ enthusiasm for internationalization, international academic mobility requires considerable institutional and cultural adjustment in terms of teaching and supervision styles, research expectations, and departmental relationships. Although language competency underpins these practices, research on international academics has neglected the impact of language proficiency on professional identity. This article uses autoethnography to document conversations about language ability during my first two years as an academic in a French-language university. My responses to language-related comments evolved over time, reflecting how I positioned myself as a linguistic – or audible – minority, vis-à-vis the linguistic majority. Using cultural phenomenology, the findings highlight the interactional, unstable nature of international academic identities and the importance of positive collective support for international academics who shift from majority to minority linguistic status. 相似文献
17.
Diana Leonard 《Higher Education in Europe》2000,25(2):181-192
This article examines the effects of recent attempts, particularly in the humanities and the social sciences, to make doctoral studies in the United Kingdom more efficient and effective and to produce the sorts of skilled researchers the economy is thought to need. It draws on the literature about the transformational effects of current state managerialism on the public services and on the nature of education for the professions to look specifically at the situation of the greatly increased numbers of research students. It also uses insights from feminist scholarship on the ''projects of masculinity'' embedded in late-modernist thinking to suggest that a general repositioning of the academic profession is occurring, and of women academics specifically, and that there are deleterious consequences for intellectual creativity from over-stressing certain ''masculine values''. 相似文献
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19.
This paper studies the applicability of theoretical models of university governance from the international research literature to the Polish system. In particular, it is to test the applicability of a collegial model in the Polish case. The research question was ‘to what extent is a collegial model reflected in actual governance patterns found in the Polish university sector’. This is based on large-scale internationally comparable quantitative material. The empirical evidence for it comes from 3700 returned surveys in Poland (and more than 17,000 in eleven European countries) produced for two international research projects focused on the academic profession (CAP: “Changing Academic Profession” and EUROAC: “The Academic Profession in Europe”). This paper concludes that Polish universities are operating according to the traditional collegial model of the university as a “community of scholars” to an extent that is unparalleled in Western Europe. A detailed study of selected variables and specifically constructed indexes indicates that the defining feature of Polish academia today is the power of academic collegial bodies. The influence of collegial bodies on academic decision-making in Poland is the highest in Europe; and, in contrast, the power of the government and external stakeholders is the lowest. However, academics, sharing the “republic of scholars” institutional vision of the university, and still highly influential in university decision-making, are currently confronted with higher education reforms grounded in an instrumental vision of the university (in which it is a tool for national political agendas). Consequently, powerful value-driven clashes between the academic community and the community of policymakers and reformers are to be expected to intensify. The major theoretical concepts used in this paper come from Johan P. Olsen’s, Ian McNay’s and Robert Birnbaum’s studies of university governance, and its findings are presented from a European comparative and quantitative perspective. 相似文献
20.
This research investigated the statistical predictive power of organisational commitments for academics’ teaching approaches. Participants were 268 academics working in six elite universities in Beijing, mainland China. Results showed that academics’ organisational commitments as measured by the Organisational Commitment Inventory significantly predicted their teaching approaches as assessed by the Approaches to Teaching Inventory – beyond gender, age, taught academic discipline, academic rank and type of institution. Limitations and theoretical contributions of the study are noted; and practical implications of the findings are discussed in relation to academics and university senior managers. 相似文献